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Being, belonging & becoming

Our a community based child care services are committed to providing quality education and care that supports positive early learning opportunities for all families in our communities.

Children’s interests drive learning and discovery; through the provision of open ended experiences and natural materials. Children are encouraged to explore, invent and create; having the opportunity to experiment and take supported risks. Allowing children to develop the long lived skills and strengths needed to support them as they grow as happy, self-confident and capable people.

Fundamental to the framework is a view of children’s lives as characterised by being, belonging and becoming. 

Quality education develops each child’s dispositions and abilities to their fullest potential. It encourages children to respect their families, their cultures and other cultures. 

We focus on five key learning outcomes which are designed to capture the integrated and complex learning and development of all children across birth to five age range. These include: 

• Children having a strong sense of identity
• Children are connected with and contribute to their world
• Children have a strong sense of wellbeing
• Children are confident and involved learners
• Children are effective communicators.

Windermere is committed to protecting the safety and wellbeing of all children and young people. We embrace a culture where children and young people are empowered to have a voice.

Supporting Families

We believe that families should feel supported in their journey in educating and caring for their child and feel that Windermere is an extension of their home and community.

Windermere recognises and respects the diversity of our families and is committed to working closely with parents/guardians, through valuing open communication and regular exchange of information to ensure continuity of care for children and the building of trusting relationships with all persons involved in the children’s care.

Windermere welcomes all families in our community and respects every child’s right to an education regardless of their race, creed, colour, family structure, ability or financial status.

This is supported by the United Nations Convention on the Rights of the Child which states that:

1) The Convention applies to everyone whatever their race, religion, abilities, whatever they think or say and whatever type of family they come from, and;

2) Children have the right to an education

Windermere encourage family involvement in developing policies, procedures and making contributions to the curriculum. Educators design and promote a learning environment where children, families and educators work together in shared thinking to create a stimulating learning environment that is based on the principles outlined in the Early Years Learning Framework (EYLF).

Families input and participation with their child’s environment is valued. We are committed to ongoing learning, reflective practice and continuing improvement. We believe that all our decisions need to be made with the children’s interests put first.

Understanding individuality

Children are given the opportunity to participate in incursions and excursions where they have the chance to explore, learn about and become part of their wider community, as these relationships are greatly valued.

We treat children, families, people in our community and each other with consideration, respect, impartiality and fairness.

We value secure, respectful and reciprocal relationships. Windermere recognises children’s rights to play and be active participants in all matters affecting their lives as we support all children to be:

• Seen as competent, capable, knowledgeable and with sense of agency (Being)
• With right to play, explore and participate (Belong)
• Empowered and supported through the challenges (Becoming)

Community Collaboration

We hold the highest expectation of ourselves as members of the service; we are committed to supporting research in the early childhood sector and participating in ongoing professional development.

We respect the original designs of our home and centre based environments and will continue to develop professionally ensuring that we use these unique environments to their full potential supporting children’s learning and creating a space for creativity and imagination.

We will collaborate with our community to create:

• Opportunities for learning and connection
• Opportunities to support children to reach their full potential
  
• Playgroups and play sessions
• Partnerships that support research and inform our practice
• Supportive networks