Little Earth Queenstown

our story

At Little Earth Queenstown our children learn in partnership with their teachers.  We promote independence and encourage children to make their own choices, in an environment where they are safe and nurtured.

Our children improve their gross motor skills through learning practical skills that take concentration and co-ordination, such as pouring, transferring and food preparation.

Our sensorial teaching allows the children to recognize colours, shapes, taste, smell, building an impression of the world through their senses.

Our children learn language skills phonetically, through the use of hands on materials that focus on vocabulary development. Math learning is hands on; our children match, grade and pair and use the geometric cabinet to describe shape, position and size.  

We develop cultural awareness through our studies of geography, history and biology.  We encourage our children to take an active interest in the world around them and to learn about different cultures from around the world.

We see outdoor experiences as an important part of the children’s’ physical and intellectual development. Increased physical development improves message coordination, body awareness, balance, lateralization and speech maturity.

Care and respect for our environment is important to us.  AS part of our education outdoors, we tend our gardens, look after a wormery and care for our chickens. We encourage recycling within our school.

Little Earth Queenstown children are readily identifiable by their love of learning, their sensitivity to nature and readiness for life’s challenges.

Contact us to arrange a visit; we’d love to show you around.

ERO Report

The Education Review Office (ERO) is the New Zealand government department that evaluates and reports on the education and care of students in schools and early childhood services. ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by government policy makers.

Early childhood services are reviewed on average once every three years. Reviews will be more frequent where the performance of a school or centre is poor and there are risks to the education and safety of the students, or less frequent where a school has a stable reporting history and demonstrates good self-review processes and use of its assessment information.