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CHILDREN

We recognise that every child is unique, and we respect and value differences.

We recognise every child has the right to experience quality education and care that supports their sense of agency, well-being, and belonging.

The safety, welfare, and well-being of every child in our care is our highest priority.

We know that children learn through play, and we extend their interests and strengths so they learn to understand the world around them.

We focus on the ‘here and now’.

We create an environment where children experience the joys of childhood.

We listen to children and respond to them with care, dignity and respect.

STAFF

We work collaboratively to provide a caring, nurturing and stimulating environment where children feel comfortable and are empowered to try new activities and experiences.

We continuously extend our knowledge and expertise in the Early Childhood sector through ongoing professional development.

We reflect on professional learning following workshops and webinars to inform and strengthen our practice.

We act professionally at all times and in any circumstances.

We prioritise the wellbeing of our staff, ensuring they have the support and resources needed to thrive both professionally and personally.
We foster a strong sense of teamwork, encouraging open communication, mutual respect, and collaboration among all staff members.

We actively step in to protect children whenever harmful interactions are observed, and offer support to colleagues who may need assistance in ensuring a safe and nurturing environment.

We remain alert to signs of harm, neglect or distress.

CENTRE/ENVIRONMENT

We provide a stimulating and challenging environment that caters to the individual needs of each child.

We create an environment that balances learning, love, security, independence, consideration for others and the development of self-confidence.

We foster a sense of wonder, curiosity and a deep appreciation for caring for the natural environment through everyday practices, resources and interactions.

We create an environment where lasting memories and friendships are formed.

We encourage educators and children to take responsibility for the environment and show respect for it, embedding sustainable practices into our daily operations and demonstrating respect for the Bundjalung land.

PROGRAM/INDOOR & OUTDOOR

We implement play-based learning as the main way for children’s learning and development in the Early Years.

We provide hands-on experiences that actively support children’s learning and engagement. We will maintain a program that is gender-neutral, multicultural, and anti-bias, allowing children to feel recognised and respected for who they are.

We will ensure our program is flexible so that unplanned interests and events can be followed through.

We will emphasise the processes of learning rather than focusing on the finished results.

We believe children should have free choice and help to set up especially outside, to be able to explore the natural surroundings. This is achieved through children making their own choices as to what they would like the outdoor environment to look like, deciding on activities that interest them, and how they would like these activities to be set up.

FAMILY/COMMUNITY

We recognise families as the primary and most important educators in their child’s life.

We will strive to develop positive relationships with families that are based on mutual trust and open communication.

We will promote cultural inclusiveness and responsiveness in all children, including a greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being.

We will value and celebrate diversity by supporting and demonstrating an increasing awareness of understanding individual family structures.

We will actively engage with and learn from the Aboriginal and Torres Strait Islander communities, honouring their cultural heritage and promoting respectful relationships

We encourage family and community involvement within the classroom.

We acknowledge that each family is affected by the community framework in which it operates and we support and value these differences.

This document was reviewed and passed at our AGM  March 2026

 

SOURCES:

The Early Years Learning Framework for Australia

The Children’s Code of Ethics

Guide to the National Quality Standard – 2018 updated version

This document was reviewed and passed at our AGM  March 2026

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