About Rosy Cheeks
Rosy Cheeks Early Learning Centre is situated in a traditional character home which has been carefully redesigned to meet the social, emotional and physical needs of young children. We have a large outdoor play area with a garden where we encourage the children to learn about growing fruit and vegetables. Our dedicated art room encourages creatively and is the perfect setting for messy play.
At any one time we have up to 35 children between the ages of two to five years of age at Rosy Cheeks. We have a wonderful team of long serving teachers who are passionate nurturing young individuals. We carefully recruit teachers that have the perfect personality and temperament to work with the children in our care.
Rosy Cheeks was opened in 2009 by a partnership of individuals with a passion for quality childcare. Being privately owned and operated enables us to respond quickly to the needs of our families.
Our Senior Team
Centre Manager and a co-owner
Kathy has a Bachelor of Education (Hons) Primary & Early Years from the UK and over 20 years of experience working with young children and parents. She moved to NZ in 2007, arriving from the UK where she helped establish a large early years centre catering for 90 four-year-olds and jointly set up a new school and nursery. Kathy has extensive teaching experience in a variety of schools and centres.
Director and co-owner
Joanna Kelly is a Director and co-owner of Rosy Cheeks. Acting in a general management capacity Joanna uses her Bachelor of Business, Accounting and Banking & Finance together with her financial and project management background to oversee the business operations. Joanna works part-time for Rosy Cheeks and juggles this with managing family life with three young children.
Kay is an experienced early childhood educator, having worked in many centres both here and in Australia. Kay joined Rosy Cheeks in March 2013 after returning to Christchurch to be with her family and spend time with her grandchildren in New Zealand. Kay is also Acting Centre Manager in Kathy’s absence.
Early Childhood Teacher
Melanie has a Diploma of Teaching (Early Childhood Education) and is a fully registered early childhood teacher. Melanie works part-time Wednesday and Thursday. Melanie joined Rosy Cheeks in November 2009 and has a wealth of teaching experience.
Our philosophy acknowledges that every child is unique and special. Our positive relationships with individual tamariki ensures that we know and understand each and every child enabling them to be happy, safe, nurtured and engaged. We greatly value our joint partnership with whānau and welcome them to be involved in the life of Rosy Cheeks.
At Rosy Cheeks, we aim to be an early years centre of excellence, which nurtures tamariki to grow and develop as individuals and prepares them for their future. We provide worthwhile learning experiences through an appropriate and stimulating curriculum.
We offer children a play based curriculum with a wide variety of learning opportunities. We support children to select activities linked to their own interests but balance this with learning opportunities aimed specifically at certain groups of children and individuals.
We use the Te Whāriki Curriculum guiding principles as a foundation for our curriculum (Empowerment/Whakamana, Holistic Development/Kotahitanga, Family and community/Whānau tangata and Relationships/Mgā hononga).
Our learning opportunities are very varied and cover a wide variety of activities. Children have access to all the expected activities as well as gardening, creative experiences, music, dance, cooking, science-based learning and excursions.
Our latest ERO (Education Review Office) report was in June 2017. We are very proud of the findings.
“The centre’s philosophy is clearly evident in the quality of the learning environment, relationships and the ongoing focus on improving learning opportunities for children. Teachers successfully promote children’s sense of wellbeing and belonging. Staff maintain a welcoming, calm and inclusive learning environment. They foster caring, supportive, respectful and responsive relationships with children. Teachers have an in-depth knowledge of each child and use this to successfully recognise and affirm their strengths, interests and progress. Children appear settled and happy.”