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A COMMUNITY OF LEARNERS
WELCOME TO TOTS CORNER – NORTHCOTE
A community of learners where learning is viewed and valued as a lifelong journey, filled with potential, exploration, wonder and delight.
Conveniently located on Onewa Road, our historic villa has offered high quality early childhood education and care since 1993. Tots (as it's affectionately known) is licensed for 37 children from six months to school age.
The villa has three generous learning spaces as well as a large garden designed to offer challenges for older children as well as a separate safe and multi-sensory outdoor environment for our younger children. We offer education and care between 7.30am and 5.30pm Monday to Friday and are open all year.
“ERO's observations of children show them to be independent, confident, and highly engaged learners. The curriculum is child-led and responsive to children’s interests, strengths and capabilities. Teachers foster a learning environment that encourages children to follow their curiosities and to apply their own ideas and understandings in making sense of their experiences”. Education Review Office Report (2023)
THE LEARNING SPACE
The environment is viewed as the ‘third teacher’ A philosophical stance that necessitates a richly resourced habitat, valuing both aesthetics and beauty as a teaching tool that is flexible and dynamic. Stimulating children’s engagement, imagination and exploration of both learning materials and spaces.
The visual presentations on our walls show exciting investigations inspired by the children’s interest and echo children’s voices. It is a place where the inspiration of the Reggio Emilia philosophy meets New Zealand culture to create a challenging yet supportive and encouraging environment.
Our teachers are registered, experienced, passionate and dedicated to providing high quality learning experiences and environments for children and their families.. We have a deep commitment to ongoing self-review and continue to engage in multifaceted professional learning.
“A clear vision and shared understanding underpin teachers’ collective teaching practice. Their interactions with children are purposeful and intentionally focused on extending children’s learning. Children’s language and thinking is fostered through authentic dialogue with their teachers and peers in meaningful contexts”. Education Review Office Report (2023)
A CULTURE OF RESEARCH
Our curriculum is encapsulated by two fundamental approaches that guide and inspire our work with children and adults. We recognise the socio cultural basis of learning in the early years based on Te Whariki, the NZ Early Childhood Curriculum and critically reflect on the principles that underpin the Reggio Emilia Approach. This in turn enriches our curriculum.
The ongoing pedagogical research between teachers/kaiako, children, parents and the community creates many opportunities for authentic teaching and learning. The knots and complexities that emerge from these encounters support us to look and think more closely at the education we offer our children.
“Effective leadership, connectedness with families and high quality provision for children are strengths of this service that have been sustained over time”. Education Review Office Report (2023)
Research is a habit of mind… It is a response to curiosity and doubt. It constructs new knowledge, makes for critical thinking and is part of citizenship and democracy. Research is not a solitary activity but a process of relationships and dialogue”. Carla Rinaldo and Peter’s Moss (2012)
COMMUNITY OF LEARNERS
Tots Corner is an active participant in the Northcote Community of Learners (NCoL) together with Northcote College, Northcote Intermediate, Northcote Primary, Onepoto and Willow Park Schools and Northcote Baptist Community Preschool. Our priority is to build a community that inspires learning. We aim to grow community support for a cohesive educational pathway that delivers success for all Northcote learners from early childhood through schools and beyond.
“Although the worlds of school and home may differ greatly, students will thrive if there are enough bridges between them to make the crossing a walk into familiar, rather than foreign territory”. Viviane Robinson (2011)
