We recognise the Rights of the Child. We work with families to achieve the best outcomes for each child.
We acknowledge the importance of the role of the parent. Parents are the child’s first educator and we consider it vital that we form a strong partnership with the family.
We value diversity and believe each family’s culture is important. We work and communicate with families to support the development of each child’s individual cultural identity. We respect the differences in families.
We acknowledge the importance of childhood and value this special time. We want children to remember fun play and learning experiences with their peers and the educators who supported their development.
Our educators observe and listen carefully to each child’s interests, needs and development. We work with families to enable all children to participate in our curriculums and ensure all children feel a sense of belonging.
We focus on forming strong attachments. Building positive and warm relationships between children and educators is vital to a child’s sense of safety, trust and learning.
We embrace reflective practice as a form on ongoing learning. This involves engaging with questioning, gathering information and gaining insights which inform and enrich decision making about children’s learning.
Every conversation and interaction shows respect for the child. Our behaviour guidance techniques show respect towards all children, using positive guidance strategies to build children’s social competence and enhance their emotional intelligence.
We believe the environment is the third teacher. We plan purposeful, inclusive learning areas indoors and outdoors that stimulates and extends children’s understanding and learning.
We celebrate each child’s individual achievements. Our image of the child is a capable, competent learner who leads their play and makes choices throughout the day to cater for their own interest.
Children learn best through small groups and hands-on learning. Our homely play environments are created to be welcoming, and cater for small groups so each child has space and, more importantly, time to explore their interest to their satisfaction.
Children may work on many projects simultaneously. Play is never rushed and educators see the importance of the children revisiting and reconnecting with previous play to be able to extend the play into future learning projects.
Our curriculum caters for messy play. We recognise the importance of hands on learning and sensory play for learning and development and use natural materials (e.g. clay, mud, pinecones) on a daily basis.
We value environmental responsibility. We use recycled and real materials to best achieve learning outcomes and have many sustainable routines and experiences embedded in our curriculum.
Your child will always be supervised, but also challenged. You can expect to see your child presented with some challenges and risks in their play, while being safely supervised at all time.
We value open ended play and materials. The focus for learning is on the process the child uses and not their output. The materials a child chooses and how they use those materials is more important than the educator directing the child in what to make.