Philosophy

As a family, we value our roles and responsibilities, we are committed to all children, families and our teaching teams.

Our teaching teams have their own individual personal philosophy centred around their values and beliefs and best outcomes for children, while also adhering to the Highfields Philosophy, National Quality Framework, Early Years Learning Framework, My Time Our Place and the Queensland Kindergarten Learning Guidelines.

Through our daily rituals and practices we are committed to playing our part in protecting the planet and caring for the environment. Our Green Teams are made up of children, families, and our teaching teams, who consistently implement the initiatives within our Sustainability Action Plan (SAP).

Through a commitment of mutual respect our teaching teams are supported to pursue fulfilling lives of their own, both inside and outside of early childhood education and care. We are cognisant professionals, and our role is far more than just providing care. We value every Educators opinion and work collaboratively to ensure that everyone feels respected, valued, and heard. As part of our commitment to early childhood education and care, emotional intelligence is a fundamental component of our recruitment process. The second key component is our commitment to the ongoing personal and professional development of our teams.

Reconciliation is an ongoing journey with a vision where Aboriginal and Torres Strait Islander peoples, cultures and contributions are actively recognised and respected. As the future generations of Australia are within our service, we are committed to supporting and role modelling respect and connection with local Aboriginal and Torres Strait Islander People. We do this through our Reconciliation Action Plan (RAP) which is regularly monitored, actioned, and updated.

We see our environment as the third teacher. Our Educators guide and support children to take considered and safe risks within our environments. Our playgrounds provide physical challenges that develop children’s skills while also encouraging them to test their limits. We encourage children to have extended periods of uninterrupted play by supporting indoor/outdoor flow.

We are in a honoured position to support children’s growth and development. We nurture each child and their family and aim to make a difference in their lives. We pride ourselves on providing a secure environment and a sense of community. Everyone who enters our centre feels valued, safe, and respected.

We see our environment as the third teacher. Our Educators guide and support children to take considered and safe risks within our environments. Our playgrounds provide physical challenges that develop children’s skills while also encouraging them to test their limits. We encourage children to have extended periods of uninterrupted play by supporting indoor/outdoor flow.

We set the foundations for learning and create opportunities to build self worth and confidence within a safe and secure environment. Our teaching teams demonstrate integrity, proficiency, and awareness of their practice through daily rituals and the use of authentic resources. Rituals celebrate all the important aspects of routines and the principles of attachment, while leaving behind the need to rush, tick checklists, or become distracted from the purpose of our interactions with children. Our classrooms provide children with opportunities to be gentle, demonstrate trust and allow us to show children they are worthy.

We continually critically reflect on our practices and use reflection for action in our daily work with children. We are a high-quality service and achieve this through feedback and collaboration. We encourage feedback as a mechanism for continual growth

We understand that it is vital for educators to be engaged and involved in children’s play and learning. Our Educators allow children opportunities to lead their own learning while offering guidance and support as required.