At Engadine Gumnuts we seek to provide the highest quality care, allowing each child to achieve to the best of their ability. Our centre’s philosophy is reflected in our practices and care we provide.

In relation to children: We believe in all children gaining a sense of security and feeling supported and valued equitably within our centre. We embrace each child’s individuality, encouraging curiosity, confidence, and personal growth. We believe in the importance of a child’s voice, ensuring they are heard and co-constructors in decision making. We believe in respecting and upholding the rights of every child.

In relation to families: We believe in the value of partnerships and the benefits of family input in relation to the education and wellbeing of the children at our service. We aim to embrace all our families in a secure and supportive environment, forming trusting and respectful relationships built on strong foundations. We embrace all cultures, family styles, values, and beliefs; creating an inclusive and equitable environment. We believe these partnerships, along with open and accessible lines of communication allow both families and children to gain a voice within the service in their child’s education.

In relation to our program: We believe in providing an inclusive program, allowing each child to participate at their own pace and to the best of their ability. We believe it is important for children to express themselves in ways that are not defined or limited to traditional gender roles and expectations. We implement a holistic program; with an emphasis on play-based learning and school readiness within our preschool room. We value the benefit of children engaging in open-ended experiences; making discoveries and sparking curiosity and creativity. We embrace the inclusion of STEAM in our curriculum, fostering the development of experimentation, team work, problem solving and critical thinking skills. Our program and practices adopted by our educators are influenced by and reflect developmental theories and the Early Years Learning Framework V2.0. .

In relation to our educators: We believe that our role as educators and co-learners is pivotal in a child’s life and education. These relationships not only enhance the child’s sense of security but also foster their learning in the early years. We believe as educators we can shape the lives of our children and those aspiring to become educators. We believe in the power of collaborative leadership and teamwork; and value the knowledge we are able to share with one another. We believe in the importance of critical reflection and how this can guide us as educators and the care we provide.

In relation to our community: We believe the community is one of our greatest resources, building on over 50 years of inclusive connections. We strive to build on our current sense of belonging through our local walks and interactions with community members. We embrace local services; connecting with local schools, businesses, and community organisations. We place importance on recognising the local Aboriginal and Torres Strait Islander community, the Dharawal people being the traditional owners of the land. We value ancestral knowledge and aim to reflect Aboriginal and Torres Strait Islander perspective and history throughout our program.

In relation to the environment: We believe in the importance of our children gaining an appreciation and respect for the environment. We promote this in our learning environments, including our Bush classroom, Mud kitchen, wet weather play and our Bush tucker garden. We believe in the importance of children taking responsibility for the environment through participating in sustainable practices embedded in our daily routines and caring for our local parkland. We explore Dharawal seasons and the significance of changes within our local environment.

In relation to mental health: We place a tremendous importance on the mental health of our children, educators, and families. We have team of Accredited Mental Health advocates on the premises and continually gain professional development in this area. All educators gain professional development on emotion coaching and mindfulness and trauma informed practices. Mindfulness is a key focus within our daily program across all age groups.