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Starting somewhere new can feel like a big change — not just for children, but for parents too. At Molly's, we do everything we can to make this transition smooth, reassuring, and positive for your whole whānau.
To help your tamariki settle in, we use a Key Teacher Approach. This means your child will have one special teacher — their key teacher — who will be their main point of connection in those early days.
The key teacher will take care of your child’s needs during the settling-in period, from mealtimes to comfort moments, so your child can build trust and feel secure. The key teacher will learn about your child’s routines, likes, dislikes, interests, and anything important to their wellbeing.
We believe children thrive when they have a consistent, caring adult to rely on. This connection gives tamariki the confidence to explore, try new things, and develop a strong sense of who they are.
Once your child feels safe, settled, and comfortable with other teachers, their care will be shared across our teaching team — but their key teacher will always remain a trusted and familiar person.
“When we build strong connections with children, we give them the courage to explore and the confidence to learn.”
“When we build strong connections with children, we give them the courage to explore and the confidence to learn.”
What is KEY TEACHER APPROACH like in practice?
What is KEY TEACHER APPROACH like in practice?
Consistent Relationship – The key teacher is the child’s main point of emotional security. This adult builds a close, trusting bond by being consistently available, especially during settling-in and transitions.
Attachment-Based Care – Grounded in attachment theory, the approach supports children’s sense of belonging, safety, and confidence, which in turn encourages exploration and learning.
Primary Caregiving Duties – While all staff interact with all children, the key teacher often takes the lead in tasks like nappy changes, mealtimes, and rest routines for their assigned children, making these moments opportunities for connection.
Learning and Documentation – The key teacher closely observes their children’s development, plans learning experiences tailored to their interests, and documents progress (often linking to Te Whāriki learning outcomes in NZ).
Family Communication – The key teacher is the main contact for the child’s family, sharing updates, discussing learning goals, and collaborating on strategies for the child’s growth and wellbeing.
Team Collaboration – Even though there is a “primary” teacher, the approach is supported by the whole team. Other teachers still interact and step in, but the key teacher leads continuity of care and knowledge about the child.
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