Philosophy
We believe that childhood is valid in itself—therefore we aim to enrich the experience of being a child.
We believe that the social, physical, intellectual, moral and spiritual development of a child are related—therefore we consider all aspects of a child in planning our provision and interactions and enabling the child to develop its full potential in all areas—language and literacy, mathematics, knowledge and understanding of the world, physical development, creative development and personal, social and emotional development.
We believe there is potential in all children and that each child is unique and special with individual ways of learning—therefore we get to know each child and have high expectations of all our children based on our knowledge of them. We aim to support each child’s developing self esteem.
We believe that learning takes place in a variety of settings with home being the most powerful. We acknowledge parents as the first and continuing educators of their children and aim to develop a partnership with them and carers, based on mutual respect and a shared interest in the child.
We believe that learning is holistic and interconnected—therefore we aim to provide broadly based experiences which have real meaning for the child.
We believe that young children learn through exploration, talk and play—therefore we aim to provide an interesting, relevant environment and opportunities (involving people and places) in which our children can be actively involved in their learning.
We believe that our starting points are what children can do and what they can nearly do—therefore we aim to help children identify their own, and others, achievements. We aim to provide a context which enables children to set their own target and support children in finding ways to achieve their own success.
We value chid—initiated activities and self directed learning, therefore we aim to foster inclusive motivation (i.e. curiosity and the drive to make sense of experiences and take control) through children’s involvement in planning and making choices.
We believe that people—adults and children—with whom the child interacts are of central importance—therefore we aim to support children working together and further develop our skills in order to support children’s learning. We need to be aware of ourselves as role models and also partners in learning.