At Bright Star, we value the importance of the roles that kaiako and leaders play in maintaining a high level of professionalism.

• Kaiako keep up-to-date with current theories of learning, teaching and development, and work in-depth and breadth with the goals, dispositions and learning outcomes of Te Whāriki.
• Kaiako will be empowered and supported to contribute their strengths, passion, and knowledge to our programme.
• We are committed to upholding professionalism by applying appropriate behaviours as stated in the Responsibilities and Standards for Teaching Profession.
• Kaiako share their knowledge and support each other to continue to grow and improve their professional practice. We demonstrate open and honest communication with each other to experience mutual respect and teamwork.
• Kaiako engage in professional reading, robust discussions and constructive debate about their practice. Kaiako keep up-to-date with their professional Growth Cycle to ensure reflective and effective practice.

We believe that relationships/ whanaungatanga are paramount to the provision of quality education and care.

• We value partnerships that are founded on the components of open communication, mutual respect, reciprocity, and responsiveness.
• Kaiako value and acknowledge parents and whānau aspirations for their tamariki, and take these into account during the assessment and planning process.
• Relationships with parents and whānau are fostered through day-to-day interactions and formal opportunities. Parents and whānau are involved in leading and contributing to Bright Star’s programme by sharing their knowledge, skills and expertise.
• We value and embrace the role that the wider whānau, iwi, and community plays in ngā tamariki’s learning journey.
• Bright Star provide an inclusive environment for ngā tamariki with learning support needs, and leaders and kaiako work in partnership with their parents to improve and enhance their learning.
• We support our tamariki and their whānau through smooth and unhurried transitions into, within and beyond our centre.

We value the environment as the third teacher. We strive to provide an environment that is nurturing, safe, challenging and responsive.

• The environment includes a wide range of natural materials and cultural artefacts that reflect the cultural backgrounds of ngā tamariki and their whānau.
• We value an environment that is aesthetically pleasing, and where everyone is passionate about the promotion of, and appreciation of the beauty and wonderment of the natural environment.
• The outdoor environment provides opportunities for ngā tamariki to interact with the natural world, allowing them to create their own challenges and make discoveries with ngā kaiako guidance.
• When setting up an area or activity, we consider the importance of using the environment as a third teacher that supports ngā tamariki to learn through free exploration.

We support and encourage ngā tamariki to become life-long learners.

• Our programme for infant and toddler care is influenced by the RIE approach.
• Kaiako know about the “fund of knowledge” that ngā tamariki bring with them to Bright Star, and use these as a basis for our programme planning.
• Bright Star emphasises a sociocultural and holistic approach to STEM learning. Kaiako provide a science curriculum intentionally that is responsive to ngā tamariki deep interest and promotes the learning of skills, knowledge, and dispositions that enable ngā tamariki to think and investigate scientifically.
• Kaiako provide opportunities for ngā tamariki to contribute to the development of a curriculum that is responsive to their culture, language and identities.
• Kaiako acknowledge and value the whakapapa of Māori children and their cultural identities, as the foundation for and key to their success as Māori.
• Kaiako understand that language and culture are key to Pacific children’s identity and a positive sense of self.
• We value the significance of ngā tamariki learning holistically through play, where we support them to develop physical, emotional, social, spiritual, intellectual and self-care competencies.

We support the significant of Te Tiriti o Waitangi and embrace the multicultural nature of our community.

• We help ngā tamariki to develop understandings about the bi-cultural nature of Aotearoa, and encourage ngā tamariki to be confident in their own cultural heritage.
• Tikanga Māori concepts such as manaakitanga, wairuatanga, whanaungatanga and kaitiakitanga are integral to curriculum decisions.
• Kaiako take responsibility for learning te reo and te ao Māori, and integrating these meaningfully into the programme.
• Kaiako keep up-to-date with the kaiako competencies outlined in Tātaiako and Tapasā, to promote Māori and Pacifica learners’ success.
• Kaiako support ngā tamariki to develop understanding of the significance of Māori as tangata whenua through the use of te reo Māori, Māori symbols, and learning experiences that focus on the environment (taiao) through the lens of atua Māori (guardians of the forest, sky, earth, wind, rain, storms, earthquakes and volcanoes).