Our Rooms
Pascals Blenheim has four separate rooms, enabling us to deliver safe, nurturing and age appropriate learning experiences for all our children.
Atawhai Rooms
Room 1
This warm and welcoming space is for the youngest members of our Pascals family, our children aged 3 to 15 months. Here we value free movement, relationships and brain development. We care for children in a calm and unhurried manner, allowing them to be an active part in their routine times. We have just ten children in this room.
Room 2
Room 2 caters for our children aged 15 months to up to 2.5 years of age. Strongly relationship based, we focus on exploration as children develop autonomy over themselves and their bodies. Children are supported and encouraged to play with, and alongside, their peers. There are just ten tamariki in this room.
Flexible Daily Flow
8:00 am: Centre opens for the day. Care routines are underway, the environment is set up with free play resources, children split into the two Atawhai rooms
8:30 am: Free play inside and outside
9:00 am: Morning tea for those who are hungry (tamariki are given choices from their lunchbox); teachers support children with self-help skills including washing hands and faces and putting belongings away
9:30 am: Morning tea and individual care routines continue; free play inside and out including water play, messy play and planned activities
11/11:30 am: Lunch time for children who are awake and ready for kai. Children enjoy their lunchboxes together and we talk, learn from one another and engage in a social setting
12:30 pm: Teachers farewell children going home and welcome children arriving for the second part of the day
1:00 pm: Sleep time and quiet play; in summer apply sunscreen
3:30 pm: Parents begin to collect children; Room 2 closes and all Atawhai children combine in Room 1 and outside spaces
4:00 pm: Centre closes for the day
Nga Tiaki Rooms
Room 3
The next phase of our children’s learning journey is Room 3. Children transition here anywhere from 2 years and 2 months of age to about 2.5 years. They stay here until they are approximately 3.5 years old. Room 3 is the next step in developing independence and autonomy, friendships are blossoming, children are developing lots of life skills that teachers are supporting and building upon, and play is at the heart of all learning. Up to 20 children are in this room.
Flexible Daily Flow
8:00 am: Centre opens, welcoming children and whanau, learning through play
9:45 am: Hui/group time – a time to share news and ideas that allow for individual contributions, stories, music and extending children’s interests
10:00 am: Kai o te ata /morning kai
10:15 am: Learning through play
11:45 pm: Lunch time
12:30 pm: Sleep time and rest time for those that need it; learning through play
2:30 pm: Afternoon kai
2:50 pm: Learning through play
4:00 pm: Centre closes
Learning through play includes giving children the opportunity to engage with each other through various forms of play. Teachers implement individual and group plans. Observations are done during this time and spontaneous interests are observed, extended and recorded. Children are supported with their toileting throughout the day as needed.
Room 4
Specially designed for our children aged from 3.5 to 5, Room 4 is Reggio based and children are encouraged and supported to take ownership of their learning. Transition to school is supported by a visit from the child's primary school teacher before school visits commence. This means children have a familiar face at primary. We cater for up to 20 children here.
Flexible Daily Flow
8:00 am: Centre opens, welcome children and whanau
9:00 am: Learning through play
10:30 am: Tidy up time
10:40 am: Kai o te ata /morning kai
10:50 am: Learning through play
12:15 pm: Tidy up time
12:30 pm: Hui/group time – sharing news, celebrating achievements
12:40 pm: Kai/lunch
1:00 pm: Learning through play
2:45 pm: Afternoon kai
3:00 pm: Tidy up time
3:10 pm: Learning through play
4:00 pm: Centre closes
Learning through play includes giving children the opportunity to engage with each other through various forms of play. Teachers implement individual and group plans. Observations are done during this time and spontaneous interests are observed, extended and recorded. Children are supported with their toileting throughout the day as needed.