Our Philosophy

Built on the lands of the Wadi Wadi people, we honour and recognise the traditional owners of this land where our new integrated service centre sits. 

We also recognise the previous work of the Nyah West and District Kindergarten in developing the service that has been significantly contributing to children’s early education for the past 50 years and will remain integral in the life of the new facility.

We know that the best way to support families in their work to raise healthy and happy children is through a collaborative and integrated approach. 

Our priority is to implement programs that ensure individual and group care and education for every child, parent and worker is accessible and provides opportunities to connect with and contribute to local, family focussed community activity. 

Because we know that developing this sense of belonging is underpinned by relationships we are committed to creating a warm, welcoming, calm, respectful and sustainable learning environment for children, staff and their families. 

For these relationships to be genuine and truly supportive of parent and child wellbeing we will include the wider local community and contemporary early childhood values throughout the programs and experiences offered within our service and environment.

We believe that an understanding of diversity enhances personal and group learning and that we are all entitled to enjoy spending time together, in play, routines and supportive programs that will grow and develop our children, families, educators, carers, gardens and love of life and learning. 

Offering a number of practical and welcoming spaces both indoors and out is important to us and demonstrates our commitment to diversity and sustainability.

Establishing a culture of care for people and planet will reflect our responsibilities and inform our behaviours and decisions as we progress through the early years of life as a child, parent of a child and service provider to the child.

In our day to day operations we intend to embrace and continue to embed the practice principles, supportive transitions and learning and development outcomes as described for every child in the Victorian Early Years Learning and Development Frameworks 2009.