At Whippersnappers, we believe every child is a unique, capable learner who deserves to feel safe, valued and that they belong. Strong, trusting relationships are the foundation for learning, and our primary caregiving approach supports consistent, responsive connections between tamariki and kaiako. We value genuine partnerships with whānau and recognise the knowledge families bring about their children.

We believe children learn through play, relationships, exploration and meaningful experiences. Kaiako notice, listen and respond, combining child-led learning with intentional teaching to extend curiosity, confidence, communication, perseverance and independence. We prioritise social and emotional competencies, supporting children to understand and express feelings, develop relationships and work through challenges.

We honour Te Tiriti o Waitangi, value each child’s identity, language and culture, and want every child to know they matter, they belong, and they can contribute.

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In 2021, Whippersnappers Early Learning Centre was gifted the Māori name Makuru Mātā (Abundant Water Fern), through a partnership with Te Taumutu Rūnanga and the Ruahikihikitanga Portfolio, which focuses on culture and identity kaupapa. The name was carefully chosen to reflect our history, our local environment, and the names of surrounding places and schools. It also aligns with Te Taumutu Rūnanga's strategy of restoring traditional markers, including names, pou whenua and traditions, within the local landscape. The gifting of this name acknowledges Aotearoa New Zealand's bicultural foundations and strengthens our commitment to honouring te ao Māori within our centre's identity, relationships and local curriculum.

The mātā water fern is significant for the way it provides shelter and nourishment, supporting the wellbeing of the wider environment. This reflects our role at Whippersnappers, where we nurture tamariki, support their learning and development, and provide an environment in which their curiosity, confidence and potential can flourish. Although delicate in appearance, the fern is resilient and adaptable, reflecting the importance of fostering resilience and perseverance in tamariki as they navigate new experiences and challenges.

Me he pītau huruwhenua – Like the unfurling fern frond

The unfurling fern frond symbolises renewal, growth and the unfolding of potential. This whakataukī reflects our belief that every child is on their own learning journey, developing new knowledge, skills and understandings over time. Just as a fern frond gradually unfurls, tamariki need time, encouragement, nurturing relationships and opportunities to explore and grow at their own pace.

Our gifted name, along with this whakataukī, help guide our understanding of our role as kaiako: to create a supportive environment where tamariki feel a sense of belonging, are encouraged to be curious and confident, and are supported to realise their potential.

We reflect the significance of Makuru Mātā throughout our centre, incorporating its symbolism of growth, resilience and potential into our room names, philosophy and everyday practice.

Te Rῡma Pihinga – Babies

Pihinga, in te reo Māori, refers to a seedling or young shoot. Te Rūma Pihinga represents the beginning of our pēpē learning journey here at Whippersnappers ELC, where we nurture these young shoots as they begin to grow. Just as a seedling requires careful tending to thrive, our pēpē are supported with intentional care and aroha, building strong foundations before they transition into Te Rūma Tupu. Te Rūma Pihinga is for our youngest friends to approximately 18 months old.

Te Rῡma Tupu – Toddlers

Tupu, in te reo Māori, means to grow, develop, or prosper. Te Rūma Tupu can be understood as the room of growth, representing each child’s ongoing development. It signifies a space where tamariki are supported within a nurturing environment, rich in meaningful learning opportunities, enabling them to thrive and flourish in their early childhood journey. Te Rūma Tupu is for our toddlers aged approximately 18 months to 3 years.

Te Rῡma Puāwai – Preschoolers

Puāwai, in te reo Māori, means to bloom or blossom. Te Rūma Puāwai was chosen for our preschool space as it reflects the journey tamariki are on during this stage of their learning. It is a place where they are supported to truly bloom, growing in knowledge and confidence within a warm, inviting, and stimulating environment. Rich in meaningful learning opportunities, this space enables tamariki to thrive and flourish in their early childhood education. Te Rūma Puāwai is for our children aged approximately 3 to 6 years.

Te Rῡma Whanake - Transition to school

E whanake ana te rākau nei – this tree is growing. This space reflects the continued growth of our tamariki at Whippersnappers ELC as they prepare to move into the next stage of their learning journey. While this group is part of Te Rūma Puāwai, our 4 to 6-year-olds also take part in a dedicated Transition to School programme for 30 minutes each day, supporting their readiness for the next step. Growth is ongoing and does not begin or end with their preschool experience. During this time, tamariki strengthen their confidence and capabilities, developing the skills and dispositions needed to transition to primary school as competent and capable learners.

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Our Values

Whanaungatanga - We build trusting relationships and a strong sense of belonging. We take time to know each child and whānau, value the connections children bring from home, and support friendships, collaboration and shared learning. We teach tamariki the importance of building positive relationships, including how to listen to others, work together, include others and develop friendships.

Manaakitanga - We care for and respect tamariki, whānau, kaiako and our wider community. We respond thoughtfully to children’s needs, help people feel welcome and valued, and model kindness, fairness and compassion. We intentionally teach tamariki to be kind, respectful and considerate of others, to recognise how their actions affect people, and to show empathy and care in their everyday interactions.

Tiakitanga - We encourage tamariki to care for themselves, others, our environment and the things we share. Through everyday experiences, we model respect and responsibility and help children understand that their actions matter. We teach tamariki how to care for the natural environment, look after resources and shared spaces, respect living things, and take responsibility for their belongings and actions.

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Our Learning Priority

Social and Emotional Competencies - We aim to strengthen children’s social and emotional competencies. We support children to recognise and express emotions, communicate needs, develop positive relationships, manage challenges, solve problems, show empathy and build confidence and independence. Kaiako respond with warmth and consistency, model useful language and strategies, and provide opportunities to practise these skills through play, routines and relationships.

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Partnerships with Whānau & Community

Whānau are partners in their children’s learning and hold important knowledge about their strengths, interests, identity and aspirations. Kaiako seek and value whānau perspectives from enrolment onwards and provide ongoing opportunities for families to share information, contribute ideas and see how their knowledge informs the curriculum. Participation is welcomed and encouraged in ways that are respectful of each family’s circumstances and choices. We build local connections when they contribute to meaningful learning and relationships. Community experiences are selected for their relevance to tamariki, with appropriate preparation, safety planning and respect for people, places and cultural knowledge.

Primary Caregiving in more detail

Whippersnappers offer Primary Caregiving for all children. A ‘Primary Caregiver’ is the child’s special teacher. Primary Caregivers are responsible for the child’s care routines, observations, discussions with families and setting appropriate learning objectives in partnership with families.

This does not mean that the child and their primary caregiver maintain an exclusive relationship. However, the primary caregiver becomes the in-centre expert on the child, within the team, and holds responsibility for providing consistent care in a way that maximises the potential for learning in all experiences. This allows a strong and secure attachment between child and primary caregiver to develop, and helps the child to gain a positive sense of self worth.

Each child is assigned a primary caregiver before they start their pre-visits. Each primary caregiver has a focus group consisting of approximately 4 or 5 children.

Each primary caregiver has an assigned buddy. A buddy is another teacher who works alongside the primary caregiver with their focus group of children. The buddy knows the children and their routines to ensure the child’s needs are met at times when the primary caregiver is unavailable.

When an infant or toddler starts at the Nursery School they have their needs met foremost by their primary caregiver and then by their buddy teacher in order for them to establish a strong bond from the beginning. 

If a child has a preference to a particular teacher after a primary caregiver is assigned, changes may be made to acknowledge and respect this child’s feelings.

Infant and toddler’s care routines are special times which allow opportunities for valuable teaching and learning. It is important that these special times are uninterrupted therefore staff will be flexible throughout the day (prioritising children’s needs, parents needs and break times) to enable consistent care for each individual child. 

Primary caregivers recognise learning and plan for each individual within the group, ensuring positive experiences for the child within the programme.

Within the team is a support system incorporating consistent primary caregivers who all know the children well and support their team members when needed.

As part of Whippersnappers’ primary caregiving system relief teachers unfamiliar to the children will not participate in care routines. Relievers are encouraged to interact with the children and will support the teaching team with the daily housekeeping tasks.

A caring and nurturing environment is provided for our infants and toddlers. We recognise that each child’s emotional security is paramount and that this directly affects their learning and development. We therefore strive to maintain a peaceful and unhurried environment. Our daily routine is relaxed and flexible, allowing for each child’s home routines to be followed as much as possible. This maximizes consistency and continuity and eases the transition between home and centre.