philosophy 

statement

The Philosophy of Kingscliff Mini School

 

OUR MISSION

We provide early childhood education through respect and care for each child and their family in a quality, nurturing learning environment.

 

OUR VISION

  • To provide an inclusive environment that meets the diverse needs of our children, our families and our community.

  • To create a program that is flexible in supporting the development of each child through their interests, strengths and needs.

  • To build and strengthen relationships with and between children, their families and the community through collaborative, reciprocal partnerships.

  • To embed sustainability within our program to be inherent in our children’s learning, and to adopt sustainable practices in interactions with our physical environment.

 

OUR VALUES

  • We view all children as competent and capable learners with a voice to be heard.

  • We respect the rights of children as enshrined in the United Nations Convention on the Rights of the Child (1991) and are commitment to advocating these rights.

  • We support children to learn to respect themselves  and the people and surroundings in the world around them.

  • We view each family as individual and unique with their own strengths, needs and ideals.

  • We are committed to providing quality care and education by encouraging children’s natural curiosity, creativity and imagination through child led programs. Allowing children the opportunity to initiate and drive their own learning.

  • We are committed to providing and promoting a diverse environment with an appreciation of nature and reflecting natural beauty.

  • We will endeavour to promote and teach sustainable practices within our service.

  • We believe strong community links promote successful relationships between children, families and communities

OUR AIMS

Regarding Children

 

Being

  • Children are offered a stimulating learning environment and a flexible program based on the children’s interests, strengths and needs.

  • Children’s individual needs, strengths and interests are planned for in collaboration with families, all educators and specialist agencies to ensure that each child is working towards their goals and learning outcomes..

  • Children are fostered to develop a positive self image and a healthy self esteem.

 

Belonging

  • Children are respected and accepted as individuals, are listened to and treated with dignity.

  • Children are supported to feel safe and secure within their preschool environment.

  • Children are encouraged to learn about the wider community through meaningful experiences within excursions and visits and interactions with people from within the local community

 

Becoming

  • The program supports a holistic view of the child and is balanced to incorporate all aspects of young children’s learning. The Early Years Learning Framework for Australia forms the basis of all programming of the service.

  • Children are given time to experiment and extend during play. Routines are flexible and responsive to the children’s needs to respond to the diversity within each child.

  • Children are challenged to make decisions, problem solve, assess risks, negotiate change and communicate positively with educators and peers.

  • Children are encouraged to learn through play and that it is the process that matters. Through unstructured and flexible play, children can repeat, rehearse and refine skills needed to become lifelong learners, developing a sense of ownership and self identity.

  • Children are supported to develop an awareness of, and the ability to practice, sustainability through intentional teaching and spontaneous experiences.

  • Children can derive tremendous benefit from taking part in regular nature play and learning outside of the classroom. The outdoors can have a significant impact on addressing areas of the Early Years Framework/Australian National Curriculum and the Aboriginal Curriculum: 8 Ways of Learning

 

Regarding Educators

  • Educators are valued as both individuals and team members. Recognition of their strengths and contribution of ideas promotes a cohesive working environment.

  • Educators are supported personally and professionally. Professional goals are evaluated yearly, constantly updated and reflects the professional training calendar.  Opportunities are provided for professional development through attending workshops regularly, in-services and by networking with colleges and specialist services.

  • Educators contribute to planning, programming and decision making at the service through daily interactions , regular staff meetings and ongoing reflection on practice.

  • Educators are committed to providing quality care and education to all children attending the service through a holistic and inclusive program that links to the Early Years Learning Framework.

  • Educators promote the importance of play and interact with children in a respectful and caring manner. Through quality adult involvement children’s experiences will enhance learning and contribute to important stages of development.

  • Educators conduct a themselves in a respectful and professional manner and model appropriate behaviours towards others and the environment at all times, e.g. inclusive practices, sustainable practices and positive behavioural guidance methods. Empowering children encourages respect, empathy and caring for the world around them.

  • Educators communicate in relation to children’s developmental learning in an open, honest and respectful manner with parents and each other through informal conversations, formal meetings, newsletters, emails and visual documentation and electronic communication.

  • Educators acknowledge the diversity of families and incorporate this in a culturally safe environment through building relationships that develop reciprocal partnerships and creating genuine connections.

 

Regarding Families/Carers

  • We aim to support families to feel welcome, accepted and valued. Through an open door policy and a welcoming environment families can contribute in diverse ways. This supports effective partnerships with our families.

  • Families can share information about their child and have access to information about their child’s progress through transition programs, the today-note, portfolios, day-to-day contact and parent teacher interviews. We value the importance of the links between home and educational settings.

  • Families participate in the services operation through Parent Management Committee, policy review and development, contributing to planning and programming and fundraising. As a community based not for profit centre each family’s involvement is needed and valued.

 

Regarding the Community

  • The Community has strong historical links with Kingscliff Mini School and continues to play a significant role in the development and maintenance of the service

  • The Community is consulted regularly in relation to the service and is used for Practical Education training for Early Childhood TAFE students and Southern Cross University.

  • The service promotes successful partnerships between the Community, the children and their families, through partnerships with local primary schools with transition to school programs. Continued community involvement is promoted through the Growing Coastal program developing a caring, restoring and connecting relationship with nature and our local environment

  • Kingscliff Mini School is part of and is represented at regular Preschool First Network meetings which are comprised of 12 community-based preschool within the Tweed Shire.