Our Belief and Values
We acknowledge the traditional custodians of this land, the Wonnarua people and pay our respects to the Elders, past, present and future for they hold the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander people.
We acknowledge the thousands of years of learning that has taken place on the land on which Hunter Valley Grammar School Early Learning Centre stands, knowing it is, and always will be Traditional Aboriginal land. Just as the land survives so does the culture, heritage and spirit of the Wonnarua people. At Hunter Valley Grammar School Early Learning Centre (ELC) we provide high-quality, balanced early education and care.
We recognise families as a child’s first educators and work in close partnership to achieve the best outcomes for children. We honour all aspects of a child’s unique learning and development journey. Underpinning our learning programs are the school’s values of responsibility, integrity, respect, citizenship, courage, compassion and optimism. The International Baccalaureate Primary Years Program guides our inquiry-based approach to teaching and learning.
Secure relationships form the foundation of all learning. We prioritise relationships in every aspect of our program and practice, ensuring that each child experiences nurturing, respectful connections with their educators and a strong sense of belonging and security in the ELC environment.
We value the wellbeing of our children, their families and the educators in the ELC. Wellbeing is promoted through a supportive and inclusive environment. A strong sense of connection, agency, optimism and engagement enables children, families and educators to flourish.
We are proud to be an inclusive service. We aim to ensure that every child is supported to meaningfully participate in all aspects of our program. Every child, family and educator should feel valued and respected. When diversity is acknowledged, respected and celebrated, the vibrancy and strength of our learning community is enhanced.
Thoughtful presentations of environments and resources invite children to interact with curiosity, engagement and innovation. Providing open-ended resources in all learning spaces enables each child to become capable and resourceful co-constructors of their knowledge. We provide learning environments that are aesthetically pleasing and reflect the identity and culture of children, families and educators in the ELC, as well as our local community and Aboriginal and Torres Strait Islander cultures.
Immersion in the natural world, in all weather, supports children’s innate connection to, and sense of responsibility to protect the environment. Opportunities to contribute to action for sustainability, as well as fostering meaningful connections to the natural world, are incorporated into our program.
We see children as capable, competent and rich in potential. Children learn through play, as they seek to make sense of the world around them. Children are valued citizens within our ELC and of our local community. Children have rights and the ability to act with agency, making authentic decisions in matters which affect them. Our children value friendships, fun and adventure. This is reflected in our resources and learning environments that promote risky play and social interactions.
Our team is committed to building a culture of inquiry and professional growth. We engage in regular professional learning to broaden our knowledge and professional networks. We use regular critical reflection to inform ethical decision-making. We advocate for the rights of our children, their families, our local community and the ECE sector.
Our local community is rich with opportunities for learning and making connections. We engage with our local community in many ways. We seek and utilize the expertise of local community members; build relationships with local schools and support agencies; and enrich our program through incursions and excursions. We also foster a strong connection to the HVGS school community through regular engagement with the school.
Our Commitment
To Children
- To prioritise building nurturing, secure relationships based on trust and mutual respect.
- To provide authentic and meaningful opportunities for children to co-construct their learning.
- To seek and honour children’s voices in all aspects of our programming and planning.
- To come to know each child closely and understand who they are and how they learn.
- To seek out and celebrate fun, adventure and risk-taking opportunities.
To Families
- To draw on the rich experience and perspectives of all families.
- To ensure that all families feel respected, welcomed and valued within the ELC.
- To provide opportunities for families to become involved in our learning program in ways that reflect their knowledge, interests, talents and other commitments.
- To maintain confidentiality, as well as open, honest communication with all families.
- To seek and honour families’ voices in authentic consultation to inform our planning and decision-making.
To Teaching
- To provide a balanced, high-quality, flexible learning program.
- To thoughtfully and intentionally design our learning environments to maximise opportunities for balanced, holistic learning.
- To intentionally select and arrange resources and materials that enable children to collaborate, imagine, wonder, and co-construct their learning.
- To be intentional in all interactions, routines, transitions and teaching and learning experiences.
- To provide environments, teaching strategies and resources to support diverse learning styles and abilities.
- To meaningfully and collaboratively document the program with and for the children and their families.
- To support children’s transitions, including from home to the ELC and from the ELC to formal schooling.
To the Profession
- To engage in ongoing professional development and critical reflection, building a culture of professional inquiry and growth.
- To work collaboratively, valuing each other’s ideas and perspectives and being ‘critical friends’.
- To value each staff member’s skills, talents, interests and perspectives, ensuring we stay open-minded, curious and respectful.
- For ethics, critical reflection, consultation and sustainability to inform our planning and decision making.
- To advocate for the Early Education and Care sector to our families and communities.
To the Community
- To develop and maintain links with support networks, professionals and other services within our local community.
- To seek opportunities for incursions and excursions that enrich our learning program.
- To reflect the local community, including the Wonnarua culture, in our resources, environments and learning experiences.
- To foster strong connections with the HVGS community through building relationships, being visible in the school community and participating in school events.
Our Influences
Our image of children and our learning environments are influenced by the Reggio Emilia approach. Our commitment to equity and inclusion is informed by the 4th edition of the Anti-Bias Approach. Our approach to wellbeing is inspired by the Be You initiative and ‘Head and Heart Mindfulness’. Our learning program is informed by Primary Years Program (PYP) and the Early Years Learning Framework (EYLF). Our policies and procedures are informed by the National Quality Standards (NQS) and the National Law and Regulations. Our relationships and interactions are reflective of the Early Childhood Australia Code of Ethics and the United Nations Convention on the Rights of the Child (UNCROC).