UNDERPINNING:  The foundation of our service provision is our long-standing history in the local community, our established best practice, the commitment of staff, our relationships with families, and the value and recognition we place on early childhood and young children. We embrace a slow pedagogy that fosters a sense of connectedness, allowing children the time and space to explore, wonder and engage deeply with their environment. Aboriginal and Torres Strait Islander cultures and perspectives are acknowledged, valued and holistically embedded within our environment and curriculum as we move forward in reconciliation

NURTURING: We believe that children are born connected to family, culture, community and place. We honour this connection and place emphasis on relationships and meaningful interactions, providing children and families with respect, trust, support, warmth, and care. Our practices promote ongoing learning as we nurture hearts and minds, fostering a sense of self-worth and a growth mindset. We embrace rituals as meaningful practices that connect us to each other, our cultural heritage, and the rhythms of the natural world. We encourage sustainability through awareness and practices that encompass environmental, social, and economic dimensions, promoting the development of active and informed global citizens.

INCLUSION: We provide an inclusive environment for all children, families, and staff, respecting and encouraging each person’s interests, skills, abilities, learning dispositions and diverse learning needs. Our Educators are dedicated to understanding and meeting the unique needs of each child, fostering an inclusive community where everyone feels valued. Our commitment to mental wellbeing and the ability to adapt to meet the needs of children and families underpins our approach. This is supported through a commitment to networking, community partnerships, and professional development.

The QUALITY of our service is visible in our sustained positive relationships, our connections in the community, and in our natural, stimulating environment. Our curriculum is play-based and child-centred, reflecting the children’s identities. We recognise that children act intentionally and with agency in play and that learning occurs in social contexts. We have a diverse team of highly valued Educators who are rich in experience, knowledge, dedication, and care. Our Educators promote collaboration, respect and ethical practices to foster a supportive service culture and enhance staff continuity

UNDERSTANDING: We recognise every child as a unique, capable, and creative individual. We respect the rights of each child to lifelong learning, to contribute within their own family and community, and to learn through meaningful play experiences. We believe the quality of our curriculum comes from the engagement of our Educators as co-learners alongside children and families as they continually seek out ways to challenge current practices and perspectives as we embrace a culture of reflective practice. We capture the threads of learning, development and wellbeing to build a holistic understanding of each child, valuing children’s voices as active participants.

EMBEDDED: We strive to provide a unique service to children, families, and the community. Embedded in our pedagogical practices is our commitment to promoting the wellbeing, health, and safety of each child. Our team of Educators recognise the fundamental right for every child to be respected and provided with the opportunity and support needed to grow and develop to their full potential. We incorporate an indoor-outdoor, all weather play flow, and offer long periods of uninterrupted time to play. We support children’s agency by encouraging them to express their needs, preferences, and feelings, fostering a sense of empowerment and self-worth. We embrace the concepts of Belonging, Being, and Becoming for all children, families, and staff, while celebrating the joy, wonder, excitement, and importance of childhood.