Programme

Planning and assessment are an integral part of the education and care provided for children at NESTS. An environment is provided where extended, sustained and meaningful learning opportunities and outcomes are encouraged. We provide activities and interactions that respond to a child's interest in something and scaffold each child's interest to develop further understanding.


Children often inspire others to join in and they work together to extend their thinking, problem-solving, knowledge and skills. Planning can also be inspired by teachers, who bring their own professional knowledge and sound practice about what is important for children. We encourage children to work on projects over a period of time.

NESTS Daily Programme

The Routine:
After farewelling parents, children are free to enjoy a story or puzzle in the quiet area, become creative in the art area, or enjoy a variety of more boisterous activities outside. During the day we integrate appropriate structured activities, such as music, baking, art, reading, story telling and science or maths activities.

Children also belong to one of the peer groups (kiwi, tui, kea or pukeko) and they spend time each day working on a variety of projects with a teacher. We generally have an outing to Marshlands Domain in the morning where we play games and enjoy the open space.

Children are able to rest or sleep whenever they need to. We all join together in our dining area for morning and afternoon tea and lunch where we enjoy waiata, stories and conversation.

NESTS Programme is based on:

Dunn and Dunn’s Learning Styles Theory

Learning style is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information. The interaction of these elements occurs differently in everyone. Therefore, it is necessary to determine what is most likely to trigger each child’s concentration, how to maintain it, and how to respond to his or her natural processing style to produce long term memory and retention.

Howard Gardner’s Multiple Intelligence Theory

Multiple Intelligences is a theoretical frame work for understanding and developing people’s different intelligence factors. We promote ‘word smart’ for Linguistic intelligence, ‘number/reasoning smart’ for Logical-mathematical intelligence, ’picture smart’ for Spatial intelligence, ‘body smart’ for Bodily-Kinesthetic intelligence, ‘music smart’ for Musical intelligence, ‘people smart’ for Interpersonal intelligence, ‘self smart’ for Intrapersonal intelligence and ‘nature smart’ for Naturalist intelligence.

Brain Development

Early childhood is the most intensive period of brain development during the lifespan. Adequate stimulation and nutrition are essential for development during the first three years of life. It is during these years that a child's brain is most sensitive to the influences of the external environment. Rapid brain development affects cognitive, social and emotional growth. We aim to ensure that each child reaches his or her potential and is a productive part of a rapidly changing, global society.

Portfolios including Narratives

Each child has an E Portfolio which includes Learning Stories that are a credit model form of assessment that builds on children's strengths, interest and passions. They are based on five dispositions, taking an interest; being involved; persisting with difficulty, challenge, and uncertainty; expressing a point of view or feeling; and taking responsibility. Parents can view these at home and add to or comment on them or they can request a paper copy. All parents receive a bound hard copy at the end of the year.

The Early Childhood curriculum

Te Whaariki He Whariki Matauranga mo nga Mokopuna o Aotearoa

Te Whaariki has four broad principles, empowerment , holistic development, family and community and relationships. Five strands and goals arise from these principles: Well-being, Belonging, Contribution, Communication and Exploration.

We treat each child as a unique individual and encourage freedom of expression, while giving full knowledge of the limits and boundaries of acceptable behaviour with the comfort of regular routines and events. We believe in an environment that upholds the Treaty of Waitangi and where languages, rituals and symbols of children’s own and other cultures are promoted and protected.