Our Philosophy

Core Values

Belonging, Relationships, Community, Teaching and Learning, High Quality, Wellbeing and Inclusion.

Mission Statement

We aim to create a positive and respectful learning community of the highest quality, where children are celebrated, inspired, nurtured, supported, empowered and challenged by passionate educators so that each child can make progress and develop to their full potential. We aim to work in partnerships with families to create a social environment which fosters a sense of belonging to  our preschool community and promotes the wellbeing of each child.

Statement of Principles

1. Belonging

We highly value the development of a strong sense of belonging for every child, family and educator. 

2. Relationships

We believe that the practice of relationships is key to developing the best outcomes for children.

3. Community

We are proactive in building a sense of community within our service and forming genuine partnerships with local services, schools and organisations for the benefit or our children and families.

4. Teaching and Learning

Educators are intentional and responsive with early childhood education and best learning outcomes at the forefront of all decision making.

5. Exceeding Quality

We are passionate about providing a high-quality early childhood education service for the children and families in our community

6. Wellbeing

We believe the welfare and wellbeing of each child is paramount

7. Inclusion

We aim to remove barriers and to provide an inclusive environment which allows each child to meaningfully participate in a high0quality preschool program and be supported to reach their potential.

Appendix to Philosophy

Our Program and Practice is guided by:

  • Early Years Learning Framework, Being, Belonging and Becoming (DEEWR 2009)
  • National Quality Standards
  • Early Childhood Australia's Code of Ethics
  • Schools of Reggio Emilia
  • Howard Gardner’s Theory of Multiple Intelligences
  • UNICEF Convention: The Rights of a Child
  • BeYou: National Mental Health and Wellbeing Initiative
  • NSW Health Munch and Move
  • NSW Curriculum Framework
  • Piaget's Cognitive Development Theory (refers to structured developmental milestones)
  • Vygotsky’s Dialectical Theory (refers to the important role of adult and peer mentoring in the social learning context for children to internalise new information, especially language)
  • Bronfenbrenner’s Ecological Perspective (Refers to relationship between the child and all of the social settings that influence the child)