Philosophy:  Our philosophy aligns with the principles and practices of Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF), and is based on a view of children as:

• capable, powerful, creative and resourceful
• active participants and decision-makers in their own learning, with the ability to succeed irrespective of varying abilities and circumstances
• social beings, who are capable of communicating and interacting positively with others, in a supportive and encouraging environment

• unique individuals, who are also members of a larger group and connected to their worlds 

We aim to provide a safe, caring and welcoming environment:-

• which honours and respects the Wonnarua people as the traditional custodians of this land

• which is accessible to the widest range of families from the community

• which is committed to access, inclusion and participation for every child and their family at the service

• where the relationships we form with our children and families are viewed as the foundation of our practice

• in which diversity of all kinds is acknowledged, respected and valued
• in which the rights and wellbeing of the child are always paramount
• in which the voices and opinions of children, families and educators are sought and valued
• which recognises the unique potential of each child, and honours the child’s right to learn through play experiences that are engaging and build life-long learning
• in which educators use a range of thoughtful, deliberate and purposeful teaching practices to provoke children’s thinking and facilitate learning
• which provides opportunities for both child-led and educator-led play
• which recognises that learning is a dynamic, complex and holistic process

• in which critical social-emotional competencies are actively fostered through intentional teaching practices
• which recognises that children have different learning styles, that they learn best: within the context of their life experiences, interests and strengths; when they feel secure, valued and understood; and when they are having fun
• which promotes autonomy and initiative, as well as interdependence

• which encourages healthy risk-taking
• which promotes healthy, life-long living habits, including good nutrition and physical activity
• which is grounded in sustainable practices
• encourages children to appreciate the natural world, and provides first-hand experiences of nature
• in which educators are recognised and valued not only as professionals with a wealth of knowledge and experience within the field of Early Childhood, but also as individuals with their own personal professional philosophies reflecting a wide range of perspectives, talents and interests, which further enrich the curriculum
• in which educators are committed to continuous learning through professional development and critical self-reflection
• which supports families in their parenting role, and builds family and community understandings of the importance of quality early childhood education
• which fosters positive partnerships between parents/caregivers, children and staff in an atmosphere of mutual respect, empathy, trust and optimism
• which fosters meaningful community partnerships
• which values and celebrates Australian heritage
• which actively supports the skills and experiences required for positive transitions to school