About

Children

• We are passionate about developing attuned secure and respectful relationships with children, fostering and supporting their sense of belonging and wellbeing.

• The rights and best interests of the child underpin all practice. Their safety, health and wellbeing are paramount. Each child is respected without discrimination or bias. Central to our ethos, each child maintains their sense of agency and autonomy in play, learning and development.

• Children are viewed as successful, competent, and capable learners who are given opportunities to construct their own understandings, contribute to the learning of others, and participate in decisions that affect them.

• We strive to develop, in each child, resilience, a sense of responsibility and intrinsic motivation as well as respect for self and others.

• We ensure children’s diversity, self-expressions, knowledge and their ideas about the world are celebrated.

Families

• The child in the context of their family is valued. Respectful, supportive relationships and collaborative partnerships are developed and maintained with families and the community.

• Families are encouraged to share with educators information about their child/ren to ensure their health, safety and wellbeing is managed accordingly.

• We encourage and seek collaborative and integrated learning where educators and families work together to meet the learning needs and interests of the children.

Community

• We continually strive to develop our connection within our local community and provide experiences and opportunities for the children to learn from the community in which they belong.

• Collaborative partnerships in the community are developed and maintained through our families, industry relationships, professional specialists, schools and businesses.

• We believe children are resourceful and valued members of the community. Children are encouraged and supported to embrace and pursue educational interests with the support of the preschool community.

The Learning Environment

• Educators deliver an emergent curriculum through their educational programs, project work and learning stories which allows children to comprehensively explore and develop their learning.

• Educators are thoughtful about introducing a broad range of authentic experiences, from art to music to early language, math, science and nature experiences. By exploring projects of children’s interest in detail, children are excited and inspired by the learning process. This enthusiasm for knowledge fosters a predisposition for life-long learning.

• Educators foster children’s capacity to understand and respect the natural environment and interdependence between people, plants, animals, and the land. An integrated and holistic approach to teaching and learning focuses on connections to the natural world.

• Learning is organic, emergent, experimental, and based on cooperations. Intentional and spontaneous  teaching is facilitated to initiate open questioning and inquiry.

• Educators provide opportunities for children to experiment, discover, explore, create, investigate, practise theories, solve problems and express ideas with the support of their peers, educators, and families.

• We view every child as an individual, independent, curious, and creative. We empower children to critically think, question, investigate, explore, and help navigate their journey of learning.

• We recognise that a quality program needs to build on children’s individual knowledge, strengths, ideas, culture and interests to ensure long term benefits foster self-esteem, confidence and future learning.

• We acknowledge the importance of children’s sense of agency. The play-based program enables children to autonomously explore and extend their learning.  It is critical that our children are intentionally given opportunities to progress towards learning outcomes through play-based pedagogy.

• We celebrate children’s play, discoveries and learning through reflection and meaningful documentation. 

Approved Provider, Nominated Supervisor, Teachers and Educators

• Reflects the Principles of the National Law, The National Quality Framework, the Early Years Learning Framework, Early Childhood Australia’s Code of Ethics, Office of the Children’s Guardian Child Safe Standards, United Nations Convention on the Rights of the Child and the Quality Improvement Plan. These Overarching Principles and Frameworks underpin the decisions, policies and daily practices of the Approved Provider, Nominated Supervisor, Educational Leader, Educators and Staff members; and assist in planning, implementing, and evaluating quality experiences for children.

• The Overarching Principles and Frameworks are embedded in service operations through consistent and intentional practice as part of an ongoing process that is contributed to and implemented by all stakeholders.

• The Management Committee, Director, Teachers and Educators are dedicated to provide quality outcomes for children and are committed to life-long learning and development. We advocate for children’s rights and value the importance of childhood.  Our professional knowledge and skills are reflective and collaborative.

• Continuous improvement, best practice and quality outcomes underpin our pedagogy. Emergent professional knowledge, current research, theories and pedagogy are investigated and applied in the context of the uniqueness of the service, through a process of ongoing critical reflection, and ongoing professional development.