Together we provide quality professional child care and education in collaborative partnership with families and the community. Our standard of excellence and professional practice reflects the cultural and shared beliefs of families, Educators, and the broader community alike.
We value and practice holistic approaches, and promote open and honest communication between families, Educators and community, which are essential to positive outcomes. We are passionate about developing a greater understanding of Aboriginal and Torres Strait Islander cultures and the recognition of all cultures within our community.
We believe that all children are unique and capable learners who are imaginative, creative and dynamic. We support children to reach their full potential through intentional and spontaneous interactions and teachings. We acknowledge that children learn best through play-based and intentional learning environments that are vibrant, flexible and responsive to their interests and skills. Our children are continuously learning through these rich, play-based and recreational experiences that we create.
We acknowledge parents as the primary teachers and value their input, as this is integral to providing quality care and education. Program decision making is collaborative with families and children, which develops a child’s sense of agency, individuality and community awareness. The process of observation, documentation, assessment of learning, intentional teaching and critical reflection is used to scaffold children’s play and learning whilst valuing children’s individual strengths.
We embrace the National Framework for children drawing on the Belonging, Being and Becoming and My Time Our Place. The framework guides our provision of our Exceeding National Quality Standard rated service and provides a basis for our continuous cycle of improvement. We are committed to sustainable practices and the principles of Reduce, Recycle and Re-use where appropriate.
We continuously seek ways to build professional knowledge and develop supportive learning communities as a team and individually. Review date: March 2017.