Best Practices

How and why this was created?

• Delivering a stimulating and engaging curriculum
• Creating programs which nurture the acquisition of lifelong skills and compliments children’s experiences, opportunities and relationships
• Regular assessment of children’s learning and development by qualified early childhood educators
• Regular professional development is undertaken by educators to maintain best practices
• Critical reflection by educators on their own practice and on children’s learning
• New Educators are taken through a full induction prior to commencement
• A current blue card is held by all educators
• Each service has a statement of philosophy which is developed in conjunction with children, families, educators, management and the wider community
• A Quality Improvement Plan is development for each service in conjunction with children, families, educators, management and the wider community continually
• Educators safeguard and promote children’s health and safety
• Healthy eating and physical activity is promoted
• Rich physical environments are created. Natural outdoor spaces are created to provide children with the opportunity to explore and investigate
• Sustainable practices are embedded
• Environmental responsibility is promoted, encouraging the children to show respect for the environment
• Relationships of trust are built by educators with children and their families
• Meaningful and open interactions support the acquisition of skills for lifelong learning. Collaborative learning opportunities are promoted
• The dignity and rights of each child is maintained at all times
• Families are encouraged to spend time at the service prior to enrolment
• Families are taken through a full orientation process upon commencement at the service
• Children’s health and care needs are gathered and shared to maintain quality outcomes for children
• Relationships with local schools are built and maintained to support the smooth transition to prep
• Links with community and support agencies are established and maintained by the service
• The expertise of families is recognised and we share in decision making about children’s learning and wellbeing