Oxford Early Learning Centre

The Centre is administrated by a Christian Charitable Trust and provides full childcare for all families/whānau in the community. We are committed to quality care and education through a combination of structured programmes, supervised play and stimulating environment.
We provide a secure, safe environment where children can learn new skills and experience a wide range of activities.

What Happens at Oxford Early Learning Centre:

  • There are lots of opportunities to play and explore, to make friends, listen to stories, build, paint and experiment at Oxford Early Learning Centre.
  • The curriculum is based on Te Whāriki, the New Zealand Early Childhood Curriculum, the principles of which are closely aligned to the Christian values and virtues that are promoted by the Centre staff and Trustees.
  • Prospective families are encouraged to enjoy the Centre while transitioning their child for as long as they need to.
  • Harmonious relationships are encouraged as staff assist children to work in groups, and to share and co-operate.
  • Creativity is stimulated through music and movement, art, and through a variety of other media available.
  • Developmental activities occur within responsive reciprocal relationships, writing and listening, counting as well as making sense of the environment.
  • Children are able to particpate in many types of groups, formal and informal. These include reading, listening, discussions, mat times, dramatic play, music and science.
  • Short visits are often made outside the Centre, to observe and explore what is our community.
  • The Centre operates on 100% registered teachers.
  • Our Centre offers 20 hours ECE for three and four year olds and support WINZ subsidies for families.

 

 What ERO have confirmed in May 2016:

  • The centre successfully meets the vision and values outlined in the philosophy statement. The strong
    focus on responsive, respectful and reciprocal relationships is evident in all aspects of the work of
    the trust, centre leaders and staff. The culture is inclusive of all children and families.
  • Centre leaders and teachers work well together. They value the strengths and skills each brings to
    the centre. Children are well supported to develop positive social skills and to work cooperatively
    with others. The trust provides well-organised support networks within the centre, church and wider
    community for children and families.
  • Children's learning and wellbeing are central to decision making. Teachers actively seek parents'
    aspirations for their children and involve them in goal setting for their child's learning. They keep
    parents well informed about their child's progress and the ways that teachers have helped children
    to further extend their learning.
  • Centre leaders and teachers value the knowledge and support that Māori families provide. They are
    beginning to build relationships with the wider Māori community. Teachers are making appropriate
    use of professional development to increase their knowledge of te reo and tikanga Māori and its
    inclusion in the programme.
  • Children make good use of the attractive and well-resourced learning environments to develop their
    interests, extend their learning and work cooperatively with others.
  • Teachers use a range of effective strategies to help children develop problem-solving skills, think
    creatively and to use the wide variety of resources in different ways to extend their skills, knowledge
    and abilities.
  • Teachers in the nursery are nurturing and attentive. They establish close relationships with the
    families and provide flexible routines to meet the needs of infants and toddlers.
  • Children are encouraged to be healthy and physically active. The centre has a range of equipment
    that challenges children to extend their physical skills and competence. Teachers actively promote
    healthy food choices, growing your own food and eating or selling the produce.
  • Centre leaders and teachers have made effective use of self review and professional development to
    establish meaningful child assessment and planning processes and practices. These systems and
    processes:
            -  ensure close links between home and centre learning
            -  provide clear direction for the programme
            - specify ways teachers can effectively support children's learning
            - clearly show children's progress and achievement of learning goals.
  • The centre has well-established procedures for reviewing the curriculum. The managers and
    teachers have a good understanding of self review and the processes that they should follow.
    Information for reviews is collected from a range of sources and well analysed. Action plans are
    followed and progress accurately reported.