Overview

Our Vision

To inspire the foundations for lifelong learning, children develop strong dispositions for learning throughout their lives so that they become happy, engaged, optimistic, curious and resilient adults, in a world where every person can thrive. We hope for a future of compassionate and educated citizens who have equal opportunities to contribute to and engage happily with all facets of life.

We recognise and respect the Wurundjeri people of the Kulin Nation as the traditional custodians of the land on which we learn. We value the past, present and emerging knowledge and culture, which is reflected in our practices.

In relation to children and educators

• We have high expectations for children, therefore perceive children as active learners, with a sense of ownership where their voice, culture, identity and their experiences are acknowledged.

• Allowing children to learn at their own pace and be part of their own learning process, is of high importance.

• Children are their own researchers, learning to engage in environments, managing different environments, engaging in educationally rich environments to enhance their learning.

• As educators, we are passionate, dedicated and intentional in our practices. Educators are guided by ethical standards and hold confidentiality, kindness and respect of utmost importance.

In relation to families and the community

• Families are viewed as their child’s first teacher. Families and educators form a relationship built on open communication, trust, mutual respect and collaboration, which enhances children’s learning and development.

• We incorporate preservation of family traditions, language, culture, experience and commitment to their children and welcome it into our kindergarten.

• Educators value the active participation of families in their children’s program and invite, welcome and respect family contributions, voices and participation.

• We value our strong community links, strive to make new community connections and work collaboratively with our local community to strengthen our educational programs and practices.

• We collaboratively develop and maintain professional partnerships with support services and agencies to strengthen and enhance all children’s learning and growing development.

In relation to the environment and educational program

• We believe that children benefit from a connection to nature laying the foundations for a sustainable future for our community.

• The environment encourages the child to engage in exploration, questioning, discovery, creativity and problem solving, in a cooperative and collaborative manner – to be spontaneous, take supported risks, make mess and noise, and be wholly engaged in learning through play.

• Our physical setting and the learning environment at the kindergarten is secure and stable, yet flexible enough to ensure that each child can build upon their strengths, interests and abilities/capabilities, and will enable them to reach their goals.

• Learning is observed, documented, planned, implemented, and reflected upon stemming from children’s developmental needs, interests and learning styles. This is guided by the Victorian Early Years Learning and Development Framework (VEYLDF), the Early Years Learning Framework (EYLF) and the Early Childhood Code of Ethics.

• This is provided through a combination of educator-led and child-initiated learning experiences that enable children to become lifelong learners.

• Educators are committed to and acknowledge that all children have the universal right to feel safe, secure, supported and respected at all time – in compliance with the Victorian Government’s Child Safe Standards, mandatory reporting obligations and the UN Convention on the Rights of the Child.