Torbay Kindergarten is the oldest kindergarten in the East Coast Bays, officially opening on Saturday 31st May 1969 by Mrs P. Dalton, the president of the East Coast Bays Free Kindergarten Association. However Torbay Kindergarten started long before then... In 1947 a private kindergarten was started in the new hall by Miss Wiseman and with her sister, Miss Enid, as a helper. After much fundraising the site and building that is Torbay Kindergarten today was built.
We provide a welcoming, safe, caring and fun environment where families and whanau belong and learning, play and well-being are promoted. Through this, respect and reciprocal relationships are fostered. We value social competency where children’s exploration of the natural environment encourages them to be active in their imagination, self- direction and explore and extend their strengths and interests.
Through good communication with parents/whanau and the local community, a strong partnership is developed.
We see the children as capable and competent. We are responsive to diversity. All children are valued and supported in their unique learning journey, where their potential is recognised and responded to as individuals and nourished by their relationships with others.
As teachers, we see ourselves as facilitators, observers, scaffolders and provocateurs. Inspired by relationships, research and reflection, we work co-constructively providing opportunities and possibilities to promote children’s interests and learning dispositions. We see ourselves as leaders within our learning community, where we take responsibility, acting as role models for citizenship. We draw on each other’s strengths (both children’s and teachers) to promote the best learning outcomes for all children.
Our curriculum is woven through our everyday experiences, reflects the principles of Te Whariki and our commitment to creating and maintaining a unique bi-cultural, sustainable environment that reflects Aotearoa New Zealand.
Planning reflects the principles of Te Whaariki by responding to children's interests and funds of knowledge. Through reciprocal relationships we recognise the direction their learning wants to take.
This is a co-constructive process in which the child and the teacher work together to extend learning exploration and complexity. We encourage families/whanau to contribute and support this learning process.
Our curriculum is grounded in socio-cultural theory which recognises the importance of social and cultural interactions and experiences of the wider community to a child's learning.
Our planning is illustrated through the analogy of splashes and ripples: Splashes being the first impact and ripples being the exciting spin-offs. Sometimes the ripples will merge.