Our Philosophy
Our Values:
Our children sit at the heart of everything we do. We truly listen to and value our children’s thoughts and voices.
Child Safety
We provide an environment where children are safe and protected from harm, and secure in expressing themselves.
We value children and their rights in line with the ‘United Nations Rights of the Child’. We teach our children how to advocate for these rights. We do this by listening, showing respect, and allowing the children to learn and talk about their rights in every-day situations.
Participation
We promote the individuality of all children, and ensure everyone can participate, learn, and develop in an environment that supports their strengths, interests and culture. All children are able to be, belong and become.
Play
We value play as learning and recognise a child’s right to play. We provide flexible routines which means the serious work of children is valued and not interrupted by adult routines or schedules.
Community
We recognise our children are an integral part of the Bayside community. We build connections within our local community through our Community Engagement Programs.
Our children are our future and we have an interconnected focus on sustainability, indigenous perspectives and global awareness.
We encourage our families to connect and to participate in their children’s early years experience.
Continuous Improvement
We strive for continuous improvement through critical reflection, and living documents that guide our service and theoretical practice.
We move towards reconciliation by taking small steps that will have a measurable impact within our kindergarten and community, because “we all have to share the land, not just the Aboriginal people” (Kaia 4-years-old.).
Our goals for the future
Our children sit at the heart of everything we do. We truly listen to and value our children’s thoughts and voices.
Child Safety
We provide an environment where children are safe and protected from harm, and secure in expressing themselves.
We value children and their rights in line with the ‘United Nations Rights of the Child’. We teach our children how to advocate for these rights. We do this by listening, showing respect, and allowing the children to learn and talk about their rights in every-day situations.
Participation
We promote the individuality of all children, and ensure everyone can participate, learn, and develop in an environment that supports their strengths, interests and culture. All children are able to be, belong and become.
Play
We value play as learning and recognise a child’s right to play. We provide flexible routines which means the serious work of children is valued and not interrupted by adult routines or schedules.
Community
We recognise our children are an integral part of the Bayside community. We build connections within our local community through our Community Engagement Programs.
Our children are our future and we have an interconnected focus on sustainability, indigenous perspectives and global awareness.
We encourage our families to connect and to participate in their children’s early years experience.
Continuous Improvement
We strive for continuous improvement through critical reflection, and living documents that guide our service and theoretical practice.
We move towards reconciliation by taking small steps that will have a measurable impact within our kindergarten and community, because “we all have to share the land, not just the Aboriginal people” (Kaia 4-years-old.).
Our goals for the future
- To continue to exist for the another 80 years and beyond, and to be a place of connection for Bayside families.
- Our connections with country/community continue to grow, and our children’s voices are prominent on matters that are important to them.
- We grow the sustainability of our local community through looking after the land, its resources and the people who live on this land.
- We continue the growth of our kindergarten as a place that truly listens to and values children’s voices in every part of program/service delivery and management.