Building a kindergarten community with and for children.
Together we acknowledge the Traditional owners, the Wurundjeri people of the Kulin Nation, for letting us share this land. Indigenous perspectives are embedded in our practice, and reconciliation is promoted in our practice. Together we advocate for an inclusive and equitable environment free from discrimination and bias. A place where everyone belongs and an awareness of all forms of diversity is shared, respected and valued. Building reciprocal relationships that are caring, open, collaborative, respectful and supportive with children and their families is a priority. We have high expectations for children, therefore position children as active learners and members of our kindergarten community, with a sense of ownership where their voice, their culture, their identity and their experiences are acknowledged. As educators, we understand our role, as collaborators and co-constructors, in maximising the outcomes for each individual child.
Children’s Safety and Wellbeing
We are a child safe organisation, implementing Victoria’s Child Safe Standards and are committed to hearing, valuing and protecting children from harm and abuse. This is embedded in our organisation’s leadership, governance and culture. Clear expectations about behaviour towards and in the presence of children are set in our Child Safety and Wellbeing Policy and Child Safety Code of Conduct.
Educational program.
We practice a play-based emergent program guided by the Victorian Early Years Learning and Development Framework (VEYLDF), the Early Years Learning Framework (EYLF), the Early Childhood Code of Ethics and the United Nations Convention on the Rights of the Child. Indigenous perspectives are embedded as children’s learning is observed, documented, planned, implemented and reflected upon. A combination of educator and child-initiated learning experiences are supported, inspired and flow from children’s culture, developmental needs, interests and learning styles empowering children to become lifelong learners.
Natural environment.
We value our outdoor environment and recognise that children need the opportunities to connect to the natural world fostering an understanding and respect for the natural environment and the importance of Caring for Country. With this, we embed sustainable practices, incorporate natural and recycled resources into our program to highlight our responsibilities to care for the environment and provide for a sustainable future.
Reflective practice.
As a team of educators, we commit to unrelenting critical reflection of our practice. We are dedicated to ongoing professional development, evaluation and collaboration with all members of our “learning community” as we strive to maintain continuous improvement in our delivery of high quality education and care.