Philosophy & Aim

Children’s health, safety and wellbeing underpin all aspects of our practice.
Educators maintain active supervision at all times.
Educators position themselves with children, observing, listening and responding intentionally.
Environments are safe, inclusive, engaging and responsive.
Children are supported to regulate emotions, build confidence and develop a strong sense of belonging.
Independence is encouraged through daily routines such as mealtimes, toileting, packing away, transitions and group participation.

Families are children’s first and most influential teachers.
Partnerships are built on respect, trust and open communication.
Family input supports continuity of care and consistency between home and the service.
Questions, concerns and feedback are welcomed and valued.

We value our connection to the local community and recognise its role in children’s learning and sense of belonging.
Children are supported to develop an understanding of diversity, inclusion and social responsibility.
Aboriginal and Torres Strait Islander perspectives are respectfully embedded, acknowledging the Traditional Custodians of the land on which we learn and play.
Community connections are strengthened through excursions, incursions and shared events.

Our Service

Curriculum is guided by the Early Years Learning Framework.
Planning is informed by children’s interests, strengths, observations and developmental stages.
Learning is supported through play, predictable routines and everyday interactions.
Intentional teaching supports children’s independence, confidence and emerging skills.

Children experience belonging when they form secure, respectful relationships and feel accepted for who they are
We honour childhood as a time to explore, play, create, rest, connect and simply be.
Through play, relationships and intentional teaching, children develop confidence, identity, resilience and independence as capable learners.

What We Believe

Children are active participants in their learning.
Learning is supported through play-based, child-centred and developmentally appropriate experiences.
Strong, respectful relationships support children’s wellbeing, behaviour and learning.
Consistency in routines, expectations and educator responses supports children’s emotional regulation and sense of safety.
Children develop independence when encouraged to try, problem solve, make choices and practice self-help skills appropriate to their age and stage.
Ongoing reflection, collaboration and feedback support continuous improvement.