Our Philosophy

Our Service Philosophy

At Tongarra Road Preschool and Early Learning Centre, we acknowledge the Traditional Custodians of the land on which we learn, play and grow. We pay our respects to Elders past and present and recognise Aboriginal and Torres Strait Islander peoples as the First Peoples of Australia.

We are committed to embedding Aboriginal and Torres Strait Islander perspectives authentically throughout our curriculum, environment, relationships and leadership, fostering respect, inclusion and a deep connection to Country for all children and families.

Governance and Leadership

We believe:

That effective management is fundamental to providing a high-quality early childhood service. This involves having sound administrative and risk management systems as well as effective policies and procedures to guide our practice.
That critical reflection leads to effective evaluation of all aspects of our service and also enables us to continuously improve on our practices.
We are committed to embedding Aboriginal and Torres Strait Islander perspectives throughout every aspect of our service, ensuring our policies, practices and decision-making reflect respect for the world’s oldest continuing cultures.
We engage in ongoing learning and critical reflection to deepen our understanding of Aboriginal and Torres Strait Islander histories, cultures, perspectives and ways of knowing, being and doing.

Collaborative Partnerships with Families and Communities

We believe:

That families are the most influential people in children’s lives, and it is important for educators to form strong relationships with all family members. Through face-to-face interactions and various forms of written communication, we aim to build relationships based on trust, honesty, and respect.
That it is important to support families in their roles, and we, therefore, strive to support parents by providing ongoing support and information which may help in their roles as parents.
We value and build genuine relationships with our local community, including Aboriginal and Torres Strait Islander peoples. We acknowledge the Traditional Custodians of the land on which we learn and play and honour their continuing connection to Country, culture and community. Through authentic partnerships, we embed Aboriginal and Torres Strait Islander perspectives into our curriculum and everyday practices while celebrating the diversity of all families.
We believe families are partners in decision-making and that their knowledge, culture, values and aspirations enrich our service.

Relationships with Children

We believe:

That it is important to feel a sense of belonging at our service. We strive to form attachments with all children by getting to know each child and building responsive and meaningful relationships with them.
That all children are competent and capable and our education and care practices acknowledge each child’s strengths, interests, and emerging strengths. We strive to allow the children the time and assistance to build on these, ensuring that each child feels important and valued.
That our interactions and the techniques we use with children help them to develop strategies to manage and maintain their own behaviour. The use of a positive approach to behaviour guidance and an understanding of how children develop is an integral part of this.
We believe every child has the right to develop a strong sense of identity, belonging and connection to culture. We encourage respect for Aboriginal and Torres Strait Islander histories, cultures and languages through meaningful everyday experiences that foster curiosity, understanding and respect.
Every child has the right to access high-quality education and care where they feel welcomed, respected and valued. Diversity enriches our community, and we celebrate children’s cultures, languages, identities, abilities and family structures.
Equity means providing individualised support so every child can participate, learn and succeed. Inclusive practices foster belonging, respect and positive outcomes for all children.

Staffing Arrangements

We believe:

That it is important to provide the children with well-trained, experienced and qualified staff (or staff who are working towards a qualification). This allows educators to form authentic relationships with children based on trust and mutual respect.
That it is important to provide consistent rostering of staff. This ensures that there is continuity and predictability for children and their families, which helps to encourage each child’s active participation in the program.
That it is important for educators to have access to ongoing training. This ensures that all educators keep well informed and up-to-date with current practices and trends in Early Childhood Education and Care. Ongoing training is essential to keeping educators inspired and motivated.
That it is important for educators to feel valued as an important member of the team. We encourage educators to acknowledge each other’s interests and strengths and encourage each other to build on these.
We encourage educators to continually build their cultural competence through professional learning, reflection and collaboration with Aboriginal and Torres Strait Islander communities, enabling respectful and culturally responsive practice.
We believe respectful, collaborative and trusting relationships between educators create a positive workplace culture that benefits children, families and the wider community.
We value educator wellbeing and recognise that supported educators provide the highest quality outcomes for children.

Physical Environment

We believe:

That the environment is the 3rd teacher and that the way the physical environment is arranged impacts the children’s social development.
That the children’s learning and development are extended when the learning areas are arranged carefully in an inviting and stimulating way.
That it is important for the physical environment, both indoor and outdoor, to include natural elements for children to engage with.
That it is important for both the indoor and outdoor environments to cater to children of all abilities and also should be arranged to encourage small groups of children to engage in collaborative play.
That it is important for the environment to reflect the lives of the children and the surrounding community.
That it is essential that we teach and that we learn from each other about how to be environmentally responsible and take care of our environment.
Children’s voices inform the design and evolution of our learning environments. We invite children’s input about resources, spaces and provocations, ensuring the environment reflects their interests, cultures and identities.
We believe our learning environments should respectfully reflect Aboriginal and Torres Strait Islander cultures through authentic resources, artwork, language, natural materials and connections to Country, creating spaces where every child feels a sense of belonging and cultural pride.
We acknowledge that Country is our first teacher and strive to foster children’s connection with the natural environment through experiences that promote respect, sustainability and care for Country.
Sustainability is embedded in our everyday practices and learning experiences. Children are capable environmental stewards who can actively contribute to caring for our environment and community. Educators model sustainable practices and encourage children to develop respect for Country and the natural world.

Children's Health & Safety

We believe:

That a safe, healthy, and secure environment is essential to support and promote each child’s growing competence, confidence, and independence, as they explore the experiences provided for them.
That for children’s growth and development, it is important that they are encouraged to eat healthy meals, participate in physical play and follow sun safety recommendations.
It is important for educators to role model good practices in all areas of health and safety.
That active supervision needs to be carefully considered and planned to protect children from harm.
We recognise that children’s wellbeing is strengthened when they develop a sense of identity, belonging and connection to culture. We create culturally safe environments where Aboriginal and Torres Strait Islander children, families and educators feel respected, valued and included.
We believe children’s emotional wellbeing is equally as important as their physical health and strive to create environments where children feel safe, secure, respected and supported.
We are committed to implementing evidence-based health, hygiene and risk management practices that protect children, families and educators.

Educational Program: Our Program is underpinned by the Early Years Learning Framework

We believe:

That children learn best through a play-based learning program. This allows them to engage with the carefully planned environment to learn through discovery and creativity.
That it is important that the daily program follows a predictable routine, is based on children’s interests and strengths and allows big blocks of time for children to develop and revisit their play and form relationships with their peers.
It is important to document and reflect on the daily program and children’s learning and development. We consistently document each child’s learning and development and use this information to inform our future program.
That it is essential for educators to take an inclusive approach when developing the program, ensuring that each and every child is able to participate in the learning experiences provided.
That it is important for children to be given the time and freedom to develop competence in self-help skills, such as eating, toileting, resting and taking care of their belongings. Our program will allow the flexibility and time for each child to develop these skills as they are ready.
We embed children’s voices within our curriculum by observing, listening and responding to their interests, questions and theories. Children contribute to planning experiences, reflecting on their learning, and co-constructing projects alongside educators.
We embed Aboriginal and Torres Strait Islander perspectives throughout our curriculum through intentional teaching, play experiences, storytelling, music, art, language and opportunities to connect with Country, ensuring these perspectives are authentically represented throughout the year rather than during significant events alone.
We recognise Aboriginal and Torres Strait Islander ways of knowing, being and doing as valuable ways of learning and incorporate these perspectives to enrich children’s understanding of Australia’s shared history and cultures.
We encourage children to develop respect for Country by engaging in sustainable practices and learning about caring for the environment from Aboriginal and Torres Strait Islander perspectives.
We believe learning occurs through inquiry, exploration, experimentation and meaningful relationships.
We recognise the importance of intentional teaching alongside child-led play and use both approaches to extend children’s learning.
We are committed to ongoing critical reflection to evaluate our curriculum and ensure it remains responsive to children, families and contemporary research.
We believe assessment for learning should celebrate children’s strengths, make learning visible and inform meaningful future planning.

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21 Tongarra Road
Albion Park, NSW, 2527
Tel: 02 4256 3579

admin@tongarraroadpreschool.com