Green Street Preschool
NQS: Quality Area 7 Governance and leadership
We believe that each child is unique and brings a unique culture to the centre. By valuing this uniqueness, children will feel valued and confident to learn in a manner that is supportive of each child.
We are committed to developing positive and inclusive relationships with peers, families, the community, and the environment to establish a collaborative learning process.
We believe in holding high expectations for children’s learning and development in an environment without fear of judgment and bias that supports active participation in learning through play.
We believe that children can master new learning when provided with a nurturing, stimulating and supportive environment. Therefore, we are committed to developing a curriculum that stems from the Early Years Learning Framework (EYLF) and current program initiatives.
We recognise the importance of children being exposed to natural environments being free to be messy, and take risks as they learn and develop an awareness and appreciation for the world; they live in. When children are provided with opportunities to learn about and participate in sustainability, we build a greener future for our community.
In Relation To Families
NQS: Quality Area 6 Collaborative partnerships with families and communities
EYLF: Outcome 5 children are effective communicators
We will welcome all families warmly to our service and strive to build strong, respectful relationships that foster family values, beliefs and cultures.
We will encourage community involvement, both internally and externally, strengthening respect and understanding for the area and culture of our local people.
We will recognise the valuable source of knowledge the family holds relating to the child and their culture, and we encourage each family to be active participants in the service.
We will maintain an open-door policy so that families are welcome to visit children at any time-sharing skills and interests.
We will maintain open communication with families to exchange information and knowledge, which will enhance children’s development and interests. The service will implement a valid and current means of public broadcasting through varying forms of technology. It will implement quality improvement practices to ensure all families have straightforward access to relevant information, and they can easily contribute to each facet of the operation.
We place a high value on inclusion and safeguarding partnerships with other professionals who provide support services to the children and families that utilise our service as we work together to achieve the best possible outcome for the future of our children and their families.
In Relation To Children
NQS: Quality Area 5 Relationships with Children, Quality area 4 Staffing arrangements
EYLF: Outcome 1 Children have a strong sense of identity, Outcome 3 Children have a strong sense of wellbeing
Each child is considered individually in their own right, able to learn and grow in their manner and time. Therefore, we place a high value on inclusion support and cater to individual learning ability through providing appropriate developmental resources, strategies and support.
We will build a positive relationship with each child to become confident in the centre environment and begin to create their learning pattern.
We will place a significant focus on children’s health and educate children in taking responsibility for their health and wellbeing, establishing lifelong values and habits.
We will offer daily routines and transitions that enable children to familiarise themselves with day to day experiences while remaining flexible to incorporate variation and build upon children’s interests.
We will ensure that all children have the opportunity to enhance their development in physical, personal, social, emotional and spiritual wellbeing and cognitive aspects of learning through a wide variety of experiences both indoors and outdoors.
We will ensure that every child’s culture, ability, and interests are considered essential for their learning. In addition, we will ensure that children are given opportunities to be exposed to each other’s cultures, abilities and interests, reinforcing an understanding and respect for diversity.
We will support children in the ongoing changes of the world they live in through opportunities for science, technology, engineering and math investigation.
We will look at each child holistically and inclusively as they learn through play. We will engage and challenge children to develop independence/self-help skills in preparation for future schooling years.
In Relation To Environment
NQS: Quality Area 2 Children's Health and Safety, Quality Area 3 Physical environment
EYLF: Outcome 2 Children are connected with and contribute to their world
The environment is a valuable teacher, and therefore the situation will be organised and adequately resourced in such a way to invite children’s participation and exploration.
Visual aids will be used within the learning environment to support children in their participation in the routine and program and build confidence within the environment.
The indoors will be arranged into intimate learning spaces to encourage independence, such as a home corner, STEM space, calm space, creative space and so forth.
The outdoor environment will be considered an extension of the indoors and. Therefore, fine motor and art and craft activities will be included in the outdoor setup.
The staff will ensure that the environment is safe, secure, inclusive and stimulating for all children, providing appropriately shaded and comfortable areas for play.
Staff will monitor appropriate outdoor playtimes according to our SunSmart policy and adjust the daily routine to accommodate these changes.
Sustainability practices will be modelled daily with opportunities for children to explore and be involved with sustainability, building knowledge and respect for their natural and constructed environments.
In Relation To Program
NQS: Quality Area 1 Education program and practice
EYLF: Outcome 4 Children are confident and involved learners
The program is based on the principles of the Early Years Learning Framework (EYLF) and, therefore, is child-initiated and follows the needs, strengths, and interests of the children across the learning outcomes.
The program will be shared with all families and children and will be open for contribution by all through daily interactions, communications and digital platforms like ‘Storypark’.
The program will reflect the importance of mindfulness in our currently busy society with opportunities for yoga, meditation, breathing exercises, rest, reflective stories and calm spaces.
The service will reflect the Government’s Munch and Move program daily with opportunities for children to develop and strengthen fundamental movement skills and explore healthy lifestyle choices.
Inclusion of abilities and cultures will be reflected daily in provided experiences supporting children’s learning and exposure through a variety of backgrounds and contexts.
We will share opportunities to reflect on the original owners of this land with a daily welcome to country. Each child’s right to feel special and to be heard will also be respected through opportunities to share their thoughts using our sharing stick and positive mantra.
The Early Learning Languages Australia (ELLA) program will be provided to children the year before school to build further understanding of cultural diversity, as well as early literacy, numeracy, and technology skills.
Staff are deliberate and thoughtful in their decisions and actions as they document, extend and observe children to develop experiences that will challenge children’s thinking and facilitate and broaden their learning in a supportive and inclusive manner. The program provides visuals and a clear outline of why we do what we do (Pedagogy).
Staff will develop a profile of each child on a digital platform called ‘Storypark’, which consists of input from families and other primary caregivers.
Individual programming will include long and short-term objectives, evaluations, photographic and written observations, and group programming.
Child portfolios will focus on specific developmental areas and collations of children’s work, reflecting the individual child’s interactions within the program.
A printed copy of each child’s portfolio can be accessed at the service sign-in area. In addition, families are encouraged to view the child’s portfolio at any time.
Reviewed and amended 19-2-21