The statement of philosophy is used to guide all aspects of our operations.
Educators will use their professional knowledge, skills and judgement to guide the curriculum. This includes:
Knowledge of child development and developmental theories.
Building partnerships, gathering knowledge about individual children, their families and the wider community.
Reflecting on individual strengths and past experiences in an ongoing cycle of planning, improvement and performance.
To ensure relevance and adequacy of our philosophy statement, regular reviews of the philosophy will be conducted, against new research, approved learning frameworks, and families’ views and expectations.
Philosophy Statement
We strive to provide a safe, nurturing, inclusive and educational environment for all children in care.
In relation to our children:
Our children feel a sense of belonging in a comfortable, safe, secure and nurturing environment.
Our children experience a sense of being by taking time to explore the present moment, and developing at their own pace.
Our children grow and develop their own identity, becoming a person who participates actively in our community and the wider society.
We advocate equity, respect the children’s rights, and offer meaningful positivereinforcements for their efforts and successes, regardless of their gender, culture, religion and socio-economic background.
We are committed to providing a child-safe and child-friendly environment, and have zero tolerance for child abuse and other misconduct or harm.
In relation to our curriculum:
The pedagogy and curriculum are guided by the Early Years Learning Framework (EYLF) and the associated operational standards and benchmarks, in accordance to the National Quality Framework (NQF).
In relation to our learning environment:
We hold a strong belief that children thrive and learn best in a positive, inclusive, safe and nurturing environment, and a play- based learning approach is the most valuable and successful for children.
We embrace the use of digital technology within a safe and controlled parameter, in creating developmentally appropriate program that is flexible and perceptive to the changing needs and interests of the children in an animated fast-growing digital society.
We believe that children are worthy individuals, and we value and respect the decisions and contributions that children make towards the curriculum and learning environment.
We embed our strong belief in supporting sustainability of the green energy in our deliverables and environment. Children are encouraged to participate and adopt actions that support environmental sustainability and reduce carbon footprints.
In relation to our Educators:
Our educators assume the responsibility to embed routine sustainable practices in the deliverables, and support children to become aware of their connections to the environment.
Our educators make it a priority to build, develop and maintain respectful and trusting relationships with children, families, peers and the community.
Our educators focus on developing the children’s fostering, confidence, independence and skills for life.
Our educators embrace the Early Childhood Australia (ECA) Code of Conduct in all their interactions.
In relation to the involvement of Families:
We respect the diversity of families and culture within our community, and collaborativepartnerships in the community are developed and maintained.
We embrace the varying practices, beliefs and traditions of different cultures.
We acknowledge, respect and value the Australian Aboriginal and Torres Strait Islander people’s cultures demonstrates and seek opinions from a wider range of local Elders and other community members.
We respect the confidentiality and privacy of our families.
In relation to the continual improvement:
We value regular feedback from our educators, families, children and community.
We believe that engaging in a collaborative relationship will further enhance the learning of the children, as we undertake continual improvement in our practices and delivery.
