Our Philosophy

In Relation to Educators We Believe:

  • In employing Educators who are committed to working for the best interests of children and families
  • That each Educator brings fundamental, personal qualities to the Care Service environment such as empathy, respect warmth and passion for learning
  • In the importance of creating an environment of collegiality where personal and professional contributions are valued, communication is open and confidentiality is maintained
  • In valuing Educator’s unique experiences, culture and qualities and encourage them to share these with their colleagues, children, and families
  • In encouraging Educators to be a resource and guide for children’s learning by organising environments that are rich in possibilities and provocations
  • In valuing and promoting Educator’s knowledge and skills in the Early Childhood Sector through professional development, training and by establishing individual short- and long-term goal
  • In encouraging team building and social interaction

Through the Learning Environment We:

  • Provide opportunities for Educators to share in decision making and to obtain feedback
  • Provide a safe and comfortable working environment with release time for programming and other duties
  • Provide, encourage, and contribute financially to development for Educators ongoing professional development for educators
  • Promote a management culture where Educators feels that can always approach management about any issues
  • Have a strong preference to develop Educator skills and promote from within our existing team where possible

In Relation to Families We Believe:

  • It is important to actively support and encourage the interest and involvement of families
  • It is important to build on the child’s home experiences and acknowledge and embrace family cultural background
  • That families are the most powerful influence on children’s lives and that learning outcomes are most likely to be achieved when educators work in partnership with families to ensure the experiences planned for children are meaningful
  • It is important to support meaningful reciprocal relationships between families and educators trust, respect and collaboration form the basis for strong partnerships between families and staff
  • Families, children, and staff form a caring community
  • Family involvement is integral to a high-quality program

Through the Learning Environment We:

  • Are committed to open and constructive communication with families which includes discussion, child portfolios, daily diary and newsletter
  • Strive to have empathy and be respecful to family needs, and provide support when required
  • Encourage families to engage in meaningful participation within the program
  • Respect and support the role of families
  • Support the families in their parenting role by providing easily accessible and reliable information and helping them to make connections with other services in the local community

In Relation to Programming We Believe:

  • Children learn through collaboration and communication with other children and adults and through interacting with the environment
  • Children need opportunities to practice and consolidate their skills in key learning areas including language and literacy, creative and expressive art; mathematics, science and social and emotional development and work towards learning outcomes as expressed in Early Years Learning Framework (EYLF)-“Being, Belonging & Becoming”
  • A rich and stimulating and nurturing environment has the potential to stimulate imagination, promote creativity and enhance aesthetic development
  • Diversity within our Care Service, families’ educators and wider community should be respected and celebrated and that we can play a role in fostering and developing n social conscience among children with a view to addressing social inequities

Through the Learning Environment We:

  • Implement a flexible program that is responsive to the evolving nature of the Early Childhood Environment and that provides for different learning styles
  • Make observations of children and document their work to form the basis of the program
  • Use both the indoor and outdoor environment to encourage the children’s ability to observe, perceive, explore, investigate, imagine, make choices and problem solve
  • Provide attractive, well maintained play areas, with the thoughtful use of furnishings and displays
  • Introduce children to a wide range of social and cultural experiences, family types and different ways of doing things so they will learn to value diversity, learn to accept challenges they may face and become fully realised members of society

In Relation to Children We Believe:

  • Children are capable and resourceful learners who are active contributors to their learning
  • Children need to be valued as individuals, within the context of their family and their community
  • Children can develop confidence and positive self-esteem through a supportive and secure environment
  • That the rights and best interests of the child are paramount
  • That a warm, safe, caring, stimulating child directed environment is the best way to meet the unique individual developmental needs of the child
  • That the quality of early relationships, experiences and environment has a strong influence on children
  • That each child comes to the Service with a unique and valuable set of experiences, knowledge, and interests
  • That children are active, competent learners who make sense of their environments through play by investigating, exploring, and hypothesising

Through the learning environment we:

  • Implement a child-centred program based upon the principles outlined in the National Early Years Learning Framework (EYLF) – ‘Belonging, Being & Becoming
  • Strive to empower children, by using their thoughts and ideas to develop the program
  • Promote each child’s confidence and positive self-image through a range of provisions, experiences and opportunities that build upon their understandings, skills, values, and sensitivities and promote success
  • Implement an inclusive approach to positively support children’s growth of identity, self-esteem and critical thinking
  • Encourage each child to reach their full potential in accordance with their individual ability
  • Are committed to the full participation of children with additional needs

In Relation to Community We Believe:

  • We identify the needs of our families, and we strive to be responsive and attend to any request and exceed expectations
  • We encourage family participation in our events, programming, and activities
  • We always listen to suggestions, concerns, and recommendations
  • As advocates for our profession, it is important to share our knowledge and experience
  • We are a central link to information and support services within the wider community
  • In the importance of nurturing established relationships with community organisations, council, and local schools
  • In the needs of children, families, educators and the community are constantly changing, and that ongoing evaluation is essential to create a service that is responsive to those needs
  • In valuing Australia’s Aboriginal and Torres Strait Island Cultures
  • That the local community is rich with learning opportunities for children, families and Educators

Through the Learning Environment We:

  • Ensure that we operate within the guidelines set down by governing and professional bodies
  • Use the established channels of communication with committee, council, and the community
  • Utilise local services in an effective and meaningful way
  • Participate in community events
  • Evaluate our Care Service goals and program regularly

In Relation to the Environment We Believe:

  • The environment is a teacher within itself, a place that welcomes and invites engagement, challenge and learning while being adaptable, inclusive, secure, and nurturing while allowing for the development of a sense of self
  • That the learning environment allows children to connect with the world through natural and built materials and sustainable practice
  • In creating secure and predictable environments with adequate space and appropriate facilities and resources enabling children to choose what they will do and take increasing responsibility for their own health, hygiene, and personal care
  • In environments that support positive relationships
  • In the importance of having sufficient space, equipment, and facilities to promote the learning and development of children and ensuring the health and safety of children, staff, and families
  • In implementing good maintenance, cleaning, and appropriate safety precautions within the Care Service
  • In environments that support learning are vibrant and flexible spaces that are responsive to interests and abilities of each child.
  • That educators can create environments that are inviting and inclusive and support’s children’s exploration, creativity, and learning
  • In having an indoor and outdoor environment that offers significantly different yet complementary experiences and should be given equal focus and attention
  • In educators and children working together to learn about and promote the sustainable use of resources and to develop and implement sustainable practices
  • In children developing an understanding and respect for the natural environment and interdependence between people, plants, animals, and the land

In Relation to Business We Believe:

  • In re-investing in our Educator’s and our physical resources to ensure we provide a quality Child Care Service
  • In providing a stimulating, modern, safe, functional learning at play environment
  • In operating a viable business to ensure the long-term stability of our Care Service
  • In Partnerships with industry professionals to assist Educator development and expansion of the curriculum to meet the individual and collective needs of all children
  • In a Care Service that values and proactively supports continuity and is well place to attract and retain educators and coordinators and to benefit children and families
  • That Approved Providers, Educators, Coordinators have a shared responsibility to ensure the adequacy of systems needed to maintain the effective operation of the service

Through the Care Service Environment, We:

  • Maintain the confidentiality and currency of information provided by families, educators, coordinators, and other stakeholders
  • Have effective administration and record management systems and documented policies and procedures that contribute to service environment
  • Consider our primary focus to be delivering quality education and care for children and establishing productive partnership with families

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