In relation to children

Children are central to everything that we do. We are child focused and we view each individual child as capable and competent. We understand that we learn from and with children through the development of close, reciprocal relationships. We believe that play is children’s work and through play they learn about themselves and the world around them. We understand that children’s learning is holistic, individual and happens in conjunction with their social relationships. We believe that children have a right to feel safe and supported. We know that all children are capable of communicating, participating and contributing to and influencing their world regardless of age, gender, ability or background.

 Children are viewed as capable and competent,
Relationships with children.
Children learn through play.
Children learn when they feel safe and have fun.
All children are unique.

In relation to families

We know that families are children’s first and most influential teachers. We understand that supporting children to grow and learn requires a partnership between families and the learning service. We establish these partnerships through open, authentic and collaborative communication. We celebrate families in their diversity and work to embrace and represent each families’ unique culture. We are united by our common commitment to positive outcomes for the children in our shared care.

 Positive close relationships with families
Everyone working together.
Communication.

In relation to educators

We believe that educators play a pivotal role in children’s learning and development, by

providing for and facilitating children’s learning in a multitude of ways every day. We know as educators, that building trusting relationships with children is foundational to children’s learning and development. Educators sensitively create warm, welcoming and inspiring environments to encourage exploration. Educators support children’s learning by responding to their cues, needs and challenges, following their interests and building on their current knowledge as they scaffold their learning. Educators prioritize engagement with children and sensitively use intentional teaching and holistic curriculum development to ensure that children’s individual and social learning needs are met. All children’s regular educators are respectfully provided with non-contact time in order to participate in the development of children’s learning programs in order to ensure that there are many voices creating the meaningful curriculum.

Our educators know that we can achieve more when working together as a team whilst participating in a collaborative and collegial learning environment. We engage in reflective practice and challenge ways of being and doing, in order to ensure that we are consistently improving our practice. We understand that our commitment to continual professional learning and personal growth provides positive outcomes for children.

Educators follow children’s needs and interests.
Educators scaffold learning.
Educators engage with children.
Collaborative relationships
Planning for learning, sharing learning, making learning visible.
Child focused.

In relation to community

We understand that our learning service is part of a wider community, one in which we support children to engage, have influence and participate. We recognize that we have a responsibility to advocate for children and childhood within and outside of our space and we strive to continuously build meaningful relationships. Our service extends beyond the walls of our building and is made up of a multitude of interconnecting relationships. We display our commitment to professionalism, respect and kindness at all levels; through our interactions we build relationships based on trust. It is important to us to create and maintain a space where everyone feels welcomed and safe.

We are committed to embedding Aboriginal and Torres Strait Islander perspectives as we continue to develop our own awareness of and connection to Country.

We acknowledge our responsibility to share a love of land and the natural environment with children in order to encourage and foster a loving respect for nature. We work hard to create a sense of place, connectedness and purpose for all.

We believe that our social networks form part of our environment, we support and develop children’s social competence through modelling respectful relationships, scaffolding interactions and providing co-regulation where necessary. We are committed to inclusion and work actively with allied health professionals to ensure that our learning environments are inclusive and supportive.

 Safe, welcoming environment.
Inclusive environment.
Belonging.
Everyone has a voice
Meaningful relationships with community
Belonging.