Our Vision

To provide a welcoming and secure environment where children and families are respected, nurtured, and encouraged to thrive. We foster a sense of belonging that extends beyond a child’s time at our kindergarten. With deep respect for First Nations People, we strive to integrate their history, art, and language into learning experiences, guiding our future generations toward reconciliation.

Our Mission

We provide a play-based, child-centered educational program that fosters children’s curiosity, creativity, and independence in a nurturing environment where they feel safe, valued, and empowered to explore their full potential. We are committed to building strong, collaborative relationships with families, recognizing them as a child’s first and most influential teachers. We are dedicated to implementing best-practice teaching strategies and upholding professional standards through continuous improvement, reflection, inquiry, and teamwork.

Our Philosophy

A Welcoming and Secure Environment

Our priority is providing a welcoming and secure environment where our community are respected, nurtured and encouraged to thrive.  We begin fostering collaborative relationships with families when they first visit us, and the spirit of belonging that we cultivate remains present in the lives of our community members beyond their time at our kindergarten.

We demonstrate our gratitude to the First Nations People by acknowledging and thanking them daily for allowing us to live, grow and play on their land.  We are honoured to promote their history through stories, art, and language with generations of children who will continue to lead us to reconciliation.

We recognize and value every person as the unique individual they are.  We celebrate their strengths, embrace their identity, and nurture their growth and desire to learn.

Where Children Take Precedence

The foundation of our philosophy, program and practice is “children first”. Children’s welfare takes precedence in all our decision-making.  With the United Nations Convention on the Rights of the Child as our guide, we believe every child has the right to feel safe, worthy, to have access to quality education and care, and to be recognised for the individual person they are. 

We promote, respect and support families as children’s first and most influential teachers.  We encourage families to participate in and contribute to their children’s learning at kindergarten and draw inspiration from their learning at home.  We aim to provide families with the same advocacy, sanctuary and sharing of knowledge as we provide their children.

Learning Through Play

We consistently champion the right of every Child to learn through a play-based, age-appropriate educational program.  We are guided by the Queensland Kindergarten Learning Guide and the Early Years Learning Framework for our curriculum decision-making and assessing of children’s learning.

We implement a democracy of learning in our planning with collaboration between educators, children, and families.  Our whole-child pedagogy empowers children’s agency through all aspects of their day.  We recognise children as capable and competent of independently completing routine tasks, following their interests, and promoting their social/emotional autonomy.  We have a collective interest in understanding children’s neural-plasticity and how the brain-body connection influences all areas of a child’s development.  We apply our learnings to inform and embed practices which support the interconnectedness of the developmental domains.

Our practice recognizes that learning emerges from discovery, reflection, possibilities, diversity, creativity, and curiosity.

A Professional, Collegial Team

We are committed to delivering professional conduct and use Early Childhood Australia and the Queensland College of Teacher’s Code of Ethics as our standard.  We adopt best-practice principles across all facets of our service operation and have a strong culture for seeking continuous improvement. 

As a team we maintain a lively culture of professional inquiry to inform our practice.  We seek to challenge each other through robust, reflective, collegial discussions. Our leadership model is one of collaboration – it is through sharing each other’s strengths and knowledge that we will continue to exceed National Quality Standards.  We are proud of our dedication to early childhood education and consider ourselves committed guardians of children’s right to be children.