Welcome

Welcome

Poppies Kindergarten was established in 1988, primarily for my own children and those of a few friends. Having studied education in the UK, I understand the importance of quality Early Childhood Education and consequently became inspired to offer a programme that was stimulating, challenging, educationally fun and supported children's individual needs, strengths and interests.

Within a short period, a section of our family home was set aside and Poppies was founded. Poppies has been successfully preparing children for school and a life of learning for over 20 years and we are delighted with the impeccable reputation we have maintained since its inception.

Incorporating the research and understandings of educational theorists including Jean Piaget , Lev Vygotsky, Urie Bronfrenbrenner and teaching methods from Dr Maria Montessori and the "project approach" from Reggio Emilia, I compiled a programme which aims at enhancing and extending the individual child's learning and development.

The programme intends to guide, encourage and support all children into acknowledging their full potential. It ensures a balance of child initiated and teacher directed activities and encourages children to explore and participate in the full range of learning opportunities and challenges, with the emphasis and value on the process as well as the end product.

The learning objectives and outcomes for children linked to our programme, reflect the goals set in Te Whariki (the NZ Early Childhood Curriculum), introduced officially in 1996. My own vision for all young children is included in Te Whariki and founded on the following aspirations: "To grow up as confident and competent learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society".

In considering the design of the facilities, I have drawn on my 25 years plus early childhood teaching experience, here and overseas, to create, what has been described by professionals as, a state of the art kindergarten. Our facilities have been purpose built and designed to stimulate and enhance children's learning and development and to ensure their safety and comfort.

The design and layout of our resources provides a flexible and exciting environment aimed to encourage independence and foster creativity; support the development of a child's mental and emotional, social, intellectual, cognitive and physical skills. It also offers children the opportunity to develop knowledge and an understanding of their rich cultural heritage of both partners to Te Tiriti O Waitangi.

I recognise the importance of a supportive proficient teaching team committed to ongoing professional development. Considering their qualifications and teaching experience, the teachers at Poppies are carefully selected for their genuine warmth and passion, innovation, motivation and reflective quality teaching practices.

Poppies is a sessional kindergarten for children aged 2 - 5 yrs only. Our aim at Poppies is to offer young children a high quality introduction to a successful life of learning.

Alexandra Ryan
Director

Philosophy

Philosophy

We believe children's experiences during the early years, significantly go towards shaping and determining the ongoing development of knowledge, the successful acquisition of skills and particularly the forming of attitudes and subsequent dispositions. Early childhood education begins the process of passing on the knowledge, attitudes and values of our society to our children, so that they have the skills and confidence to take an active part in the community. We value the tremendous amount of learning your child has already completed with you - your child's first teacher. We believe at Poppies that parent/teacher communication is an essential ingredient in meeting the needs of your child and therefore welcome and encourage a close partnership.

The early years is the time when a child learns the basis of all he/she will have to know to function well later in life. It is the time when foundations are laid and children need positive guidance and assistance to develop healthy emotional & mental, social, intellectual, cognitive, cultural, creative and physical skills.

"The object of education is to prepare the young to educate themselves throughout their lives." Robert M Hutchins American Educator. At Poppies, we consider our ongoing function as early childhood teachers is to maintain quality teaching practices. We aim to nurture, support, guide, encourage, and foster a child's sense of well-being and belonging, promote contribution, extend communication and enhance exploration particularly by being good role models and innovative facilitators. Our programme intends to guide, encourage and support children into acknowledging their full potential. There is an old proverb: The most precious gifts you can give a child are roots to grow and wings to fly.

At Poppies, we firmly believe that children need to develop healthy strong roots in order for their wings to work effectively and successfully. They need the safety of a secure base and the confidence to expand beyond it. Self-esteem is at the core of this developmental process. When children feel good about themselves and their abilities, they are able to take flight and explore, discover and learn effectively and successfully. We believe it is very important to promote self esteem. There are three areas of self esteem that need to be affirmed on the way to developing sound emotional and mental health for life.

  • The first is existence - we believe all children benefit from being affirmed as significant individuals

  • The second is the feeling of accomplishment - we believe in celebrating with children as they learn to take pride in their efforts and achievements/successes

  • The third is learning to deal with failure and change which is inevitable and requires us all to be adaptable. We believe in role modelling and teaching children to understand that feeling disappointment and sadness is only temporary. Failure/loss/change is not the end of the world and can be an opportunity to reflect, grow and potentially experience things differently and better going forward - following disappointment there is always the space for us to pick ourselves up, think and proceed positively again, adopt an attitude of gratitude, keep 'dreaming big' and aim to 'achieve more'

At Poppies we aim to assist the development of healthy roots and effective wings for children through experiences in an environment where:

  • their health is promoted and emotional and mental well-being is protected and nurtured

  • they will feel safe and secure

  • positive experiences and messages develop a healthy self esteem

  • connecting links with the family and the wider world are affirmed and extended

  • they know they have a place and feel a sense of belonging at Poppies

  • they feel comfortable with the routines, customs, and regular events

  • they know the limits and boundaries of acceptable behaviour

  • there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background

  • they are affirmed as individuals

  • they are encouraged to learn with and alongside others

  • they develop non-verbal and verbal communication skills for a range of purposes

  • they experience the stories and symbols of their own and other cultures

  • they discover and develop different ways to be creative and expressive

  • their play is valued as meaningful learning and the importance of spontaneous play is recognised as they gain confidence in and control of their bodies

  • they learn strategies for active exploration, thinking and reasoning

  • they develop working theories for making sense of the natural, social, physical and material worlds

  • they are supported and encouraged to 'dream big and achieve more

Our Team

Our Team

"At Poppies, we recognise the importance of a supportive proficient teaching team committed to ongoing professional development. Considering their qualifications and teaching experience, the teachers at Poppies are carefully selected for their genuine warmth and passion, innovation, motivation and quality teaching practices.

In order to meet the needs of the individual child, the Poppies team are knowledgeable about children's development and the early childhood curriculum, skilled at implementing it, thoughtful about what they do, aware of their roles as models for learning and willing to be flexible.

The teachers are dedicated to learning, both in their own personal and professional development and in gaining knowledge about each individual child. They are trained to meet the needs of each child and develop their strengths and interests, knowledge, skills and positive attitudes.

Poppies supports the staff by funding professional development and supporting the continuation of training which allows them to gain further knowledge and experience and higher Early Childhood qualifications if they wish. All teachers hold current first aid certificates."

  • Alex Ryan - Director

Originally born and educated in Jersey Channel Islands and the UK, Alex settled in New Zealand in 1986. She has 2 children, Tom LLB BCom is 25 yrs and Jack, who is currently studying for a BSc CS is 22 yrs. Alex established Poppies in 1988 initially for her own children and those of a few friends. She hopes that her passion to offer and provide young children with fun, positive experiences in a rich learning environment is evident when you visit the Poppies setting, experience the atmosphere and become involved in the programme.

  • Sammy Hughes – Head Teacher

Sammy was born in England and emigrated to New Zealand with her family at age 13. After completing school in Waihi Beach she moved to Auckland where she briefly worked in the retail sector advancing into management at a young age. In 2008 Sammy enjoyed a short time travelling which she credits for sparking her passion in Early Childhood teaching and upon returning to New Zealand began work at KiwiKidz Educare. Whilst gaining experience at KiwiKidz full time, she also studied and gained a Bachelor of Teaching and Learning ECE through the University of Canterbury. Before qualifying Sammy had already advanced into a lead teacher role which in turn led to her being employed to organise and supervise the setting up and opening of a second Kiwikidz centre in 2011.

Sammy believes in a respectful approach with children, viewing all children as capable competent learners, taking her teaching cues from careful observation and planning to invite curiosity and stimulate children’s interests.

  • Helen Morris - Teacher

Helen was born in England. At 8 years old, she moved to New Zealand with her mother and twin sister. After completing her schooling, Helen travelled overseas, and took part in a volunteer programme in Costa Rica. She returned to NZ and was a private nanny for two years before realising that she would like to expand on her education and enthusiasm working alongside young children. Helen has been employed part time at Poppies since 2010 whilst completing her degree. In 2013 Helen graduated from AUT with a Bachelor of Teaching ECE and now thoroughly enjoys a fulltime teaching position at Poppies especially because she shares our passion to provide quality education and dedication to teach young children in a positive caring nurturing environment.

  • Babila Trivigno – Kindergarten Assistant

Babila was born and grew up in Italy with her parents and two younger siblings. After school and during the summer holidays Babila worked as a private nanny and as a teacher aide. She also enjoyed running school summer holiday camps in her home town of Milan. It was through these experiences that she discovered her passion to work with young children. Having completed school, Babila and her boyfriend Allesandro left Italy to travel and decided they wanted to work and experience life in New Zealand. They have been in NZ for nearly a year now on working visas and have loved it so much that they are now applying for permanent residency. Babila thrives on the hive of activity at Poppies, so much so, she intends on enrolling to study, alongside working at Poppies, for a Bachelor of Teaching ECE and become a qualified early childhood teacher.

  • Marnelli Jauregui - Teacher's Assistant

Marnelli was born in the Philippines and moved to New Zealand with her family at age 17. She studied BSc Psychology at the University of Auckland with a Graduate Diploma in ECE. Her passion for children’s learning was sparked while studying developmental psychology and volunteering at the Early Learning Lab in the psychology department. While her interest in cognitive studies remained, she found out that she preferred learning about children through close interaction and providing meaningful learning experiences.

Marnelli believes that children are capable and competent learners. She believes in providing a nurturing environment that stimulates children’s creativity and passion for learning. She believes that this is built through respectful and caring relationships that lead to children’s empowerment. She aspires to help create this environment and help support and enhance children’s learning and development at Poppies.

  • Sonia de Los Rios - Teacher

Sonia was born in Mexico and grew up in Seattle, WA USA. She did an internship with Walt Disney World Co. while studying business and decided that her real passion was to work with children. After the internship she decided to pursue a degree in Early Childhood and Family Studies at the University of Washington. In 2012 Sonia moved to New Zealand with her partner and had the opportunity to attend the University of Auckland where she was fascinated by the New Zealand ECE curriculum.

Sonia has worked at Kings School where she ran a Spanish program and has also worked for the Auckland Kindergarten Association in Parnell. Sonia believes children should be treated with respect and be encouraged to contribute to their own learning, constantly motivating them to become confident within themselves and to encourage a life-long passion for learning and discovery. She finds her job rewarding and enjoys witnessing children continuously discover their strengths and unique personalities.

The Poppies Programme

The Poppies Programme

There are four broad principles at the centre of the New Zealand early childhood curriculum.

Empowerment:
The early childhood curriculum empowers the child to learn and grow.

Holistic Development:
The early childhood curriculum reflects the holistic way children learn and grow.

Family and Community:
The wider world of family and community is an integral part of the early childhood curriculum.

Relationships:
Children learn through responsive and reciprocal relationships with people, places, and things. The strands and goals of the curriculum arise from the principles. Each strand embodies an area of learning and development that is woven into the daily programme at Poppies and has its own associated goals for learning. There are five strands:

  1. Well-being - Mana Atua
  2. Belonging - Mana Whenua
  3. Contribution - Mana Tangata
  4. Communication - Mana Reo
  5. Exploration - Mana Aotùroa

Well-Being

"The health and well being of the child are protected and nurtured." At Poppies we consider all children have a right to health, to protection from harm and anxiety, and to harmony, consistency, affection, firmness, warmth and sensitivity. Young children thrive on as much consistency and continuity of experience as possible in order to develop confidence and trust to explore and to establish a secure foundation of remembered and anticipated people, places, things and experiences.

Belonging

"Children and their families feel a sense of belonging at Poppies" We endeavour for Poppies to be an extension of a caring home, a place offering a broader range of learning experiences; a secure and safe place where each member is respected and being well cared for.

We encourage parents to become involved with their childrens' lives at poppies and provide opportunities for them to meet each other.

Contribution

"At Poppies, opportunities for learning are equitable and each child's contribution is valued." Children's development occurs through active participation in activities. Collaboration with the teachers and with other children plays a central role in this development. The Poppies programme recognises, acknowledges and builds on each child's special strengths and allows the child to make a contribution, acknowledging that he/she has the right to active and equitable participation in the community. Making a contribution includes developing satisfying relationships with adults and peers.

Communication

"At Poppies, the languages and symbols for a child's own and other cultures are promoted and protected." Language is a vital part of communication. In early childhood, one of the major cultural tasks for children is to develop competence in and understanding of language. We believe that language does not consist only of words, sentences, and stories, it includes the language of images, art, dance, drama, mathematics, movement, rhythm, and music.

Exploration

"The Poppies children learn through active exploration of the environment." All aspects of the environment - the natural, social, physical, and material worlds - are part of the context of learning. Exploration incorporates some of the strategies which enable young children to explore, learn from, and make sense of the world. Implicit in the concept of the child as explorer is the importance of respect for the environment.


Click the link below for more comprehensive information:

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Transition to School

Transition to School

The Poppies Transition to School Programme integrates Te Whariki with the New Zealand Curriculum Framework.

The Early Childhood Curriculum has been envisaged as a whariki, or mat, woven from the principles, strands, and goals. The whariki concept recognises the diversity of early childhood education in New Zealand. Different programmes, philosophies, structures, and environments will contribute to the distinctive patterns of the whariki. Poppies Kindergarten in partnership with it’s local community and parents offers a Transition to School programme for children aged 4 years upwards to help prepare them for school. This programme links comprehensively to the New Zealand Curriculum Framework while still sitting inside the principles, strands, and goals of Te Whariki. The early childhood curriculum provides a foundation for children to become confident and competent and, during the school years, to be able to build on their previous learning. Each strand of the Early Childhood Curriculum has a number of links with the essential learning areas and essential skills of The New Zealand Curriculum Framework. At Poppies it is our aim to extend this foundation by introducing a host of different learning experiences that will puzzle, delight and inspire the children to become competent learners for life.

Principals

Strands

Essential Skills

Essential Learning Areas

Empowerment

Well-Being

Communication Skills

Language and Languages

Hollistic Development

Belonging

Numeracy Skills

Mathematics

Family and Community

Contribution

Information Skills

Science

Relationships

Communication

Problem-solving Skills

Technology

Exploration

Self-management and Competitive Skills

Social Sciences

Social and Co-operative Skills

The Arts

Physical Skills

Health and Physical Well-being

Work and Study Skills

As well, the aim of these classes is to offer 4 year old children, who are demonstrating increasing strengths and interests for more specific skills to read and write, an extension class . During these classes the teachers provide more complex challenging and stimulating group activities to further develop skills in the following essential learning areas in preparation for school:

Communication, Language and Literacy: children gain an increasing ability to gain knowledge, to convey and receive information, instructions, and ideas effectively and confidently by listening, speaking, and using visual language in a range of contexts.

Mathematics and Numeracy: children are able to develop competence in more complex mathematical concepts and enjoy using them in a variety of ways - exploring mathematical concepts encourages creativity, perseverance, and self confidence.

Information and Listening: children develop more complex abilities to question, locate, and process information and to see people, books, and other media as resources.

Concentration and Problem-solving: children develop more complex reflective and creative thinking as they contribute ideas and try them out with others.

Self-management and Competitive: as children explore, they show initiative, commitment, perseverance, courage, and enterprise and they adapt to new situations. Children also develop constructive ways of dealing with challenge, competition, and success and failure, developing some skills of selfappraisal and self-advocacy.

Social and Co-operative: children take some responsibility as members of a group in a common task, developing good relationships with others, responding appropriately to discriminatory behaviour, and demonstrating respect for the rights of others. Work and Study: children develop confidence to manage some tasks independently and are able to pay attention in spite of distractions.

Our aim is not to push children into "academic" work, rather more, to provide the opportunities for those children who are interested and ready.

We believe it is important to provide these opportunities for the young child to experience new challenges, co-operative ventures, and longer term projects. These experiences also help to meet their expanding capabilities and provide a smooth transition to school.

Sessions and Fees

Sessions and Fees

Times

Rates

Standard Rate

8:30am - 2:30pm

$72.00 ($12p/h)

20 hours ECE rate (optional)

8:30am - 2:30pm

$39.00 ($6.50p/h)

Transition to School Term (optional)
2 sessions per week
3 sessions per week
4 sessions per week
5 sessions per week

1:00pm - 2:30pm



$380.00
$540.00
$680.00
$750.00

Kindergarten Uniform Backpack

$20.00

Application Fee

$20.00

Acceptance of Enrolment Fee

$100.00

Transition Class Enrolment Fee

$50.00

Late Collection Fee

$20.00

All fees exclude GST

The following represents our policies regarding enrolment and fees:
  1. Poppies accepts enrolments for 2 or more sessions per week only.
  2. Daily sessions are to be paid 5 -6 weeks in advance. Optional Transition to School classes are to be paid a term in advance. Poppies Transition to school terms follow the public school term timetable.
  3. The Poppies invoices are issued at the end of every month and the total due is for daily sessions over the next 5-6 week period. They are 7 day invoices and your prompt payment is very much appreciated.
  4. Poppies is closed for children during the July two week public school holidays and at the end of December and most of January when fees are not payable. You will be notified annually of these periods Poppies is closed.
  5. Full fees are payable for all enrolled sessions which fall on statutory days during Poppies’ open periods, Xmas concert/party days, kindergarten outing days, days not attended due to family holidays, days your child is absent due to sickness/doctors appointments or school interviews or any other reason.
  6. You are required to attach your remittance slip with your payment. If you are paying by cheque with a company, trust account or surname different from your child, please print your child’s name on the back of the cheque. If you are paying by direct debit, please list the child’s full name you are paying for and reference code to appear on our records.
  7. There are non-refundable application and acceptance of enrolment fees. Your completed forms for your child to attend Poppies Kindergarten will only be processed if these fees have been paid in full at the time of application and enrolment.
  8. Management must receive 30 days written notice from yourselves if you wish to withdraw your child from Poppies. The 30 days notice is taken from the date your letter/email is received by The Manager or Head Teacher. On receiving the letter, the Manager or Head Teacher will notify you of your child’s final enrolled session. You are required to pay full fees up to and including your child’s final enrolled session.
  9. If a position is offered to you for your child and you do not wish to accept it at the time it is offered, you will be required to pay the full fees if you wish for the place to be held for your child. Poppies staff endeavour to give families as much notice as possible of a place becoming available.
  10. If you wish to alter your child’s enrolment, you must fill out and sign an alteration to enrolment form at the time the changes occur.
  11. Once enrolled, you must sign the “sign in & out sheets” at the front door every time your child attends.
  12. If you are 15 or more minutes late to collect your child at the end of the session, you will be charged the late collection fee.
  13. The optional 20 hours ECE daily session rate is available to all 3 – 5 yr old children providing the Attestation Form has been completed in full prior to the commencement of enrolment.. If you wish to allocate part of, or all of your entitlement of 20 Hours ECE to another service, the Poppies standard rate will apply to account for the reduced government funding to Poppies. The rates for the optional 20 hours ECE daily session, and the optional ‘Transition to school class term’ are applicable to cover Poppies costs in providing aspects of provision over and above the required legislation and the basic regulated standards, including additional staff beyond the minimum regulated adult/child ratios and a fully equipped gymnasium.

Questions

Questions

The process for entry to Poppies is by application only (applications can be downloaded from the "Enrolment" tab above). Siblings of families that join Poppies will have priority for entry, as well as extended family members. Children accepted for enrolment must be over 2 years of age. A non refundable fee is payable with the initial application. In addition, a non refundable acceptance of enrolment fee is payable for both the daily and transition to school programmes. Each enrolled child is required to be equipped with a uniform Poppies kindergarten back pack.

Poppies is licensed for 40 children and is run by 6 staff members.

We have 2 spacious classrooms on the lower level and a communal large gym on the upper level.

Class 1 is for our new entrants aged approximately between 2 and 3 ½/4 years old and is managed by 2 qualified teachers.

Class 2 is for children aged approximately between 3 ½/4 and 5 years old and also managed by 2 qualified teachers. The kindergarten also employs a fulltime fifth teacher daily who is available to assist where necessary. Poppies Kindergarten is managed by Alex Ryan who is also a director of Poppies Ltd.

The gym is an area where we are able to join together in a larger unencumbered space to stimulate and promote social, creative and physical development; including dance and drama, music and movement and gross motor skill development especially on wet days.

A child’s initial sense of wellbeing and belonging at Poppies is fundamental. We recognise that ongoing and open communication between parents and teachers is an essential ingredient in meeting the needs of the individual child and the learning and development that will occur.

We welcome our new families by inviting parents and children to attend one or two sessions prior to the child’s first enrolled day. This way the child and parent are able to:

  • Get to know the child's teachers
  • Be introduced to the child's new friends
  • Observe the programme in action
  • Become familiar with the kindergarten environment and routines
  • Ask any questions as they arise
  • Develop an initial sense of well-being and belonging
  • Make any adjustments to personal details on enrolment forms etc.
  • The initial separation can cause anxiety for both child and parent. The teachers at Poppies fully understand and are experienced at handling these initial stages of adjustment for children and parents and will do what they can to assist and support you during this process.

If you feel unsure and would like to discuss a plan with one of your child’s teachers, please do not hesitate to give them a call. We believe it is necessary to discuss a plan without the child a party to the conversation and more importantly expose them to the feelings of uncertainty. It is important that both parents and teachers work together to build the special relationship necessary for a successful adjustment. If we feel it would help, sometimes we organise a buddy system when 1 or 2 of the older children will be asked to spend some time with your child; assist your child by playing with them; instil confidence in your child by demonstrating respect and understanding, support and friendliness.

Parents are welcome to stay with their child for part of, or all of the first enrolled session.

If you decide to stay for the entire session, we recommend that, in order for your child to understand, parents should explain to their child that the next time you come to kindergarten, you will leave them a while, always reassuring them that you will be back.

If your child is finding it hard to separate, we suggest inviting one of your classroom teachers to visit your child at home. We have found that bonding with a teacher in the child’s home environment helps them to feel more secure and happy at Poppies.

On separating from your child for the first time, we stress the importance of saying “goodbye, I will be back soon to collect you.” We do not believe in the sneak out approach. If you would like one of the teachers to take your child by the hand when you depart, then arrange this with the teacher first so that she can make herself available. However once you have decided to leave, we have found that to leave confidently and swiftly is by far the best approach.

Please call us anytime you wish. If your child is clearly not showing any signs of settling, rest assured we will call you. It is our policy to call any child’s parents if their child is or becomes inconsolably upset for any reason.

On your child’s first day, please bring to Poppies 2 photos that your child has selected to attach to their locker and portfolio. Until your child is able to recognise his/her own name, a photo of themselves (or family or friends etc.) helps them to identify which locker or portfolio is their own.

Also on day one, we have an Introducing me sheet which we would like you and your child to complete as the opening page in your child’s portfolio.

This fun activity for parent and child offers information to the teachers about your child. e.g. details about your child’s family, likes and dislikes, strengths and interests, favourite toys, pets etc. We have found that the more you can share, in order for us to get to know your child and family, the easier it is for your child to feel a sense of well-being and belonging at Poppies. In addition to the locker and portfolio photos, you may like to bring in an assortment of photos to accompany the Introducing me activity.

Helpful hints for parents to assist with the settling in process:

Once you have managed a pre-visit, purchase (or obtain from the library) age appropriate books for your child about how much fun it is attending kindergarten (a quick prior read through the book is advisable!)

In the presence of your child, ensure all discussions about going to kindergarten are positive.

Be prepared to spend extra time at Poppies for the first few sessions. At your pre-visits, chat openly with your child’s teachers and new friends. Your child will feel safe and secure particularly if you are able to demonstrate a genuine sense of well-being and belonging. Through this process children will develop trust, which is the foundation for healthy emotional development.

Remember to bring photos in on you child’s first day as mentioned above and a favourite toy or small blanket which the child can hold on to during the settling in time Join in with group activities and assist your child to get to know everyone in his/her group.

Point out to your child that other children are at kindergarten without their parents.

Remember, at the time of your departure, to say “goodbye” and reassure your child that you will be back soon. Be sure and decisive about when it is time to depart demonstrating confidence and trust in the teachers.

If the child is familiar with the routine, parents could say, “I’ll be back at mat time to collect you.”

Return before or at the time you agreed to with your child.

Remember we understand how you feel and are here to support you and your child as best we can.

The teachers maintain individual portfolios for each child enrolled at Poppies. The portfolios are a compilation of art work, photos, observations, learning stories etc, of each child during their enrolment at Poppies and are a record of your child’s progress and development.

The portfolios are added to on an ongoing basis and the children and their families are encouraged to contribute as much as possible. The learning stories the teachers are authoring in your child’s portfolios aim to develop an awareness about assessment and how assessments and pedagogy can build from one episode of learning to another. The stories, photos and pieces of work kept in your child’s portfolio are collectively aimed to say something about the whole child and their extended experience of learning.

We welcome and encourage parents and families to become involved in the assessment story writing process. You can support your child’s learning by documenting special moments, milestones, achievements or family fun events that have happened at home or whilst on holiday to add into their portfolios. If it is easier, you can email a story to your child’s class teacher at (staff christian name @poppies.co.nz) or jot it down on paper (or we can provide prepared sheets) – these events/activities/stories are particularly enhanced if a photo or two can be included to illustrate the learning. These stories from home can also be from siblings, Grandparents and/or extended family

The information gathered from the children’s interests develops the programme including a focus for the following month.

The portfolios are to be shared with the child’s families and are available to parents at any time to add content and/or make comments. Up to date learning stories can also be emailed to you at home for comment.

We prefer for the portfolios to be kept at Poppies during your child’s enrolment here, however family members are welcome to visit to view and contribute to them at any time. By the end of your child’s time at Poppies, we aim to have an interesting and exciting record established for you to take when he/she leaves. We also recommend that this information be shared with your child’s new teacher, so that he/she is able to see the skills, strengths and interests your child is demonstrating and the progress and development he/she has made.

The teachers at Poppies meet each month to share and discuss the children's current interests and programme evaluations from which a new programme is planned including a focus for the following month. Planning the Poppies programme is an ongoing process, involving careful observation, identification of needs and capabilities, provision of resources, assessment, and evaluation.

Discussion and debate about planning the programme are a crucial part of the process of improving it, by ensuring that teachers think about, and are able to justify, their beliefs and practices. We invite families to be a part of the programme planning and assessment and evaluation of the programme as we acknowledge that parents have an important wealth of valuable information and understanding regarding their children. Each programme is planned to offer sufficient learning experiences for the children and ensure that the programme objectives and learning outcomes are realised.

Planning will usually begin from observations of the children's interests, strengths, needs, and behaviours. The focus may be formed around current events, or on a routine or regular happening, for example study on seasons, or on self help and care skills. Each class develops and follow their own focus.

Once a focus has been decided upon we enhance and extend our programme and the children's learning and development by often organising a special event. This may be a visitor to Poppies or a Day Trip. Details of the programme plan and special event are displayed in the kindergarten cloakroom for parents to see and follow through to the home. Newsletters are posted out with the monthly accounts which also inform parents of these details for the month following.

We invite parents to discuss any aspects of the kindergarten Charter, policies and practices (all made available to parents in the kindergarten cloakroom).

We consider home and kindergarten to be an integral part of a child's life and therefore expect parents and teachers to keep each other well informed on the child's development. Quality education is achievable when both teacher and parent work together for the benefit of the child.

Poppies’ procedures and policies are continually being reviewed. Meetings are held every Wednesday from 2.45pm to 4.00pm for parents to attend if they wish. Details of kindergarten management plans and reviews are displayed on the cloakroom notice board for parents information. We welcome and encourage your feedback.

As we value families as an important part of the child's overall growth and development, we encourage and provide many opportunities for all family members to participate in our programme. This can be in the form of:

  • Assisting on Day Trips
  • Participating in the daily programme as a parent teacher
  • Attending the Grandparents morning teas.
  • Attending the Dad's special Fish 'n' Chip night
  • Attending the Mum's Pizza night.
  • Visiting and sharing your interests, culture, skills with the children
  • Making the time to come in, look at and contribute to your child's portfolio.
  • Attending our end of year concert and party
  • Attending parent evening functions including parenting seminars, such as seminars on child health etc.

On your child's first day, he/she will be equipped with a stationary kit. This kit includes, a book bag, a transition folder and a 'Clever Kiwi' writing book. Each week that your child attends, he/she will receive a new home work sheet to complete. These home work sheets are provided to enhance your child's learning in a fun, relaxed and positive way – they are optional, not compulsory. It is good to get involved with your child when they are completing these sheets at home, and assist them to slip their completed work into their transition folder. By maintaining this folder, you compile a special record to keep, which we hope your child will continue to read and enjoy.

Your child will also be given an early reader to take home, which they can read with you or another family member. At this early stage in their education, we do not expect the children to read, rather more, learn about books, e.g. title, author, correct direction for reading, identify letters and possibly words, sounds of letters etc. Children read the pictures when they first learn to read so we ask caregivers not to cover up the illustrations which are there to assist your child read the words and/or identify the letters. The children are encouraged to point carefully under each word as they attempt to read. Discussing some aspects of the story develops language and comprehension skills. They need to learn that books are fun and informative and in turn we endeavour, with your support, to foster a positive reading attitude and encourage the enjoyment of reading.

Poppies has a comprehensive health and safety system so as to avoid accidents. All efforts to isolate, eliminate or minimise any hazards are continuously carried out, however hazards may arise at any time. Our Safety and Health System is available to read so that you are aware of the already identified hazards at Poppies. Please notify us of any hazards you feel should be brought to our attention. Evacuation & Care Plan. The kindergarten has a practical evacuation plan for emergencies including fire, earthquake, flooding, storms, volcanoes, chemical and gas emissions etc. These plans are displayed in the kindergarten cloakroom. The plans include how children will be evacuated and cared for in a variety of emergencies.

In the case of flooding or a tsunami warning, we may need to move to higher ground. As necessary we will walk up Seaview Rd to St Michaels Prep school at 28 Bassett Rd. We have made arrangements with Carolynn Phillips ph 520-0933. (Principal of St Michaels School) that we would congregate in St Michael's school library.

Sun Protection
During the warmer months sun block must be applied prior to arrival. Also please equip your child with a roll-on sun block which can be kept in their bag for re-application at lunch time.

Immunisation
Parents are able to choose whether their child is immunised or not, however the Health Regulations state that all parents must provide documented evidence of their child's immunisation status on their enrolment form. We respect if you have chosen not to immunise your child however should there be an outbreak of a vaccine preventable disease, children who are not immunised may be required to remain at home for the duration of the outbreak. Parents must provide up-to-date copies of their child's immunisation position for the kindergarten records.

Hand Washing
Our programme encourages effective hygiene habits. All children will be encouraged to wash their hands after toileting and before eating or food preparation.

Security System
The main entrance to Poppies is operated by an access code. On your child's first enrolled day, you will be notified of the code. To ensure the safety of the children, please do not open the main entrance using the security code in front of people unfamiliar to you. Please ring the bell and allow the teachers to let you in. This way the staff member can attend to the unknown person. It is important that you do not disclose our main entrance code to anyone. If you have arranged for someone else to collect your child, please ask them to simply ring the door bell.

Smoking Prohibition
Poppies is a total smoke free zone.

Medicine Administration
Our accident and medicine book is used to record details of all medicine (whether prescription or non-prescription) administered to the child whilst at Poppies, the occasions on which it was administered, who administered it and by whose authority.

Absence, Sickness or Injury
If your child is unable to attend due to illness or any other reason, Poppies must be notified as soon as possible.

If your child is taken ill during the day, he/she may be taken to the staff room, away from the other children where staff will administer medicine if necessary. In the event of a physical injury, staff will administer first aid. In either case, if your child is upset and/or we are concerned every effort will be made first, to contact you, your spouse, or your nominated emergency contact. If your child needs emergency medical attention, a doctor will be summoned or your child will be taken to the nearby accident and emergency clinic for treatment. Every attempt will be made to notify you of any minor accident or injury your child may have had on the day of the incident.

If your child has been exposed to or has any infection that may be passed on to others he/she must be kept away from Poppies. The symptoms include:
- a high temperature
- inflamed throat, eyes or ears
- an upset stomach, vomiting or diarrhoea
- a rash and/or swollen glands
- infected sores
- discoloured discharge from the nose