The centre views children’s lives as being characterised by Belonging, Being and Becoming.


Experiencing belonging-knowing where and whom to you belong-is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they become.


Being recognises the significance of here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.


Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as they learn and grow. It emphasises learning to participate fully and actively in society.

The Educational Philosophy of the Pre School Is based on a number of firm beliefs:-

  • We believe in the recognition of the uniqueness of each child and family and the need for children to develop an understanding and respect for self and others.
  • We realise the importance of children, parents, educators and other specialists in working together to ensure the best outcomes for each child.
  • We acknowledge that children pass through sequential stages of development at different rates and thus programs need to cater for each individuals needs.
  • That the learning environment for children needs to have opportunities for working through individual interests and wonderings in an un-hurried manner whilst also including some planned teacher led and teacher directed experiences.
  • We believe that children learn best by doing and thus ‘play‘ is the work of early childhood. Play provides the foundation of learning and enables staff to achieve the key outcomes in an Early Childhood curriculum.
  • We provide learning opportunities which are based on the five learning outcomes as specified in The Early Years Learning Framework; Identity. Community, Wellbeing, Learning and Communication.
  • We recognise that children need secure attachments with familiar adults to feel safe, secure and supported in their learning and development.