Our Philosophy and Rating
Our Philosophy
Our philosophy is developed in collaboration with our children, educators, and families, which reflects and upholds our beliefs and values. It is our purpose to ensure that our curriculum, environments, and relationships enable children and educators to have equitable opportunities to grow and reach their potential.
- We embed a safe, inclusive educational environment where everyone is valued and respected.
- We advocate for the rights and voice of each child irrespective of ability, age, gender, race, language, culture or economic status.
- We understand that families are the child’s first and most influential teachers and are committed to working in partnership together to achieve best possible outcomes for their child.
- We recognise that children develop dispositions for learning in the early years that are fundamental to the building blocks for lifelong success.
In relation to children, we:
- Acknowledge that children learn best through play and having meaningful opportunities to explore, discover, create, improvise, and imagine.
- Foster the agency and capabilities of each child by promoting a strength-based approach to learning and development.
- Guide children’s development of social awareness, self-regulation and resilience building through relational pedagogies.
- Recognise that children have different learning styles, are competent contributors to their own learning and will be supported to make choices and decisions.
- Focus on child-led, developmental-appropriate experiences and rhythms that enrichen their unique learning and growth.
- Interact with care and understanding of gender equity and respectful relationships, where imagination is unlimited, and children can be anything.
- Instill an appreciation for our environment and inspire ways in which we can care for the land through sustainable practices.
In relation to families and communities, we:
- Value collaborative partnerships with families and draw on families’ individual perspectives and expectations to guide our understanding of their child.
- Provide tailored information and resources based on their unique needs and circumstances in the best interests of their child’s learning journey.
- Believe in a holistic approach by partnering with community services to ensure a harmonious delivery of care and support.
- Provide families with opportunities to contribute to the program and take part in centre decision making.
- Seek opportunities to be involved, share our knowledge, and engage with local and wider communities.
In relation to educators, we:
- Use critical reflection, ongoing professional learning, and research to broaden our knowledge and inform our teaching practices.
- Work as a team, guiding and assisting each other and demonstrating a commitment to continuous improvement.
- Balance intentional teaching with child-led learning to build a rich and purposeful curriculum.
- Build professional and collaborative relationships that are based on trust, respect and integrity.
- Respect and value the diverse cultures, beliefs, and unique strengths that each educator brings to our learning community, which enriches the educational environment and fosters a sense of belonging for all.
Our educational practices are guided by both the National and Victorian Early Years Curriculum Frameworks and the National Quality Standards.
Throughout our organisation we embed the Victorian Child Safe Standards and the Early Childhood Australia Code of Ethics.
We respectfully acknowledge the Bunurong people of the Kulin Nation as the Traditional Owners of the land upon which our service is located. In paying respect to all Aboriginal community Elders, past and present, who have resided in the area and have been an integral part of its history, we acknowledge their proud and resilient cultures; ongoing connections to land, waters and sky.
‘We thank the traditional owners,
For letting us share their land.
We promise to look after it,
The animals, people and land.
Hello Land, Hello Sky, Hello Me & Hello Friends’
As an integrated early learning community, we are in a unique position to celebrate and explore a diverse range of cultures including those of Aboriginal and Torres Strait Islander peoples with our children, families, team members and the wider community. Our vision for reconciliation is to embrace Aboriginal and Torres Strait Islander cultures and respectfully embed these into our daily practices in rich and meaningful ways.
To support our educators with respectfully embed aboriginal perspectives into the learning program, we utilise the below commitments to inform our practice:
Guidance and Knowledge from Elders:
We commit to partner with local representatives of the Traditional Custodians of the Land for cultural heritage advice and authentic implementation. We will actively reflect on our current level of cultural competence and through these partnerships we seek to extend our knowledge and understanding of Aboriginal and Torres Strait Islander cultures.
Care for Country
We acknowledge Aboriginal and Torres Strait Islander peoples’ strong spiritual and cultural connection to land, country, sea and water and we will foster opportunities to grow our understanding and participation in caring for country.
Presence in Learning Environment
We are committed to welcoming Aboriginal and Torres Strait Islander people into our service to work alongside our educators and children in the learning environment. Having an Aboriginal and Torres Strait Islander presence in the learning environment is vital when teaching about Aboriginal and Torres Strait Islander histories and cultures.
Critical Reflection
We are committed to reflecting on the progress made in the growth of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions in our early learning community. We will track our progress, continually revisit our commitments, and celebrate our achievements, while generating new ideas to develop and sustain our vision for reconciliation into the future.
‘As we grow, so will our vision and journey for reconciliation.’
BWFCC Inclusion and Diversity
At BWFCC, we promote and practice inclusion and celebrate diversity.
- We advocate for the rights and voice of each child irrespective of ability, age, gender, race, language, culture or economic status and value and respect all members of the Bubup community.
- We actively promote the participation of Aboriginal and Torre Straight Islander children, families and staff in our educational programs.
- We foster the agency and capabilities of each child by promoting a strength-based approach to learning and development.
- We involve children in decision making that impacts their wellbeing and participation in our educational programs.
- We engage with key workers that support us with strategies, resources, staffing and other important knowledge that look towards promoting and fostering inclusive practices.
- We work collaboratively with our leadership and management teams to offer support, ideas, suggestions, additional educators and strategies.
- We are a gender equitable service. We have the same standards and expectations for all children, irrespective of gender.
- We continually critically reflect on our practices, ask others for guidance and work as a team to support each child’s participation in our educational programs.
- We create, regularly update and follow individual support care plans that indicate strategies, ideas and planning around how to achieve the best support and care for individual children.
- We connect with the community to support vulnerable children and families to access quality early childhood care and education.
Our Rating
In our assessment and rating visit in 2024 we achieved a rating of ‘Exceeding National Quality Standards’.
