Children generally feel more secure and learn better when there is a predictable routine to the day. Each room of our Early Education centre follows a flexible routine – however it may vary throughout the year due to unforeseen weather, special events or the children’s engagement in a project.

We strive to ensure that each room provides:

• A warm, welcoming home-like environment that promotes secure, respectful and reciprocal relationships.
• A vibrant and flexible child-led environment that is rich in choices and provides dynamic opportunities for learning as individuals and as part of a group.
• Opportunities to undertake collaborative group work and projects inspired by children’s interests and/or family interest, community or educator initiation.
• Opportunities for children to develop independence through everyday routines.
• An environment that is safe and promotes exploration, discovery, challenge and understanding of our natural and physical worlds.
• An environment that builds high self-esteem and self-worth.
• An environment and curriculum that promotes holistic development and high expectations for children across all developmental areas through intentional teaching and spontaneous learning.
• Opportunities for children to express their knowledge and understanding through each of their 100 languages.
• Respect for diversity by acknowledging the cultural backgrounds, languages, values and contributions of all families in the centre and the surrounding community, including Aboriginal and Torres Strait Islander cultures.
• Opportunities for children, families and educators to develop cultural competence by promoting positive attitudes, learning and developing communication skills and interactions across diverse cultural groups.
• Opportunities for children, families and educators to share their ideas, knowledge, skills, culture, language and experiences with the centre through regular communication, involvement in the centre and program development.
• Ongoing records of children’s development and assessment through learning stories, reflective journals, project documentation, samples of children’s work and reflections on children’s goals.
• An environment that promotes positive behaviours and pro-social relationships between children and others.
• Partnerships with families in all aspects of their child’s development including working with families to develop and evaluate goals for their child.
• Opportunities for educators to gain further knowledge, skills and competence in the early childhood field and through regular Educator training and professional development.