At The Cathedral Grammar School, our Junior School offers a bespoke, nurturing environment where young learners are known, celebrated, and supported from their very first visit. As Dean of Junior School, Erin Gemmell leads a team of passionate educators who model care, excitement, and a genuine joy for the learning journey. It’s a place where wonder is welcomed, confidence is gently grown, and every milestone, whether it's writing a name, making a friend, or recognising a word, is acknowledged with pride.

Why do you enjoy working with new entrants?

I love the energy, individuality, enthusiasm and wonder that each child brings when they start school. No two children are the same, and it’s a real privilege to be part of their journey right from their first days at school. I love celebrating those magical ‘firsts’ with them, such as writing their name, making a new friend, or recognising a word for the first time. I find it deeply rewarding to help lay the foundations not only for their learning, but also for their confidence, independence and love of school. The progress children make in their first year is phenomenal, and their imagination and unfiltered honesty make each day unique! 

How does the Junior School team ensure that new entrants feel safe, supported, and excited about learning?

Starting school is a big step for children and their families, and we work hard to make sure every child feels safe, valued and excited about school. Our Junior School environment has been thoughtfully designed to foster connection, with classrooms arranged around a central shared play space. Our tuakana-teina buddy system also plays a part in creating a sense of belonging. Each New Entrant is paired with a Year 3 buddy, who writes them a welcome letter before their first visit, and meets them at morning tea during their school visits. These relationships help our New Entrants to feel known, supported and part of a wider school family from day one. Our small class sizes are another key part, as they allow our teachers to build strong, nurturing relationships. We get to know children as individuals, celebrate their successes, and work together to support them. We also aim to create a sense of excitement by making learning meaningful, fun and engaging. From the moment they arrive, children are encouraged to discover the joy and excitement of learning in a space where they feel emotionally safe and genuinely cared for. 

What role does social-emotional learning play in the early years, and how do you support students in building confidence and resilience?

Teaching children to understand and manage their emotions, build positive relationships, make responsible decisions and develop empathy for others are essential life skills and are vital in the early years of school. We support this through warm, responsive relationships and a strong classroom culture where every child feels safe, valued and heard. 

Starting school can bring big feelings, and we work hard to create an environment where children are gently supported to express themselves, build trust with their teachers and peers, and feel secure in their surroundings. We teach and model how to name emotions, navigate conflict, show kindness and empathy, through everyday classroom interactions and structured learning experiences such as Circle Time. From the beginning, children are given opportunities to grow their confidence. All children take turns sharing their learning and presenting at Junior School assemblies, which begin from their first term at school. We also perform a Junior School Operetta every two years, which involves every child on stage. These experiences help students grow in confidence, develop their voice, and learn to support each other in a fun and creative way.

Social-emotional learning is part of the fabric of Junior School life. When children feel safe, seen and supported, they are much more able to take risks, explore new ideas, and experience the joy of learning.

How do teachers tailor learning experiences to meet the individual needs of each child?

Every child learns in their own way and at their own pace. Our small class sizes allow us to really get to know each learner; their strengths, interests and next steps. This means we can personalise learning to ensure every child is appropriately challenged and supported. Teachers use a mix of observation, assessment and conversations to guide planning. Whether a child needs more time to consolidate a skill or is ready to be extended, we’re able to respond quickly and thoughtfully. Our goal is to help every child to feel successful and confident in their learning, every day.

Can you explain what structured literacy is and why it’s important for early learners?

Structured Literacy is a research-based approach to teaching Reading and Writing that gives children a strong foundation from the very beginning. It involves clear, step-by-step instruction in key areas including word recognition and language comprehension. We are committed to this approach because it supports all learners. By teaching the building blocks of reading in a deliberate and systematic way, we ensure every child has the tools they need. Structured Literacy is effective, empowering and sets children up for short and long term success.

How do you communicate with parents about their child’s progress and development?

Working in partnership with families is a priority for us. Teachers are available in classrooms each morning from 8am and again at the end of the school day for informal chats. We provide written reports at the end of Terms 2 and Term 4, along with parent-teacher conferences in Terms 1 and 3. We also stay connected through emails and phone calls whenever needed, so parents feel informed and supported throughout the year.

What do you love most about working with young learners, and what makes Cathedral Grammar a special place for new entrants?

Young learners bring such joy, curiosity and a fresh perspective to each day. It’s a privilege to help shape their experiences of school and to see them grow. What makes our school special is the strong sense of community, the dedication of our teachers, and the way we work together to ensure each child is known, valued and supported to shine.

What does the transition into Year 1 look like, and how do you ensure it’s a smooth process for both students and parents?

A smooth transition into school is very important. Many of our children come from our on-site Pre-School, so they’re already familiar with our environment. I spend time in the Pre-School and work with the team to begin building relationships with the children before they start. We also gather information from other early childhood education centres to ensure we’re ready to support each child’s needs. The term before children start school, they have several visits with their teacher and the other children who will be in their class. After around six weeks at school, we meet with families to talk about how the transition has been and how their child has settled in and progressed across their first few weeks at school. Our Year 3 tuakana teina system is another great way that we support New Entrants, as they start school with a friendly face by their side.

Ready to see the difference for yourself?
Book a personalised tour with our Director of Enrolments, Nicky Oram, and discover how Cathedral Grammar can provide the perfect start for your child.
Email: oramn@cathedralgrammar.school.nz