Children: We see children as unique and capable individuals who come to our service with their own interests, talents, skills, and ideas. We as educators are well trained and passionate. We value, respect and appreciate this uniqueness. We feel children have a right to be active participants in their own learning and must be valued for its validity to their perspective and their autonomy and initiative needs to be respected. We as educators will protect and cherish the innocence of children and thus provide a safe and secure environment. As we unpack the Early Years Learning Framework (EYLF) we will work alongside your child to actively promote children's learning through worthwhile and challenging experiences and interactions that foster high- level thinking skills.
Family: We acknowledge that family is the most important and influential aspect in the lives of young children and the significance of their relationships cannot be underestimated. We believe families are the children's first teachers. We aim to ensure we involve parents and families into all aspects of the programs development and implementation. We strive to develop positive, mutually respectful relationships with each family member, as we work in partnership to achieve the best possible outcomes for all. We believe that working in partnerships with families is central to ensuring continuity and progression in a child's learning, development and future success.
Pedagogical Documentation: We believe working in collaboration with children, families and educators by using learning outcomes to guide their planning for children's learning. We use the framework to guide the educators in their curriculum decision making as part of an ongoing cycle to assist in planning, implementation and evaluating children's learning. Educators intentionally scaffold children's understanding and learning by making use of spontaneous and intentional teachable moments to extend on children's learning,. Educators also use reflective practice as a form of ongoing learning, which involves engaging with questions of philosophy, ethic and practices. We believe children are unique individuals who develop at their own rate, and thus by providing enriching, meaningful and realistic opportunities children will explore, create, discover, and imagine.
Educators: For the educators in any early childhood setting, team work and effective communication are essential requirements for positive outcomes across all aspects of the services functioning for "together everyone achieves more". Educators are responsive to all children's strengths, abilities and interests. We will value and build on children's strengths, skills and knowledge to ensure their motivation and engagement in learning (ELYF). We aim to create an environment of trust and respect, where we work towards achieving a shared goal. Ongoing education and training is a critical aspect of staff's professional development. We recognise educators /staff as our service's most precious resource and aim to provide them with a satisfying and safe working environment. Further we also appreciate the experience and skills of all educators/staff. We appreciate their dedication as an integral element of the success of our service.
Community: We strive to be seen as a service of excellence within our community, a service that values community involvement in all aspects of our program. A service where community resources are utilised effectively, to enhance the growth and development of individual children, families and educators/staff.
Environment: Children inherit connection to the natural worlds and, as educators/staff, we understand that children often develop their ideas and understandings of the world around them from the information presented to them by the significant adults in their lives. As we are on of these significant adults. We also embrace diversity within our service and the wider community, so that children view this diversity within our service and the wider community, so that children view this diversity with a sense of appreciation and wonder rather than misunderstanding and fear. Through respect, acknowledgement, appreciation and acceptance of diversity within our community, our service will embrace, celebrate and share traditions and cultures throughout the program. Learning environments are welcoming spaces when they reflect and enrich the lives and identities of children and families participating in the setting and respond to their interests and needs. Our service will cater for different capacities and learning styles and invite children and families to contribute ideas, interests and questions (EYLF).
Sustainability: We believe young children represent the first of the future generations, which makes it important for us, as educators to help the children realise the significance of caring for and protecting their environment. We believe in promoting sustainable practices in everyday learning. Educators, children and parents work together to show respect, care and appreciation for the natural environment.
Inclusion and Equity: We will aim to help the children acquire and maintain an appreciation for difference of ability and opinion, and diversity of culture and belief in our society. At The Hills Pre School we pride ourselves on building respectful relationships to support, promote and embrace inclusion, equity and different cultures. It occurs overtime by our connection with others and through our daily experiences with children and families in local communities. We can equip all children to live well with diversity and become active citizens now and into the future. It is through our commitment and our daily action to truly value difference that we become a community in which all can belong and flourish.
We would like to acknowledge the Darug nation, the traditional custodians of the land in the Hills Shire area. We pay our respects to the Elders both past, present and future for they hold the memories the traditions, the culture and hopes of Aboriginal Australia. We must always remember that under the concrete and asphalt upon which this school is built, this land is, was and always will be traditional Aboriginal land.