Our practices are guided by the Early Years Learning Framework, the UN conventions on the Rights of the child and the Code of Ethics.
Our purpose is to extend and enrich children’s learning from birth to the transition to school.
We are passionate about play based learning with the belief that children benefit from long uninterrupted play opportunities. We believe children are capable individuals that can
make their own choices in indoor or outdoor engagement.
We encourage children to be responsible for their own learning through choices in experiences, interests and routine. Promoting conversations, actions and play as the basis for
We empower children in promoting their independence and self-help skills by assisting within the routine and involving the children in interest based projects to further enhance their
learning and knowledge. We value children and family input and actively seek family involvement in order to gather a comprehensive and holistic view of the child. We value diversity, equity and inclusion; with the belief that uniqueness is something to be embraced and believe that valuing each person for who they are enables them to feel welcome and respected.
We recognise the importance of providing a safe, secure and consistent environment that supports trust and familiarity as well as active exploration of learning through the inclusion
of Circle of Security as a roadmap to building supportive relationships. [Dolby, R (2007)].
We are committed to providing a developmental and educational program, Supporting each child’s individual needs, abilities and interests. Our curriculum will continue to evolve as
we develop relationships with the children, their families and our community. We will work in partnership with parents to ensure each child’s knowledge, ideas, culture, abilities and
interests are the foundation of our programs. We understand and value that Educators’ practices and the positive relationships they form with children and families have a
signiﬁcant effect on children’s involvement and their success in learning.
We believe that the physical environment has a crucial role in children’s development, one that is referred to in Reggio Emilia, Italy as “The Third Teacher”. An environment that acts
to teach children can be described as a physical space that nurtures concentration, creativity and the motivation to independently learn and explore [ McKellar 1957]
We encompass this, through regular bush walks in Rumbalara Reserve, where the children have the opportunity to connect with nature, develop skills, take risk, share and deepen
their understanding and appreciation of their natural surroundings as well as supporting the children and educators in their acknowledgement of the Traditional Owners and
Custodians of this land; the Darkinjung people. We are active advocates in being environmentally responsible and contribute to a sustainable future in partnership with the children
Our dedicated team of educators respect and value the knowledge and experience that each individual educator brings to our team and the learning environment. We promote
reflection as a tool for learning, to ensure continuous improvement and growth. Our team of educators takes time to connect with one another, share skills and ideas, advocate for
children and implement a professional approach to early childhood education.