Driven by passion, focussed on learning
Twenty-five years since its opening Gulf Harbour Preschool still has the reputation of being the Hibiscus Coast’s premier early learning centre.
Lynda & Stephen
Gulf Harbour Preschool is owned and operated by Lynda and Stephen, who are both qualified, primary-trained teachers who know how vital it is to create “a love for learning” in your child’s foundational years.
Lynda has over 40 years of teaching experience and has trained future primary teachers as a lecturer. Recognising the importance of early education, she transitioned into early childhood teaching and founded Gulf Harbour Preschool to prepare children for lifelong learning. Her hands-on leadership ensures high standards.
Steve, who built the preschool, also brings 40+ years in education as a primary and secondary teacher, including establishing Wentworth College along with the current principal. Steve plays an active role in creating a vibrant learning environment and loves motivating children in their learning journey.
"Our goal is to provide high-quality early childhood education in a safe, inclusive, and nurturing environment that supports children’s holistic development and fosters a lifelong love of learning."
Why We Established Our Centre
The centre was established to meet the needs of families in our community by offering accessible, high-quality, and professional early childhood care and education. We are committed to laying strong foundations for children’s future learning, wellbeing, and success, while building positive partnerships with families.
Marianne
Marianne shares Lynda’s passion for supporting children to grow, thrive, and become confident lifelong learners. With more than twenty-five years of experience in early childhood education. Marianne brings a wealth of knowledge and leadership to her role. She has responsibility for curriculum design, guiding children as they explore projects and engage in meaningful, inquiry-based learning.Central to Marianne’s approach is fostering a genuine love of discovery, creativity, and self-expression. She is especially passionate about the arts and leads a distinctive art programme that combines practical techniques with an introduction to art history.
Through her thoughtful guidance, Marianne empowers children to develop the skills, confidence, and curiosity they need for a smooth and successful transition to school.
“My ultimate goal is to nurture in every child a true love for art, language, and learning about our wonderful world. Cultivating creativity, curiosity, and confidence ensures that each child’s transition to school is not only smooth but also a positive and inspiring step in their lifelong learning journey.”
Paris
Paris, our assistant manager, was only sixteen when she first arrived at our preschool as part of a secondary school work experience programme. She then officially joined our team as a seventeen-year-old. During the past nine years, Paris has gained a degree in early childhood education and has proved to be one of our most loyal, valued, and experienced teachers.
"Paris is a natural leader, guiding others confidently with knowledge and sensitivity. She is highly adaptable, able to assume any role within our center, and displays a genuine passion for all forms of the arts. Paris’ empathy and understanding are especially evident when supporting our little ones through their settling-in process.”
A note from ERO
Leaders and teachers increasingly and consistently demonstrate strong professional knowledge of the curriculum and a deep understanding of how children learn.Leaders have embedded conditions, systems, and processes that effectively support ongoing growth for all teachers.
A high level of collaboration is evident through teachers’ collective reflection on practice, engagement in the internal evaluation process, and participation in professional learning and development. Leaders demonstrate innovation and a relentless drive for improvement, continuously enhancing systems and practices.
They proactively remove barriers to ensure equitable access and meaningful participation for all children, including those requiring additional support. Those in governance are improvement-focused, prioritising the well-being of children and their whānau in decision-making. They ensure time is allocated for teachers to build meaningful relationships with every family.
Governance consistently supports positive working conditions that enable teachers to perform at their best. It prioritises the well-being of children and families, fostering a strong foundation for successful learning outcomes.
