|
Our centre provides a warm, friendly, safe, healthy and educationally sound environment in which all children are treated as equals regardless of gender, race and abilities. We provide the best possible learning environment where children can develop to their fullest potential.
Developmental ages and stages are catered for through appropriate experiences. These experiences are incorporated into a stimulating program that caters for all children's needs, interests and developmental areas in a way that is challenging, stimulating and educationally sound.
We acknowledge each child is unique and aim to provide an environment where children's eagerness and curiosity is fostered, creative thinking is encouraged, where children can make choices and are encouraged to reflect and explore, developing their sense of self.
Our programs reflect diversity in culture and gender, promoting a happy and accepting environment for all children regardless of religion, culture or family background and structure. 
The program also considers the individual needs of families, respecting views, values and the rights of the children and their parents. We strive to develop supportive relationships with families based on open communication and sharing of knowledge and skills.
Using the extensive knowledge of our owner, management team and centre staff, our purpose built centre is resourced to create a learning environment where children can freely explore, play and learn with a sense of predictability and security that is important as they take on new learning challenges.
We believe it is vital that children have both the time and spaces readily available to them throughout their day for both active and quiet play.
Our philosophy is based on the following key areas: |
1 - Our Families - a commitment to building partnerships between families and staff:
• Families need to develop a sense of trust in the adults who care for their children.
• Families need regular feedback about their child.
|
|
2 - Our Environments - the environment is well organised, clean and tidy. Routines are calm and flexible to meet the needs of all children:
• Children learn best in small groups where they can form friendships.
• Children feel more in control when they know what is going to happen next in their day.
• Children develop a sense of trust and self-esteem when adults respond to their needs. They learn they are important and worthy people.
• Routines are important and learning times should not be rushed.
|
|
3 - Our Programs - the program reflects a balance of planned and spontaneous experiences to support children's development and learning:
• Interaction with children is based on a sound knowledge of development and an appreciation of individual needs
• A balance of child-initiated and adult initiated activities are occurring.
• Learning is guided and facilitated by adults and incorporates children's interests.
• There are opportunities for children to explore their ideas and discover the results of their actions.
|
|
4 - Our Team - there is a culture of cooperation, caring and teamwork:
• Staff have made a commitment to support the values, philosophy and practices of the centre.
• There is an ongoing commitment to training and development.
• Staff feel valued as a team member and have a higher level of job satisfaction.
Our educated team helps to draw out this potential that exists within each and every child. Our curriculum embodies this belief as it responds to, expands and builds upon the ideas and interests of the children, capitalising on windows of opportunities when children are most motivated by their own interests and needs.
We do this in close collaboration with parents whom we honour as the first and foremost educators of their children, and in beautiful engaging places filled with tangible expressions of the value we place on childhood.
Because we understand the importance of this foundation years, our approach centres on character development of children, guiding them as they practice and learn about respectful interactions, forming a basis for lifelong learning and skills that will set them up for a bright future. |
|
|
|
|
