Our Philosophy

Our Philosophy

Children

We believe all children are unique, capable and resourceful. We aspire for all our children to develop a sense of wellbeing, a sense of identity and confidence in learning. We believe through secure, respectful and reciprocal relationships we can support children to develop these qualities. Time spent engaging with children is highly valued. We provide a rich, child safe learning environment using above child:staff ratio’s. Children’s voices are valued and are used as the basis for our program in conjunction with essential topics such as safety, school readiness and our community.

Family

We believe families are their child’s first teacher and the most important powerful influence in their child’s life. We believe in the importance of creating a welcoming and inclusive environment to develop a strong sense of belonging in our preschool. We have an open door policy where families are welcome at any time to spend it with their child or discuss areas of concern with educators. Open communication with families is encouraged and valued. Sharing with educators’ information about their child enables us to provide children with learning experiences that are meaningful to them. We encourage collaborative learning and relationships through participation in social events and information sessions. Our practices reflect anti-bias principles and we actively promote acceptance, equity and belonging to our preschool.

Community

As a community based not-for-profit service we value the integral role the community plays in supporting the safety and wellbeing of children and families. Community connections can offer access to a wider range of resources, experiences, and learning opportunities that enrich children's learning and development. We value community connections help children feel like they belong and are valued members of their environment. We believe when children feel connected, they are more likely to regulate their emotions, develop positive relationships, and build resilience. Our local clubs, businesses and surrounding schools are active participants in our preschool. All of our community grants and fees are put back into the preschool to improve and maintain our high quality standards. Our understanding of the history and connection with the community helps our children to adopt values, attitudes and ways of living

Cultural Safety

We believe in providing a culturally safe and responsive space where Aboriginal and Torres Strait Islander children and children from cultrally diverse backgrounds can share their stories about history and culture. This also allows us to embed indigenous perspectives into our daily practice to enhance each family and children’s learning experience. Our preschool as a group , Acknowledge Country daily and have a Reconciliation Action Plan, using it to strengthen relationships and guide our practice.

Educators

Early childhood educators play a crucial role in a child's development, shaping their academic, social, and emotional growth. We see ourselves as not just caregivers, but educators who foster foundational skills and a love for learning. Educators influence extends beyond the classroom, impacting future academic success and overall well-being. Our educators are dedicated, passionate, professionals who give priority to nurturing relationships. We believe in continually seeking ways to build our professional knowledge and reflecting on our practices. All educators are committed to ensuring high quality care and providing an inspiring learning environment. We view ourselves as advocates for early childhood education and advocates for the rights of the individual child.

Curriculum

Recognising the benefits of both structured and flexible programs we believe in a holistic approach to teaching and learning including the connectedness of mind, body and spirit. We believe preschool education is crucial for a child's overall development, focusing on building foundational skills and fostering a love for learning. We believe preschool lays the groundwork for future academic success by fostering critical thinking and problem-solving skills. Through relationships with educators, families, children and the community we gain insight into the childrens’s strength’s and interests in order to develop a meaningful learning curriculum. We believe play-based learning is the catalyst to foster creativity, problem-solving, and social interaction. The Early Years Learning Framework is embraced by our educators to scaffold our curriculum – Belonging, Being, Becoming – guides improvement and development of quality program and practice. It is directly influenced by the National Quality Standards, Code of Ethics, families and feedback.

Play Environment

Our outdoor play environment provides children with limitless possibilities for learning, connecting with nature and forming strong relationships between people. Our play area prioritizes natural elements, diverse play spaces, and opportunities for both structured and unstructured learning experiences. It is safe, accessible, and encourages exploration, physical activity, and social interaction. Features like shade, accessible water, and storage for outdoor equipment are crucial in encouraging collaboration, communication, and teamwork. We believe risky play fosters resilience, builds confidence, and enhances physical and cognitive skills and where possible include it in or program.Our play environment stimulates creativity and imagination with educators using it as the third teacher to teach children about our natural gardens, recycling initiatives and an appreciation of our world.

Our Goals

At Macquarie Hills Community Preschool we encourage a holistic approach to teaching and learning, recognising the connectedness of mind, body and spirit.

• As educators we are responsive to all children's strengths, abilities and interests.

• We provide opportunities for children to learn through play as they discover, create, improvise and imagine.

• Intentional teaching is deliberate, purposeful and thoughtful.

• Learning environments are welcoming spaces which reflect and enrich the lives and identities of children and families participating in the setting and respond to their interests and needs.

• We promote continuity of learning and transitions where the children bring family and community ways of being, belonging and becoming.

• Educators are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences.

• Assessment for children's learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.

Vision Statement

To create a place where children, educators and families are celebrated for their individuality.  We inspire curiosity, independence and a life-long love of learning. Children are supported to grow and learn to be brave and kind. Brave in their learning and kind in their actions.