<p>Term: 2 Date: 5th June 2017</p><p>This report identifies aspects of learning for tamariki this term, linking to our kindergarten goals and the NKA strategic goals. </p><p>High quality learning delivered - Learning outcomes for children; The learning environment both inside and out; professional learning undertaken; purchases, plans for change, Te Ao Māori </p><p>Provocations to support events and children’s interests have been provided throughout the term e.g. fire engine and figurines, puppets to support the theatre ‘Songs of the sea”, Hangi and Matariki displays. Books have also been used to support these interests. A big box was brought in from outside to support children’s desire to have spaces for pair or small group play and for a darkened area for Matariki stars to be represented. The light table was also covered in sand both light and dark for the children to experiment making designs, they also were able to watch the sand art video ‘In the beginning’. </p><p>Maths continues to be well represented in the kindergarten through many numeracy activities being set up to support fine motor skills, measurement in cooking, puzzles and scientific experiments that the children undertook. Carpentry has been extremely popular with the new purchase of wood and donations from parents/ whānau, especially with the children being able to use the all weather carpentry shed. </p><p>Kaiāwhina roles continue to be popular with the children, especially those on the clipboards that the children can sign up for daily. To ensure all children have the opportunity to have a turn, we have limited this to one kaiawhina role per week for each child. The children also continue to take on other kaiāwhina roles within the kindergarten and on the nature programme.This term the chickens have stopped laying eggs and the joy of visiting them, feeding and collecting eggs has diminished mainly due to the wet cold weather. The fish continue to be popular with the children and they have been working on names for them. The children have enjoyed harvesting the carrots from the maara kai/garden and bananas from the playground. Natural resources are largely used in teaching resources, provocations and with the tamariki in the outdoor environment. </p><p>Children have participated in baking projects with whānau and teachers and many healthy creations have been made. The harvest table was reintroduced at Matariki to encourage families to share with each other, many citrus fruit have been available.</p><p>The nature programme continues to be popular with the children, many of which are on it for a term now to ensure all children get a turn. Many children are learning to be kaitiaki for the environment and have been using scallop shells as little 'Aquarium' when they catch shrimp to ensure they are not harmed as they learn about them.</p><p>The children have been investigating the amount of rubbish that is generated from lunch boxes and a display wall and line of inquiry was followed encouraging children and whānau to reduce this. At first it was a visual representation and then questions were asked: what could we do about all the rubbish? How could we use this rubbish? This provided a platform for discussion at the kai table. Lunchbox rubbish was used at the collage table and many interesting objects were created. Beeswax lunch wraps were created to support sustainability.</p><p>Wall displays by the children on “How Maui slowed the sun” and ‘How Maui found the secret of fire’ were depicted by the children and representations of Ranginui, Papatuanuku and Tane were created by reusing paper with the children. The children continue to learn about sustainability by reusing unwanted artwork in projects. Paper pulp was created and some children made pieces of paper and resources for the kindergarten from this. </p><p>Children are learning respect /whakamana for the environment and are better at looking after the resources and putting away their work/mahi. </p><p>The ‘My history pages’ are being completed in more detail by many families now they are no longer being put on public display in the kindergarten, but are still an important part of the portfolio book. The ‘waka wall’ continues to be added to as new whānau join our kindergarten; children often visit this area pointing out their Term: 2 Date: 5th June 2017 family members to others in photos, drawings and stories. Parents’ aspirations for their child are being asked by teaching staff at the time of induction and in the child’s first day story. </p><p>At the end of the day one teacher is able to support the mat time teacher while the other is available to discuss with families any information or documentation that needs signing and to monitor the gate. As the inside teacher greets many of the children and sometimes the outside teacher does not see parents in the morning this is a good way to have continuity across the teaching team. </p><p>The children’s whiteboard is a popular place for parents/whānau to stop and read this to children first thing in the morning to tell them about what’s happening in the kindergarten today, this ensures the children are well informed about what is happening and where they can start their day. </p><p>Our teaching philosophy was updated and is now ready to be shared with parents/whānau before the final draft is written.</p><p>Becky mentored Karina, a teacher from Te Rito Maioha for four weeks at the beginning of term 2. Karina was able to share sign language and new te reo songs with the children. Emily is being mentored by Sally and spent five weeks away on practicum at another centre. Emily continues to share her wonderful artistic knowledge with the children and has been working with the children on their representations of Māori legends and using recycled artwork. She continues to share her love for music with the tamariki with her beautiful songs. </p><p>To support the interest in fire, a new fire engine and firefighters were purchased. The fire service visited this term in a mock fire emergency. The children were able to learn about the equipment, have a turn with the fire hose and sit in the truck. The fire procedure and permission to have regular cooking fires at the kindergarten and on the nature programme is in it’s final stages and it is hoped to be part of our programme next term after approval has been given. We have been having many mock fires in preparation for this. The children continue to enjoy watching ‘Stan’s plan’, the earthquake video and practising ‘stop, drop, cover’.</p><p>Road worker figurines, a roller and grader were also purchased to support the continued interest in the work on the footpath that is happening along Kiteone road. An outdoor tank was purchased and a platform was built by Farand (Victor’s dad) for the children to collect water from the roof to enhance recycling practices and for children to use this in their mahi. </p><p>In the professional development week Sally and Anne participated in Te Whatu Pōkeka, Anne renewed her first aid. During the term all teachers have taken advantage of opportunities to extend their bicultural practice by attending the NKA ‘Te Puawaitanga o te Kakano’ roopu held each fortnight. Teachers have also been practicing for our Haka powhiri at the up and coming Northland Kindergarten Association conference in the term 2 holidays. Anne and Becky continue to attend the monthly conference meetings. In the term time Sally attended an Autism course and an Autism representative visited the kindergarten twice. Sally also attended Kahu Ako, a cluster meeting where the intention is to have a better collaboration between ECE, primary and secondary. The teaching team had a transition to school meeting with Parua Bay teaching staff. Becky attended the release of the new early childhood curriculum “Te Whāriki”. The teaching team continues to work on their conference workshop “ The effect of screen time on young brains” which they will present at the conference on 21st July. Becky, Sally, Gaelyn and Bridget all had their annual appraisals. </p><p>Relationships – Strong sustained relationships and partnerships: Community Engagement: Pumanawatanga, transition to school visits, trips, visitors into the kindergarten, special events, etc.</p><p>We had a special day for appreciating our support staff, and both Gaelyn and Bridget received a special tray and cards made by the children to acknowledge the wonderful work they do. Russell also received a special tray from the children before he went on his overseas trip. Term: 2 Date: 5th June 2017</p><p>Sally, Becky and our parent representative Katarina (Nina’s Mum) attended the Northland Kindergarten Association AGM. </p><p>The induction process of the teachers key portfolio children seems to be working well to ensure that parents/whānau feel welcomed and valued into the kindergarten environment and have a key person to go to ask any questions. The teaching team are each trailing an assessment record system with the aim for all children to have 2 individual learning stories reviewed each term and to provide information to review learning stories across all curriculum areas. </p><p>Te kupu o te wiki is in its third year now and we continue to use a word that is relevant to the children’s learning or events that are occurring within the kindergarten. These continue to be used on the whiteboard, in newsletters, at mat time and throughout the day. Sometimes a visual representation is created that contains a picture, the english word and the te reo, for all to refer too, we are also trying to use the sign language with each word.Teachers have attended ‘Te Puawaitanga o te Kakano’ roopu to continue to learn te reo and have been attending the Haka powhiri practices in preparation for our up and coming powhiri at the Northland Kindergarten’s first conference in July. The information booklet for new whānau is in its final stages and it is hoped that this will be available for term 3.</p><p>Matariki was celebrated with provocations such as black sand on the light table, small world provocations depicting a hangi and fire and the seven kites of Matariki. Stars/whetu and kites/mānu tukutuku were created with the children. Recycled materials were also used by the children to create representations of Matariki. Children had opportunities to plant and harvest food from the maara kai, along with sharing food on the harvest table. The children cooked with apples, making apple sauce, muffins, baked apples and dehydrating them. Two new books were purchased ' The seven kites of Matariki' and 'Tāwhirimātea, a song for Matariki' </p><p>A successful trip to ‘Songs of the sea’ a live puppet theatre was held along with a walk to the ‘wave and waka’ sculpture. It was an opportunity for many parents/whānau to attend and get to know each other.</p><p>Donna Chapman from Parua Bay School visited the kindergarten with children transitioning into her class. She hopes to visit each term for a day. Transition booklets the teaching team have been creating for leaving children have been greatly welcomed by the new entrant teachers. No transition to school visit occurred this term as students were attending these with their parents/whānau and it was decided that no extra visit was needed.</p><p>Students from Parua Bay School visited to research our playground and design a new playground for Parua Bay School. The library bus continues to visit once a month and this brings much excitement to the children.</p><p>The volunteer fire service came in their fire engine and we received a short visit from our community constable Spence Penny.</p><p>Promotion – Lifting the profile of the kindergarten within the community: newspaper stories and photos, open days, kindergarten out in the community, promotional flyers sent out, etc</p><p>An article in June/ July was printed in the Whangarei Heads community booklet, this celebrated sustainability at the kindergarten and in the community on the nature programme.</p><p>Finance – Financial Stability: Management and administration (roll numbers, variation report explanation, fund raising, grant applications etc</p><p>Budget tracking is on path. Our rolls are full with good attendance, securing our financial status. Parents/whānau are being made aware of the impact that regular lateness has on our Ministry of Education funding and this is having a positive affect on attendance. Gaelyn is ensuring all available spaces are offered to new and existing families with ample notice to ensure roles are full and maximum funding received.Our current waiting list has 24 children over three years of age. </p><p>A donation of $500 was given to the kindergarten from a departing family to show their appreciation, some of which has been spent on replacement wet weather gear for the nature programme. Two COG’s grant Term: 2 Date: 5th June 2017 applications were lodged to pay for the support role on the nature programme. We will be notified of the outcome of these grants next term.</p><p>Services – Services delivered that are relevant to the communities they serve: Ensure our services meet our communities’ needs. Working alongside of NKA: PPM, speech and Language therapist, Pou Whakarewa Tikanga Maori visits. Working alongside other outside agencies; MOE, Enviroschools etc</p><p>Our relieving Professional Practice Manager Kim has now been appointed to a permanent position and as a teaching team we are very fortuate to have Kim’s valuable input into our kindergarten programme and the teaching team. Kim has visited us twice this term. The speech language theapist Gaye has visited a number of children at the centre with follow up at her rooms at the NKA head office, she continues to assess children’s needs when these have been requested by whānau and teachers. Gaye also won a Kauri scholarship and recently developed a phonetic alphabet, which she has given to each kindergarten as a resource to use with the children. This is supporting a number of our literacy resources. Our Pou whakarewa, Roimata visited once this term and continues to guide the teaching team by providing resources and information to support the children in their development of te reo and cultural practices. The NKA maintance staff fixed the outside resource shed and the outside cupboards and water blasted the covered area. Linda from the administration team visited Gaelyn.</p><p>Acknowledgements:</p><p>We would like to acknowledge some key people in our kindergarten community who have given of their time and expertise to enhance the environment and learning experiences for tamariki. Farand (Victors dad) built the platform for the new water tank near the carpentry shed. Russell continues to make regular visits to the kindergarten to assist the children in their carpentry projects and do fix-it jobs. Bridget (Victor’s mum) relieved on the nature programme while Russel was away. Kirsty (Griffin’s mum) continued her wonderful weeding job of the playground and Maara kai (Community garden) and also cut back the flax in the carpark. Kahu (Daisy’s mum) and Rachel ( Mila’s mum) made beeswax sandwich wraps with the children to support sustainability within the kindergarten. Sophia (Jiajia’s mum) came in regularly to work with the children on baking projects. David (Jiajia’s dad) continues to enrich our baking supplies with organic and whole foods. Many parents were able to attend the show “songs of the sea” and assist children on our walk to the ‘Wave and waka’ sculpture and this allows us to have these wonderful opportunities. Special mention must also go to Nicola (Charlie’s mum) who regularly cleans the paint area. Stacey (Finn’s mum) has also stepped in and assisted in times of need. Thanks also to all those families and whānau that do small things to help out, such as coming on trips, helping with special days and assisting with the clean up of the kindergarten at the end of the term. We realise you are all very busy people and all this support provides the rich learning environment that is so beneficial to all our tamariki.</p><p>Ngā mihi nui Becky Parr and the Manaia kindergarten team</p><p>Please email this page to your Professional Practice Manager on the last day of term along with the full report Kindergarten name: Manaia Kindergarten</p><p>Health and Safety Term Term Term Term 1 2 3 4 Daily playground checks have been completed all term √ Termly playground checks have been completed √ Daily Hazard Checklists have been completed for this term and a copy of √ any new Hazard Record Sheets and Action Plan (Form E) have been forwarded to the Association and placed in the Kindergarten Hazard Term: 2 Date: 5th June 2017</p><p>Register</p><p>The Term Hazard Checks (Forms M and N) have been completed and a √ copy of any new Hazard Record Sheets and Action Plan (Form E) have been forwarded to the Association and placed in the Hazard Register for everyone to view</p><p>The Earthquake Procedure has been carried out and has been noted on √ the correct form The Trial Evacuation Procedure have been carried out and the Trial √ Evacuation Report (Form Q) has been completed and emailed to the Association for this term Child and Adult Health and Safety n/a n/a There have been accidents/incidents reported to the Association this term The following forms and procedures have been completed as necessary:  Site Safety Induction Checklist (Form C) √  Contractors Acknowledgement (Form I) n/a n/a  Volunteer Health and Safety Acknowledgement (Form H) n/a n/a  The Health and Safety Induction Register (Form B) has been n/a √ updated Trial Fire Evacuation procedures have taken place √ Trial Earthquake drills have taken place √ 1st Aid Kit updated √ Personnel Management All pre appraisal meetings have taken place: √ Becky, Sally, Gaelyn and Bridget had full appraisal for 2017 completed in term 2. Anne had a pre-appraisal meeting. √ Any professional learning undertaken Term 2 2017: Sally attended Autism course and a representative visited kindergarten x 2. Sally also attended Kahu Ako, a cluster meeting to attain better collaboration between ECE, primary and secondary schools. Becky attended the implementation of Te Whāriki the updated early childhood curriculum. The teaching team updated our philosophy. A transition to school meeting was held with Bronwyn Coulton SELO contract, Parua Bay teachers Donna Chapman and Carolyn Henwood and also Angela Whittam from Parua Bay Childcare. Becky and Anne are committee members for our up and coming conference and attended monthly meetings. The team attended practices for our Haka powhiri for our concert. Sally and Anne attended Te Whatu Pōkeka in the term 1 professional development break and Anne also updated her first aid. Becky, Sally and Katarina attended AGM for the NKA.</p>