Respect and honour original owners of our land
We believe in acknowledging the original custodians of this land, the Wullemedegal people and their language and all Aboriginal and Torres Strait Islander people in our land. We have the responsibility to
maintain a sense of belonging and connection to our shared Aboriginal history and culture.
We value our uniqueness and actively practice inclusion
Children, educators and families are each unique. We celebrate and value diversity. We acknowledge diversity of culture, history, language, ability and values and reflect these in the school environment.
Learning is enhanced in places where we feel we belong. We believe early childhood education is an extension of the home, community and a transition to primary school.
Rights and responsibilities are taken seriously
Children are equally valued citizens in our community. Children have the right to play, privacy, participate, be heard, practice their own culture, know their rights and make decisions in their world as stated in the United Nations Convention on the Rights of the Child (1989). Adults have the responsibility to take children’s rights seriously.
Our environment reflects our values
The physical environment in which we learn is another ‘teacher’. We transform our physical preschool environment to reflect our values. We value an environment with nature, beauty, order, cleanliness and respect. We believe in actively learning about and participating in sustainable practices amongst nature. We listen to children’s right to play amongst the sand, water, dirt, plants, animals, rainbows and insects.
Learning occurs in realistic experiences through play and fun
Play is essential for children’s learning. Children’s interests drive learning through open-ended experiences and resources as well as natural materials. We celebrate learning through fun, play, inquiry and discoveries through reflection and meaningful documentation. We value children’s love of play in natural outdoor environments amongst the rainbows.
High expectations for children’s learning
We believe children are capable and resourceful learners. We actively support children in self-directed learning. We hold high expectations for children’s learning in the academic fields including language, literacy, mathematics, science, music and the arts. We are committed to actively engaging in pre-kindergarten concept skills that support children’s transition to school through academic content knowledge, building friendships, independence, communication, a strong sense of identity, a love of learning and an understanding of health and wellbeing.
Honour family as children’s first teachers and value community
Education is about partnerships. We collaborate and participate with families and the local, national and international community to enrich children’s lives and learning. We invite and encourage families’ contribution to the curriculum, program, events, policies and practices.
Educators are integral to our work and children’s learning
We hold highest expectations from our educators. Our educators are committed to participating in continuous and reflective learning alongside children, families, and academically. We uphold and practice ethical practice as outlined in Early Childhood Australia’s code of ethics (2006).
Complete education lies at the forefront of change. We participate in, reflect on and contribute to leadership in early childhood education practices, theory and research.