Our philosophy is a statement of our vision, our values and beliefs in relation to our practices, which drive our curriculum.  All stakeholders contribute to the review of the philosophy, including children, educators, families, management and the community.

  We believe children deserve

·           To feel they are valued members and active contributors to all aspects of the curriculum.

·         A Preschool where nurturing, kind and respectful relationships are the foundations of successful learning and which in turn will encourage the children to share and reciprocate that respect and nurture to others.

·         Educators who advocate for and protect children’s rights and safety and treat children with respect and dignity at all times.

·         To be included and never be discriminated against on the basis of their family structure, ethnicity, religion, gender, economic status, language or culture.

·         To be responsible for the Preschool environment and that children have the right to make decisions and choices about their own learning.

·         For children’s voices, thoughts and ideas to be the driving element in the planning process and where a culture of shared sustained thinking is implemented.

·         To be nurtured for their uniqueness and individuality and that their dispositions for learning are encouraged and developed.

·         To feel a sense of safety and trust in their environment and in their educators.

·         A curriculum where children are encouraged to take responsibility for their world and where sustainable practices are embedded in the day to day rhythm of the program.

·         To learn about the history of Awabakal culture and the land on which our Preschool is situated and to acknowledge that this land is sacred and must be respected and cared for.

·         Play experiences which value our embedded mantra “If we all use a little bit there will be enough for everyone forever”.

·         Opportunities to be independent, competent, physically active, resilient and capable and where the children’s sense of agency is promoted.

·         Educators who support children to grow a love for learning by planning an environment that is organised and aesthetically pleasing.

·         Opportunities to self-analyse and make judgements about participation in risky play.

·         Natural, clean, safe and aesthetically pleasing invitations for learning.

·         Spaces for the children to focus on their sense of well-being and mindfulness.

We believe educators deserve

·         To feel comfortable to bring forward their unique skills, talents, interests and culture and that it is supported and respected and valued.

·         To feel safe, supported and secure and that mental health and well-being is prioritised and nurtured.

·         A workplace where a sense of belonging is cultivated, not by fitting in but by being one’s true and authentic self.

·         A flexible workplace, where a healthy home/family work balance is valued and supported.

·         A culture where reflective practice drives the curriculum and decision-making.

·         To be recognised and acknowledged for their contributions and work.

·         To have open and transparent communication avenues with management.

·         Time to plan, research and document and scaffold children’s learning.

·         A Preschool where participation in professional development opportunities is encouraged and promoted to enhance the skills, knowledge and pedagogical practices, intentional teaching and cultural responsiveness of the educators

.   A program which is play based and focuses on learning outcomes, practices and principles which are the guiding components within the Early Years Learning Framework.

·   An environment where reflective practices are embedded throughout the everyday culture of the service.

·     A curriculum which visualises all aspects of our program such as Aboriginal and Torres Strait Islander culture, sustainability, inclusive practices, STEM, family culture, anti-bias perspectives, the arts and nature, overlapping and intertwining through a hessian framework.

·  An environment open and conducive to networking opportunities with other local early childhood services and professional organisations.

We believe families deserve

·         To be welcomed, valued and respected and to feel a sense of belonging.

·         To feel supported in their parenting journey.

·         The right to privacy and confidentiality in relation to information about their family and child.

·         To feel diversity as embraced and that diversity and inclusive practices are interwoven throughout our curriculum.

·         To be acknowledged as the most important influence in their child’s life and that their own family values and beliefs are respected.

·         Regular and timely information about the program, events and their children’s developmental progress.

·         Passionate, dedicated and nurturing educators who are also knowledgeable and experienced.

·         Understanding, respect and transparency.

·         Opportunities to discuss their child’s development and progress informally and formally through scheduled parent meetings.

·         An authentic voice and involvement in shared decision-making.

·         To feel comfortable to share their knowledge and skills and to give input into the program.

We believe management deserve

·         A service with embedded governance processes in place for policy and practice review.

·         Organisational systems in place to assist in the effective management of the service.

·         A collaborative and positive relationship with the Nominated Supervisor/Director.

·         A proactive and professional team of educators focused on positive outcomes for the children, families and the community.

·         A supportive network where committee members can share and collaborate openly with each other in a fair and diplomatic way.

·         To be informed and up to date with current practices, Regulations and the Law and when changes and amendments occur to the above.

·         Professional development opportunities in relation to the role of the management committee.

·         To engage in a culture of self-assessment and continuous improvement in relation to all aspects of the Preschool

·         A service where families from Indigenous and other cultural backgrounds are encouraged to be a part of the management structure of the Preschool and that this involvement is respected and valued.

We believe our community deserves

·         Our Preschool to continue to be an iconic part of our community, recognising and celebrating the rich 55-year-old history associated with our building within our community.

·         A Preschool which is inclusive of all families and where cultural and Indigenous perspectives are interwoven throughout the curriculum.

·         A Preschool where the rights of animals are upheld and that all animals entering our service are treated with kindness, respect and with dignity and where a culture of deep thought and reflection is present when considering the introduction of animals and animal programs into the service via current research and informed practice.

·         To share experiences with Preschool during walking excursions within our local community and during community events such as ANZAC Day services.

·         To feel welcome to visit our Preschool spontaneously and for planned experiences.

·         To be connected to our Preschool through involvement in Preschool events such as fundraising and excursions within our local community.

·         Invitations and opportunities to be connected and involved within Preschool experiences and the curriculum, including specialists, students, community groups and local schools.