Our learning
We provide long day care and preschool programs in Harrington Park, Spring Farm and Picton for children from birth to six years. Children learn best through play, relationships and everyday routines. Our educators notice strengths, extend interests and work in partnership with families so every child can participate and thrive.
Purpose:
Build trust, wellbeing and curiosity through secure relationships and unhurried care. How we teach: Primary caregiving with a focus educator, predictable routines, lots of face to face talk, songs, books, tummy time and sensory exploration. We follow your home routines for feeds, sleep and comfort so babies feel safe and settled.
What this looks like:
Treasure baskets, cause and effect play, music and movement, outdoor mat time, peekaboo games, finger plays and simple sign.
What families can expect:
Safe sleep practices, regular check ins, photos and notes, and small goals we set together such as new words, new foods or new movements.
Nursery 0 to 2 years
Purpose:
Channel busy curiosity into language growth, early problem solving and self help skills.
How we teach: Short, engaging experiences built around interests, everyday jobs like packing a hat or washing hands, and lots of conversation. We coach big feelings with visuals, first and then language and calm corners.
What this looks like:
Pretend play, construction, messy play, music sessions, simple science like water flow, early counting and sorting, movement circuits.
What families can expect:
Support for toileting steps, shared strategies for regulation, and quick chats or updates so home and centre are on the same page.
Toddlers 2 to 3 years
Purpose:
Grow confident, kind, capable learners who are ready for the transition to school.
How we teach: Longer projects that follow children’s questions, small group learning, explicit modelling inside play, and responsibilities that build independence. Early literacy and numeracy are woven through the day.
What this looks like:
Name recognition and meaningful mark making, story retells, class books, counting and comparing in play, simple maps and measures, science and nature inquiry, dramatic play, creative arts and community walks.
What families can expect:
Guidance on independence with belongings, turn taking and group time skills, and a simple transition statement for school.
Children move rooms when they are ready. Transitions are gradual and planned with families.
Preschool 3 to 5 years
Every day follows a simple rhythm that helps children feel secure. Times vary by room and centre
Arrival warm welcome, check in with your child’s focus educator and free play
Morning tea shared conversation and healthy snacks
Learning blocks play based experiences indoors and outdoors guided by children’s interests
Group times stories, songs, movement and small group projects
Rest quiet time that suits each age and individual needs
Afternoon tea followed by outdoor play and small group learning
Pick up gentle wind down with clear updates for families
You will see visual timetables, social stories and calm spaces that support regulation and make the day easy to follow
A typical day
A typical day
Every day follows a simple rhythm that helps children feel secure. Times vary by room and centre
Arrival warm welcome, check in with your child’s focus educator and free play
Morning tea shared conversation and healthy snacks
Learning blocks play based experiences indoors and outdoors guided by children’s interests
Group times stories, songs, movement and small group projects
Rest quiet time that suits each age and individual needs
Afternoon tea followed by outdoor play and small group learning
Pick up gentle wind down with clear updates for families
You will see visual timetables, social stories and calm spaces that support regulation and make the day easy to follow
Our rooms
Indoor environments
Bright, welcoming rooms with clear lines of sight, cosy nooks for quiet play, open ended resources and areas for dramatic play, construction, art and language. Documentation boards, floor books and children’s work make learning visible.
Outdoor environments
Natural materials, sand and water play, bikes and balance equipment, gardens to tend and spaces for group games. Shade and seating support long, relaxed play.
Tools that support participation
Visual supports and Key Word Sign, simple choice boards, emotion cards and calm corners. We make reasonable adjustments so all children can take part with confidence.
Our rooms
Indoor environments
Bright, welcoming rooms with clear lines of sight, cosy nooks for quiet play, open ended resources and areas for dramatic play, construction, art and language. Documentation boards, floor books and children’s work make learning visible.
Outdoor environments
Natural materials, sand and water play, bikes and balance equipment, gardens to tend and spaces for group games. Shade and seating support long, relaxed play.
Tools that support participation
Visual supports and Key Word Sign, simple choice boards, emotion cards and calm corners. We make reasonable adjustments so all children can take part with confidence.
Play based and intentional
Children learn through play, relationships and everyday routines. Educators join the play to model language, pose problems and extend ideas in ways that feel natural and fun.
The planning cycle
We follow a clear cycle so learning is purposeful and visible.
Observe
notice strengths, interests and next steps
Plan
design experiences and environments that invite learning
Do
teach through play, conversations and small group times
Reflect
review what worked and what we will try next
Share
document learning through stories, photos, displays and updates for families
EYLF aligned
Programs link to the Early Years Learning Framework, focusing on identity, community, wellbeing, learning and communication. Experiences connect to real life so children see meaning in what they do.
Languages and communication
Talk, songs and stories fill every day. We build vocabulary, phonological awareness and a love of books. We use visuals, sign and AAC where helpful so every child can communicate and be understood.
Early literacy and numeracy
We weave literacy and numeracy through play and projects. Children see their name, make meaningful marks, retell stories, count and compare, measure in the sandpit, spot patterns and talk about time and place.
STEM and nature
Curious questions lead to simple investigations. Children mix, pour, build, test and revise. Nature play and gardening teach care for living things and introduce sustainability in everyday ways.
Culture and community
We celebrate the cultures and family stories in our community and acknowledge Country with respect. Local walks and short excursions build a sense of place and belonging.
Social and emotional learning
Emotions are part of the curriculum. We use emotion coaching, visuals and calm spaces so children can recognise feelings, use words to solve small problems and return to play after a reset.
Inclusion and adjustments
We start with strengths and make simple adjustments to routines, environments and communication. We collaborate with families and therapists so participation is safe, calm and meaningful.
Safety and wellbeing
Active supervision, safe sleep practices and allergy aware food procedures are embedded in daily routines. Individual health plans are created with families and lived in practice every day.
How we share progress
You will see learning stories, photos and floor books, and you will hear about small wins at pick up. We agree on simple goals together and review them regularly so everyone knows what we are working towards.
