Belonging, Being and Becoming.
Play-based programs for children aged 18 months to 6 years.
Children in their early years learn best when in a stimulating play-based environment, with educators who put the child’s wishes at the forefront of their learning. Actively listening to the child and planning tailored and stimulating activities enable our educators to effectively guide them through the different stages of their development.
The Nursery, Playgroup and Kindergarten programs have been developed using the Australian Early Years Learning Framework: Belonging, Being and Becoming. Great importance is placed on educating the whole child so they may know who they are, where they are from and have the confidence and conviction to know where they want to go in life. Being ready for more formal education requires the child reaches the developmentally appropriate age of 6-7 years and can adapt to various situations and transitions with grace and competency.
To support our mission and vision, our work here will be guided by these principles:
- Acknowledge and treat students as unique individuals.
- Create a safe, welcoming and stimulating learning environment to encourage thoughtful play and strong academic rigour.
- Promote secure attachments and warm trusting relationships and interactions.
- Seek to strengthen resilience, critical thinking and informed risk taking.
- Promote communication and problem solving skills, together with social learning and awareness, and a capacity to express and acknowledge feelings.
Working in partnership with parents and families we will:
- Acknowledge the extensive and varied growth and development that has occurred in the home.
- Share knowledge and promote confident parenting through focus child meetings, parent-teacher conferences and seminars.
- Seek to develop and maintain positive relationships based on trust and mutual respect, two-way communication and participation in service decision-making.
- Respect and value the individual backgrounds and unique culture and customs of families.
- Building genuine reciprocal relationships between students, families, staff and educators that are strengthened and sustained over time.
As a community of learners we:
- Develop a caring, trusting and sharing climate that supports and stimulates self initiated learning.
- Document students’s experiences, and share these with students, parents and colleagues.
- Value and promote sharing of information and expertise between parents, staff and educators.
- Reflect on our practice, commit to continuous quality improvement, and support each other’s ongoing professional and personal development.
With regard to our wider community we:
- Connect students and families with each other and local child and family support services.
- Be an advocate for high quality early childhood and primary education, and share our expertise with the field.
- Welcome members from the community as valuable co-contributors to a rich and vibrant shared experience.
- Promote the value and contribution of our services within the community.