During our May staff meeting, we introduced the Circle of Security as a framework to support and strengthen relationships between educators and children. The session began with an overview of the key concepts, focusing on how the model promotes secure attachments by helping educators recognise and respond to children's emotional needs. We also introduced the foundational principles of attachment theory, highlighting its relevance in early childhood education and the critical role secure attachments play in children’s development and well-being. Educators engaged in reflective discussions about their current practices and how the Circle of Security could enhance their ability to provide consistent, nurturing, and responsive care. This introduction laid the groundwork for ongoing professional learning and the integration of attachment-based practices across the centre.

The heart and soul behind Chipmunks Childcare is our founder, who embarked on this journey of dedication and love for early childhood education. Starting her path after having her second child, she nurtured a dream that blossomed into reality when she purchased her first official centre. Since then, her vision has flourished into a network of multiple centres across Sydney and Melbourne. As a mother of four-three cherished daughters and a beloved son-her commitment to the well-being of children is both personal and profound. Her journey from mother to founder is a testament to her unwavering passion for making a positive impact in every child's life. Driven by her own experiences as a mother, she has created a family business that strives daily to ensure each child's happiness and growth. Her story is one of love, dedication, and an enduring desire to make a difference in the lives of the young ones who light up our world.

Nestled in the heart of Frankston, Chipmunks by the Bay is a family-owned, 65-place early childhood centre that embraces the beauty of real, unhurried childhood. We believe in a slow, thoughtful approach to learning, one that honours each child's individual journey, allowing them the time and space to explore, grow, and thrive at their own pace.

At Chipmunks by the Bay, we are deeply connected to the natural world and the land on which we play, learn, and grow. We acknowledge the Boonwurrung people as the Traditional Custodians of this land and strive to instill a deep respect for Country in all that we do. Outdoor play is at the heart of our philosophy, encouraging children to develop a strong sense of wonder, curiosity, and connection to nature.

Chipmunks by the Bay operates during all school holidays, but is closed the week between Christmas and New Year. We are also closed on all public holidays. Our operation hours are from 6:30am - 6:30 pm Monday through Friday, excluding public holidays. We are a fully inclusive centre providing nappies, linen, sunscreen, sun hats as well as fully catered meals that are delivered fresh daily.

Street parking is available outside the centre. However, please note that visitor parking is restricted on the opposite side of the road of he centre.

Our Kindergarten program is led by a fully qualified Early Childhood Teacher (ECT) and is designed to prepare children for their transition to primary school. Through a rich, play-based curriculum, we focus on building strong foundations in literacy, numeracy, problem-solving, and social-emotional skills. Our program is fully funded and supports both children and their families in this important stage of development.

At Chipmunks by the Bay, we believe in creating a childhood that is authentic and joyful—a place where children feel safe, loved, and free to be themselves. Our centre is more than just a place for learning; it is a community where children, families, and educators come together to celebrate the magic of childhood.

Standard 6.1 – Supportive relationships with families: Respectful relationships with families are developed and maintained and families are supported in their parenting role.

We recognise that respectful and trusting, effective relationships between educators and families are the building blocks to ensuring quality care for children.   When families feel safe, children too will feel trust and connection between home and Centre. By recognising that each family is unique in its structure, culture, rituals, values and beliefs we at Chipmunks by the Bay, believe we can work together to create good outcomes for all children.​

It all begins with our enrolment process as this provides us and families with a good starting point to develop positive relationships.

By getting off on the right foot we can work collaboratively in providing the best possible start at our Centre. We also recognise and respect that every family has different parenting styles, and they are the experts of their child. We are a very flexible service, and work tirelessly to meet each family's needs. Sometimes there are legal circumstances (safety or legal requirements) that restrict us. This is communicated to families and a compromise is made by both parties, however if a family feels they have not received a fair outcome we have a grievance procedure that can be accessed.​

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The service supports relationships with families through identifying the specific needs of a family in relation to their day-to-day interactions with the service.  We recognise that each individual family requires strategies that are tailored to meet their needs and the service endeavours to take all aspects of the family's cultures, values and beliefs into consideration alongside service policies and national regulations when building these plans in consultation with the families.  As we give our educators permanent shifts, all families are familiar with the educators on the early shifts, as these are the same people daily as with middle shift, and late shift educators. This brings familiarity, and predictability has built strong relationships between our educators and families. ​

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The Calendar of Events and extra curricular calendars are designed by Jess the centre's Assistant Director in conjunction with the educators to provide opportunities for families to participate in the service supporting relevant community organisations that are accessed or relevant to children/families in our service community as well as providing opportunities for families to partake in celebrations or events throughout the year. These may vary from year to year according to the cultural identities and beliefs of our families.

The service actively supports families in building relationships with other families through our calendar of event days throughout the year, parent and supports families in accessing any relevant community services that will strengthen the child and family outcomes. From enrolment onwards, the family’s needs are consistently tailored to understanding the best form of communication for the families whether it be a phone call, email or face to face.  ​

​Our educators, teachers and management team collaborate constantly on opportunities to utilise our knowledge of each family's expertise, culture, values and beliefs to help us inform the educational program and our environments at the Centre.

We also involve community members such as our local Elder, Aunty Trish to include the needs and perspectives of our Indigenous community. We also converse with sector experts such as  Orange Door (Sarah Nash), Anglicare (Sonia Sutcliffe) as well as Yorella Inclusion Support Agency (Tracey Harris) to collect data regarding community needs and assist the service with additional support and advice to educators and families regarding the vulnerabilities in the area that have been identified.​

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If families are requiring more formal discussions with educators, the Educational Leader or other members of the leadership team, these meetings are held when it suits the family’s schedules and as soon as possible. The service is able to accommodate these meetings at short notice due to the Educational Leader and other leadership team members work on a full-time basis and have a flexible work schedule. ​

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In recognising the importance of including children in understanding risk, Kathie initiated a project focused on the use of breakable resources, such as ceramic plates and cups, in the kinder room. Rather than simply directing safe practices, Kathie saw this as a meaningful opportunity to empower children as active participants in managing their own safety.

She invited a group of kinder-aged children to form a Kinder Committee to explore ways they could use these breakable items safely. The children’s engagement and responses were exceptional, they thoughtfully discussed how to carry ceramic items carefully, how to store them, and even created their own safety guidelines. This reflected how attuned the children were to their environment and their ability to think critically about safety.

To document their contributions, Kathie introduced a Children’s Risk Assessment Tool from the ACECQA website. With the children's consent, she recorded their ideas and invited them to contribute further. The children proudly added their names and drawings to the assessment, making the process not only informative but also deeply personal and empowering.

This child-led approach has since been embedded across the entire service. Inspired by the kinder group’s involvement, educators in all three rooms including our babies, toddlers, and kinder children have now integrated risk assessment conversations into their daily routines. Even our youngest children contribute through visual cues, gestures, and supported discussions.

This initiative is now part of our ongoing practice. Children are not only seen as capable, but are regularly included in shaping a safe environment. Their voices influence decision-making, and risk assessments have become living documents shaped by those most affected, the children themselves.

This example reflects our service's commitment to embedding practice that upholds children's agency, safety, and wellbeing, and demonstrates a culture where critical reflection and collaboration drive quality outcomes.

Element 4.2.2 Professional standards Professional standards guide practice, interactions and relationships.

At our service, we are committed to creating an inclusive and respectful workplace where all educators feel valued, supported, and able to bring their whole selves to work. This commitment was demonstrated through a thoughtful interaction between our Centre Director, Kathie, and our Early Childhood Teacher, Rinda.

Over time, Kathie noticed that Rinda, who is of Muslim background, regularly spent her lunch breaks sitting in her car. Wanting to ensure that all staff felt welcome and comfortable within the service, Kathie gently approached Rinda to ask if she felt comfortable using our Educator Retreat Room during her breaks.

This simple act of care opened the door to an important conversation. Rinda explained that she used her break time for daily prayer, which is a significant part of her religious practice. While she appreciated the Educator Retreat Room, it lacked the privacy she needed for prayer.

Kathie reflected on how the service could better support Rinda’s needs in a way that aligned with both cultural respect and inclusion. She offered Rinda access to the back office space, a quiet, private area that is not always in use. This thoughtful accommodation was warmly welcomed by Rinda, who was grateful for a respectful and quiet place to engage in prayer.

Since then, Rinda has continued to use the space when she feels comfortable, and this small but powerful gesture has become an embedded part of how we support the wellbeing and diverse needs of our team.

At our service, relationships with children are the heart of everything we do. Every interaction, every moment of care, and every decision is rooted in the deep respect we hold for the children entrusted to us.

We pride ourselves on going above and beyond to build genuine, respectful, and lasting relationships. Every educator, regardless of which room they work in, knows each child’s name, their family members, and even extended family. This doesn’t happen overnight. It’s a connection that is slowly and respectfully built over time through consistency, warmth, and active listening. It’s why many of our families refer to us affectionately as their children’s “aunties”, a term of trust and endearment that speaks volumes about the relationships we’ve nurtured.

We see ourselves as an extension of the children’s own families, and this deep relational trust is mirrored in the way we communicate with children. We speak with children, not at them. Every action we take is explained with intent: “I’m going to help you with your shoes now, are you ready?” or “Can I wipe your face now?” We use consent-based language consistently, ensuring children know not only what to expect, but that they have a right to say no, to ask questions, and to be heard. Over time, this has cultivated an environment where children feel safe, respected, and empowered.

Our mixed-age play times, particularly on sunny mornings and afternoons in our magnificent park-like yard offer rich opportunities for children to connect beyond their rooms. Siblings reunite joyfully, older children mentor younger ones, and relationships flourish across age groups in natural and meaningful ways.

We also empower children to be active participants in their own safety. Our approach to the Child Safe Standards is not a set of posters on a wall, it’s a living, breathing dialogue. Through art, storytelling, role play, and their many “100 languages,” children explore what safety means to them. One powerful example of this was when our Children’s Committee met with Director Kathie to unpack the Child Safe Standards. But instead of simply explaining the standards, we asked, “What makes you feel safe?” The responses were thoughtful, visual, and deeply personal, reflecting children’s understanding from their unique perspectives.

These practices are not policies on paper, they are embedded in every interaction, every decision, and every moment of our day. Relationships are not only valued, hey are lived, nurtured, and celebrated at every level of our service.

Exceeding Theme 2. Practice is informed by critical reflection.

At our centre, the physical environment is not a static backdrop, it is a living expression of who we are, what we value, and how we learn together on Boonwurrung Country.

Our team regularly engages in deep critical reflection to ensure that our environments remain culturally respectful, sustainable, inclusive, and responsive to the needs and identities of the children and community we serve. This took place following staff meeting late last year. It began by discussing empowering our children at Chipmunks by the Bay to contribute their thoughts around how they wanted their play spaces to look like. We further dived into and reflected deeply on child safe standard 3, which is about empowering children about their rights, to participate in discussions affecting them and are taken seriously. Each Educator and Teacher was provided with a "

'Mind Map' and was asked to critically think about what the environment could and should look like during their interactions, mealtimes, indoor environment and outdoor environment. This then led to interviewing the children and gathering their thoughts too.

A key turning point in our reflective journey was our ongoing collaboration with Aunty Trish, a respected Boonwurrung Elder. Her monthly visits have become a valued part of our rhythm. However, after one session, our educators reflected on how we were applying what we were learning. We asked ourselves: “Are we truly embedding this knowledge into our daily practice, or are we treating it as a special event?” This prompted a shift. Rather than limiting cultural connections to Aunty Trish’s visits, we committed to incorporating cultural practices daily. As a result, ECT Rinda and Educational Leader Leigh now lead daily Acknowledgements of Country with the children, invoking Bunjil and Waa and reinforcing our collective connection to Country. The children’s growing understanding and respectful engagement in this process is a direct outcome of that critical reflection.

Another significant change arose when Director Kathie brought in large oyster shells as a natural provocation. After observing the children’s fascination and imaginative use of the shells, the educators reflected on the power of everyday, repurposed materials to inspire rich play. This led to team discussions around the value of natural loose parts, and we realised we were unintentionally leaning too heavily on purchased resources.

In response, we reached out to families with a request for natural and household items, and the response was overwhelming. Corks, pinecones, sea shells, tree bark, and even ceramic cups and tea sets began arriving at our doorstep. These donations didn’t just enrich our environments; they sparked community connection and gave families a meaningful way to contribute. Our practice shifted from passive resource setup to co-curated environments shaped by the voices and values of both educators and families.

Through regular reflection during staff meetings and informal dialogue, we also considered how we could foster greater sustainability and inclusion in our physical spaces. This led us to review the accessibility of each room and yard space. We made intentional design changes, ensuring a mix of sensory and physical materials, and reviewing how children with different abilities access all areas. These changes were a direct result of asking ourselves: “Who might be excluded by this environment, and how can we change that?”

Our Little Explorers toddler group has recently extended this thinking through hands-on sustainability practices by planting winter vegetables and herbs in our garden beds. This project stemmed from reflective conversations about helping toddlers connect to seasonal cycles, care routines, and sensory-rich learning. Now, these young learners are not only caring for living things but are developing an early sense of environmental responsibility and wonder.

Through these reflective practices, our entire team has grown in cultural competency, environmental awareness, and community collaboration. And more importantly, the children’s voices now echo these values. A simple yet powerful moment came when a child said, “The land is our friend.” That statement is now a guiding mantra and a clear reminder of the success of our reflections, adaptations, and commitments.

At our centre, the physical environment is not a static backdrop, it is a living expression of who we are, what we value, and how we learn together on Boonwurrung Country. Our team regularly engages in deep critical reflection to ensure that our environments remain culturally respectful, sustainable, inclusive, and responsive to the needs and identities of the children and community we serve. A key turning point in our reflective journey was our ongoing collaboration with Aunty Trish, a respected Boonwurrung Elder. Her monthly visits have become a valued part of our rhythm. However, after one session, our educators reflected on how we were applying what we were learning. We asked ourselves: “Are we truly embedding this knowledge into our daily practice, or are we treating it as a special event?” This prompted a shift. Rather than limiting cultural connections to Aunty Trish’s visits, we committed to incorporating cultural practices daily. As a result, ECT Rinda and Educational Leader Leigh now lead daily Acknowledgements of Country with the children, invoking Bunjil and Waa and reinforcing our collective connection to Country. The children’s growing understanding and respectful engagement in this process is a direct outcome of that critical reflection.

Another significant change arose when Director Kathie brought in large oyster shells as a natural provocation. After observing the children’s fascination and imaginative use of the shells, the educators reflected on the power of everyday, repurposed materials to inspire rich play. This led to team discussions around the value of natural loose parts, and we realised we were unintentionally leaning too heavily on purchased resources. In response, we reached out to families with a request for natural and household items, and the response was overwhelming. Corks, pinecones, sea shells, tree bark, and even ceramic cups and tea sets began arriving at our doorstep. These donations didn’t just enrich our environments, they sparked community connection and gave families a meaningful way to contribute. Our practice shifted from passive resource setup to co-curated environments shaped by the voices and values of both educators and families. Through regular reflection during staff meetings and informal dialogue, we also considered how we could foster greater sustainability and inclusion in our physical spaces.

This led us to review the accessibility of each room and yard space. We made intentional design changes, such as widening pathways, ensuring a mix of sensory and physical materials, and reviewing how children with different abilities access all areas. These changes were a direct result of asking ourselves: “Who might be excluded by this environment, and how can we change that?” Our Little Explorers toddler group has recently extended this thinking through hands-on sustainability practices by planting winter vegetables and herbs in our garden beds. This project stemmed from reflective conversations about helping toddlers connect to seasonal cycles, care routines, and sensory-rich learning. Now, these young learners are not only caring for living things but are developing an early sense of environmental responsibility and wonder. Through these reflective practices, our entire team has grown in cultural competency, environmental awareness, and community collaboration. And more importantly, the children’s voices now echo these values. A simple yet powerful moment came when a child said, “The land is our friend.” That statement is now a guiding mantra and a clear reminder of the success of our reflections, adaptations, and commitments.

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Our youngest learners are cared for in the Tiny Wanderers room, where we provide a warm, nurturing environment tailored to each child's individual needs. Our dedicated key educators build strong, trusting relationships with families, ensuring that each child's home routines and preferences are respected. We embrace responsive caregiving, fostering secure attachments and supporting each baby’s natural development through gentle play, sensory experiences, and exploration at their own pace. Within this space the children have a dedicated sleep area, play area and their own outdoor play space equiped with natural grass trees and a sandpit for our little ones to explore and grow.

Exceeding Theme 1 – Practice is embedded in our service operations:

At our centre, the physical environment is a living reflection of our values, philosophy, and deep connection to the Boonwurrung land on which we learn and play. Our commitment to embedding cultural respect, sustainability, inclusion, and natural learning is not occasional, it is deeply woven into the day-to-day operations, spaces, and interactions across the service.

We are honoured to work alongside Aunty Trish, a local Boonwurrung Elder, who visits monthly to share her cultural knowledge and Dreamtime stories with the children and educators. These sessions are not standalone, they guide and inspire our evolving understanding of Boonwurrung Country and enrich our practice. As a result, our team has developed a more authentic and respectful connection to Country. This is reflected in the way we begin each day: our ECT Rinda and Educational Leader Leigh lead the children in an Acknowledgement of Country, recognising the Dreamtime creators Bunjil (Wedge-Tailed Eagle , protector of children, animals, and the land) and Waa (Black Crow – protector of children and waterways). Children participate meaningfully and respectfully, strengthening their sense of belonging.

Our indoor and outdoor spaces are intentionally designed to be flexible, inclusive, and co-created with children. Environments are not fixed, they evolve in response to children’s emerging interests, developmental needs, and cultural explorations. We prioritise open-ended, natural loose parts to support creativity, sensory learning, and a deep connection to nature. A wonderful example of this came when Director Kathie brought in large oyster shells after dining out. She cleaned and sanded them carefully before offering them to children, who now use them as scoops and for imaginative play.

Educators were inspired by this and shared their interest in expanding our natural resource collections with families. The response was incredible, families donated a wide variety of items, including corks, pinecones, gum nuts, leaves, shells, seed pods, and tree bark. These materials now feature throughout our play spaces. Children use them to build, stack, weigh, scoop, and more. Families, recognising our appreciation for sustainable and meaningful resources, also began donating ceramic plates, tea sets, and cups, giving items a second life and enriching our environments in authentic ways.

Importantly, we do not rely solely on new or store-bought resources. Many of our materials are donated or upcycled, supporting our philosophy of sustainability and community contribution. Children are actively involved in conversations about the value of reusing and repurposing, helping them understand the environmental and social significance of sustainability from an early age.

Our environments are inclusive by design, ensuring that all children, regardless of ability, can access, engage with, and enjoy every part of the setting. This intentionality is seen in our layout, materials, and use of space. For example, large open areas support movement for children with mobility needs, and the choice of loose parts allows for multiple entry points into play.

Our outdoor environment is particularly spacious and dynamic, offering a sense of wonder and possibility. Educators consult with children daily about what resources to introduce or adapt, promoting autonomy and agency.

Through these consistent and embedded practices, children have developed a deep respect and affection for their environment. A memorable moment was when a child shared, “The land is our friend.” This simple yet profound statement captures the heart of our approach to the physical environment, it is more than a place to play; it is a relationship, a teacher, and a shared responsibility.

This pedagogy began at a team meeting late last year. The Director Kathie shared a brain storming activity and ask staff to reflect on Child Safe Standard 3 - (Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously). The Educators reflected on this, and we then applied this to what it may look like in terms of our interactions, mealtimes, indoor environments and outdoor environments. The Kinder teacher Rinda along with Kathie interviewed some of our children and asked them the same questions. We also consulted with Jenna our consultant from KQIP and together along with he children, we collaborated to create more child initiated, and organic environments.

Our Environments, Our Community: Co-Created Spaces of Belonging and Connection:

At Chipmunks by the Bay, our physical environment is a living expression of our values, shaped not only by educators, but through ongoing, meaningful engagement with families, community members, and local Boonwurrung Elder Aunty Trish. Her monthly visits guide our evolving understanding of Country, inspiring daily Acknowledgements led by educators and children, honouring Bunjil and Waa. This commitment to cultural respect is echoed in our sustainability practices, where the use of loose parts and natural materials, many donated by families and neighbours, transforms learning spaces into collaborative creations. Items like oyster shells, pinecones, and ceramic tea sets are now embedded into play, reinforcing messages about reuse, belonging, and respect for land. Our Little Explorers group recently planted winter veggies and herbs, further deepening connections between children, environment, and seasonal cycles.

Our October 2024 Community Market Night exemplified how these values extend beyond our gates. Families, neighbours, and local makers came together to celebrate the unique spirit of our service. For many in the community, it was the first time they had stepped inside the centre, and the impact was lasting. Since then, neighbours have continued to engage with our staff, offer donations, and express pride in being part of our shared village. Through these experiences, our environments have become more than spaces for learning, they are places of welcome, reflection, and partnership, where everyone contributes, belongs, and is valued

In the Little Explorers room, our toddlers begin to expand their world, engaging in hands-on experiences that encourage curiosity, creativity, and independence. Our educators create a supportive, play-based environment where children can develop social skills, language, and confidence through group activities, messy play, music, and outdoor adventures. This stage of early learning is filled with discovery, and we embrace each child's emerging personality and sense of self.

At Chipmunks by the Bay, the heart of our programming and planning lies in a deep respect for each child as a capable, curious, and unique individual.

We believe that learning is most meaningful when it is child-led, play-based, and grounded in genuine relationships. Our educational program is thoughtfully designed to nurture the whole child, supporting not just cognitive growth, but also emotional, social, physical, and creative development.

We are driven by a passion to create learning environments that reflect the voices, interests, and strengths of our children. Guided by the Early Years Learning Framework (EYLF) and inspired by the philosophies of Loris Malaguzzi, Maria Montessori, and Friedrich Froebel, our approach is intentional, responsive, and ever-evolving.

Each moment is seen as an opportunity for learning, and each child’s journey is carefully observed, documented, and celebrated. Our way of capturing moments of play are plentiful.

From Montessori, we draw the belief in fostering independence, hands-on exploration, and respect for the child’s natural rhythm of learning. From Froebel, we embrace the power of play as the foundation for meaningful learning, where imagination, creativity, and discovery flourish.

Capturing a child’s holistic development is integral to our practice. Through rich, ongoing documentation, we make learning visible, not just for educators, but for families and children themselves. This reflective cycle supports continuous growth and ensures our curriculum remains meaningful, engaging, and inclusive of every child’s culture, identity, and abilities.

We collaborate with Boonwurrung Elder Aunty Trish who guides our practices around indigenous perspectives and is an integral part of our learning on county.

Our newly appointed Educational Leader, Leigh, has been a valued member of the centre for several months and also serves as the Group Leader in our Toddler room. Leigh brings a deep passion and genuine enthusiasm for children's learning, with a strong focus on assessment as learning. She is a firm advocate for slow pedagogy, a philosophy that is embraced across our team and leadership.

Leigh has gently begun embedding this approach into our daily practice.

Our interpretation of slow pedagogy is reflected in the way we move through our day. We have intentionally slowed our routines to ensure they are responsive to each child’s needs, interests, and pace. This includes traditionally busy times such as meals and transitions, where we now place greater emphasis on calmness, choice, and connection. Children are supported to take their time, fostering a sense of autonomy and wellbeing.

As educators, we practice stepping back and observing with intention. This allows us to understand each child holistically, recognising their individual rhythms, cultural backgrounds, and family contexts. By doing so, we are better equipped to respond in meaningful, personalised ways that honour each child's identity and lived experience.

Example: Culturally Responsive Mealtime Practice

During lunchtime in the Toddler room, Leigh observed that a child named Aizelle often approached her meal slowly, engaging with the food through touch and smell before eating. Rather than hurrying her, Leigh and the team allowed Aizelle to explore the mealtime at her own pace. Through ongoing communication with her family, it was discovered that this reflective approach to eating is a valued part of Aizelle's home culture (Philippine), where mealtimes are unhurried and centred on connection.

In response, Leigh created a more relaxed mealtime environment, softening the lighting, playing gentle music, and allowing children to serve themselves and choose when to begin. This small but powerful shift not only supported Aizelle's comfort and cultural identity but also benefited the whole group by creating a calm, respectful rhythm that aligned with the principles of slow pedagogy.

Capturing Children’s Learning at Chipmunks by the Bay

At Chipmunks by the Bay, capturing children's learning is an intentional and collaborative process that is embedded in our daily practice. We use a variety of tools to document learning, including jottings, anecdotal notes, running records, children’s artwork, and audio or video recordings, as well as A-3 journals.

We highly enjoy the use of jottings, these are a simple yet powerful tool that allows all educators to contribute observations with ease and immediacy. This inclusive approach also welcomes parent contributions, enriching our understanding of each child’s learning in both the home and early childhood contexts.

These documentation methods enable educators to look beyond surface-level behaviours and engage more deeply with each child's developmental journey. They form the foundation for reflective, responsive, and individualised planning that supports children holistically.

Educators intentionally adapt and extend the program based on children's evolving interests, strengths, and needs. Learning experiences are designed to be meaningful, engaging, and responsive, encouraging deep involvement in play and inquiry. The program is seamlessly woven into daily routines, making learning a continuous and natural process throughout the day.

Example: Extending Interest through Collaborative Inquiry.

In the Kindergarten room, a child expressed great excitement while building towers with blocks. Rinda, our Early Childhood Teacher (ECT), recognised this moment as an opportunity to extend the learning further. She introduced books about famous buildings from around the world and encouraged collaborative challenges such as, “What other buildings do you see in our community?” This sparked curiosity among several children, leading to rich discussions and imaginative play centred around construction sites, fire stations, and community landmarks.

Rinda documented this interest and shared it with families, creating a bridge between home and centre learning.

In response, Luca’s father who works in construction offered to visit the centre and talk to the children about structures and building processes. This real-world connection enhanced the children’s understanding, inspiring teamwork, problem-solving, and a deeper engagement in construction-themed play.

Through this process, the children's learning was supported in a way that was intentional, culturally connected, and truly meaningful, highlighting the power of responsive documentation and collaborative partnerships with families.

Ongoing Reflection and Summative Assessment:

In addition to daily documentation, we compile summative assessments mid-year and at the end of the year. These assessments provide a comprehensive picture of each child’s growth across all developmental domains. They are thoughtfully prepared and shared with families as part of our commitment to open, respectful, and ongoing communication. These reflections celebrate progress, highlight strengths, and help families see the learning that unfolds through play.

Transition to School Reports

For children moving on to school, transition reports are written by Rinda, our Early Childhood Teacher (ECT). These reports are carefully crafted to highlight each child's unique personality, strengths, achievements, and positive characteristics. The information is shared with both families and receiving schools, supporting a smooth and respectful transition and ensuring that each child is seen, valued, and set up for continued success.

We actively engage with our local Inclusion Support Officer, Tracey Harris, who works closely with our educators to provide strategies that support inclusive practices. Tracey also assists in guiding professional development, helping to strengthen our team’s capacity to meet the diverse needs of all children.

In addition, we collaborate with our local Preschool Field Officer (PSFO), who supports us in identifying and addressing the individual needs of children requiring additional support. This partnership enables us to work alongside families and teachers to develop inclusive, responsive programs that ensure every child feels valued, supported, and able to participate fully in our learning environment.

🌟 Preparation for School

Our tailored Preparation for School program focuses on building each child’s confidence, identity, and sense of belonging. Rather than expecting children to be instantly "ready," we support them in developing key skills across social-emotional, communication, cognitive, and physical areas.

But more than that, school readiness is about mindset:
"I am important. I am me. I can give it a go."

We nurture each child’s voice, help them feel proud of who they are, starting with knowing their name, and create a space where they feel safe, valued, and ready to grow. It’s not about sitting still or knowing letters, but about feeling capable, connected, and curious.

Ongoing Critical Reflection in Programming
Ongoing critical reflection informs our programming, driving continuous improvement and enriching children’s learning experiences.

Our educators regularly evaluate and refine their programs based on observations, assessments, and feedback from both children and colleagues.

Team and room meetings provide dedicated time for collaborative reflection. We discuss the effectiveness of planned experiences, ensuring they align with each child’s learning goals and interests. Programming is thoughtfully adjusted in response to children's engagement levels, allowing activities to remain stimulating, meaningful, and developmentally appropriate.

We also use these reflective moments to question our own practices, asking whether the way we do things continues to serve the needs of our children, families, and team. This reflective cycle supports a dynamic and responsive learning environment where curiosity, intention, and growth are central to everything we do.

Example: Reflecting on Mealtime Anxiety:
Earlier this year, we began to notice a sense of constant anxiety among many of the children across the centre. Upon reflection, we observed repeated patterns, children running and arguing over food, and others withdrawing or refusing to eat when the food trolley arrived.

This insight became a focus of discussion at the following team meeting, where Director Kathie and Educational Leader Leigh guided a collaborative conversation. We explored what mealtimes felt like from the children’s perspective and reflected on the messages our routines might be sending. Were we unintentionally creating a sense of urgency or competition around food? Were all children feeling emotionally safe and supported during this part of the day?

From that reflective space, we began to reimagine our mealtime practices, not as a functional routine, but as an opportunity for connection, calm, and care. We slowed down transitions, adjusted the environment to reduce noise and movement, and introduced language that invited choice and respect. Over time, we saw noticeable changes: children approached mealtimes with more ease, social interactions became more cooperative, and food-related stress significantly decreased.

Families and the community play an important role in shaping our program, making learning more meaningful and culturally rich. We listen carefully to families and work closely with them to include their ideas, culture, and goals for their children.

We currently have three respected Elders, including Aunty Trish, a Boonwurrung Elder, who regularly share their stories, culture, and knowledge with us. This connection with Aunty Trish has been especially important to the two families of Indigenous descent in our community, helping them feel supported and valued.

We work together with families and community members throughout the year, not just at special events. This ongoing partnership helps us create a program that reflects the children’s backgrounds and experiences.

We also connect with local groups and services, which gives children real-life experiences and helps them feel a strong sense of belonging.

Because of this, our program is welcoming, inclusive, and connected to the community, so every child feels valued and supported.

Families are encouraged to share their child's interests and cultural background, which helps guide our planning and activities.

For example:

Luca's mother Lara from our Kinder room, volunteered to do a reading session with the children. Luca has a great love for stories, especially those about animals. Lara brought a selection of her own books, which the Kinder children really enjoyed.

Late last year, Monta's mum, who is of Thai heritage, generously donated some traditional children's costumes for the children to wear during playtime, enriching their cultural experience.

Ethan from the Kinder room his stepbrother, Tristan, visits from Brisbane every school holiday. When Ethan is dropped off at the centre, Tristan often comes in and has developed a wonderful bond with our Director, Kathie. Over time, he shared his fascination with ships with her. During his last visit, he presented Kathie with a drawing of a ship he named “SS Katherine 1.” Kathie was so delighted by this thoughtful gift that it now hangs permanently in the office, proudly displayed for Tristan to see every time he visits the centre.

The program incorporates community connections, such as visits from local professionals. For example, we have ongoing fortnightly visits for a child in the Kinder room from her speech therapist. Over time, we have also had visits from ISS assistance and occupational therapists (OTs).

Additionally, we offer child dental visits twice yearly, during which the "Little Smiles Dental" team, with parental consent, examines the children’s teeth. They also conduct an engaging session with all the children about dental care and hygiene.

Recently, we engaged in conversations with families about adopting more progressive and respectful mealtime routines. Jess Aldred, a parent at our centre, was particularly supportive and agreed that it was a great idea. Her enthusiasm reinforced our commitment to making mealtimes a more unhurried and relational experience for the children.

Additionally, during a recent visit from Chisholm teacher Belinda Noonan, we shared our evolving thoughts around creating unhurried mealtime environments. Belinda responded positively and later shared this approach with her students at our centre, Jess and Mel, further extending the impact of our practice into the broader early childhood education community.

Another Example:

Earlier this year, the Kinder teacher had a conversation with Azeille's father, and he mentioned that his family celebrated the Festival of Colours celebration of Holi. Upon learning this, Rinda organised for the entire centre to help celebrate the Festival of Colours tradition. Rinda and the staff invited all families to join in a colourful run and related activities. This event allowed children and families to come together, share in the joy of the celebration, and learn about the cultural significance of the festival.

Below is our plan of action around our recent Critical Reflection around progressive mealtimes and children being supported to self serve during all mealtimes.

Please read and acknowledge that you have read and understood.

This will also be added to our centre’s Quality Improvement Plan. If there is something that is not clear or you need further clarification, please do not hesitate to ask me, otherwise this is the expectation moving forward.

Plan of Action: Supporting Self-Serving and Progressive Mealtimes

Identified Issue:

Through critical reflection in our last team meeting, we recognised that children are not being given enough opportunities to develop self-serving skills during mealtimes. Additionally, progressive meal times are not consistently implemented, limiting children's autonomy and decision-making around eating.

Goals:

✅ Encourage children to develop independence and confidence in serving their own meals.

✅ Implement a progressive mealtime approach to support children's individual hunger cues and preferences.

✅ Foster a relaxed and social mealtime environment that promotes positive eating habits.

Action Steps:

1. Staff Training & Support

Provide professional development on the benefits of self-serving and progressive mealtimes.

Set clear expectations and strategies for educators to guide and support children during meals.

Lead educator’s to oversee and support the transition to the new approach.

2. Setting Up the Environment for Success

Arrange child-friendly serving stations with appropriate utensils, serving spoons, and easily accessible food containers.

Use visual cues (e.g., labeled containers, picture instructions) to support children's independence.

Organise tables in a way that allows for smooth movement and easy access to food.

3. Introducing Self-Serving Routines

Begin with small, manageable steps—e.g., allowing children to pour their own water or serve fruit.

Model and demonstrate how to use serving utensils properly.

Encourage children to take only what they need, with gentle reminders about portion sizes.

4. Implementing Progressive Mealtimes

Introduce a flexible window for meals (e.g., 11:30 AM – 12:30 PM for lunch) instead of a rigid schedule.

Allow children to decide when they are ready to eat within that timeframe.

Provide a designated meal area where children can join when they feel hungry.

Educators will monitor and ensure each child has eaten while respecting individual hunger cues.

5. Encouraging Positive Mealtime Interactions

Foster a calm and social atmosphere where children engage in conversation.

Encourage children to be responsible for their space clearing plates, wiping spills, etc.

Celebrate successes with positive reinforcement and encouragement.

6. Observing, Reflecting, and Adjusting

Regularly observe and document how children are responding to the new approach.

Gather feedback from educators and families on the effectiveness of self-serving and progressive mealtimes.

Reflect in team meetings and adjust strategies as needed to better support children's development.

Timeline:

Week 1-2: Staff training, setting up serving stations, introducing small self-serve tasks.

Week 3-4: Gradually implement progressive mealtimes and assess children's engagement.

Ongoing: Reflect, adjust, and ensure consistency in practice.

A statement of philosophy guides all aspects of the service’s operations.

Updated Example for 7.1.1 – Service Philosophy and Purpose:

Exceeding Theme 1. Practice is embedded in our service operations

When Chipmunks by the Bay opened in late August 2024, the approved providers shared the company’s philosophy with our team. This philosophy clearly reflects the beliefs and values that guide our everyday practices. It influences how we interact with children, how we design our learning environments to be inclusive, exciting and welcoming, and how we build strong, respectful partnerships with our much-loved families. We are proud to say that we genuinely ‘walk the talk’, our philosophy is a living, breathing part of our centre’s culture.

About a month after opening, our Director, Kathie, engaged in a conversation with our kindergarten children about the Child Safe Standards. Together with Rinda (our ECT), they explored the 11 standards in a child-friendly and age-appropriate way, supporting children to understand their rights and feel empowered. We documented their thoughts and words and created a poster, now displayed in our hallway, for children, families, and staff to walk past and reflect on each day.

Following this powerful experience, Kathie reflected on the service philosophy and realised that, although it strongly represented adult perspectives, it lacked something vital, the children’s voice. Recognising this gap, she returned to the children, inviting them to share their thoughts on what matters most to them.

In a meaningful and enthusiastic discussion, the children spoke about the importance of friendships, helping one another, and how they appreciate when educators take their time to explain things and help them learn. They shared that feeling safe helps them enjoy learning and play. They also spoke about their connection to the land, their curiosity about its history, and how much they value daily opportunities to give thanks and learn more about Country. Most beautifully, they described our centre as feeling like “a big family,” which they want to be part of.

We revised our philosophy to incorporate the children’s contributions and proudly shared this updated version with our families. Their response was one of true pride, they appreciated that we had taken the time to listen to the children and give weight to their perspectives. This meaningful addition to our philosophy affirmed to families that we wholeheartedly prioritise and respect the voices of our children.

Our centre philosophy truly lives and breathes throughout the service. Most importantly, the children’s contribution is proudly displayed in our foyer as a daily reminder to families, educators, and visitors that children’s voices are central to everything we do.

This approach has now become embedded in our leadership practices. As part of her role, Kathie ensures that children's voices are heard in decision-making. For example, when planning to purchase new resources, instead of only consulting educators, she began asking the children what they enjoy playing with. Their input now guides these decisions, ensuring that every choice made reflects their interests and needs.

Through this collaborative and respectful approach, our philosophy continues to evolve and grow, just like our children.

Language classes

"Chipmunks Chit Chat" language classes are designed to immerse children ages 0-5 in a world of diversity and linguistic exploration, celebrating the variety of languages and cultures around us. These classes offer age-appropriate, interactive sessions that encourage young learners to explore new words, sounds, and phrases in a fun, inclusive environment. By introducing different languages early, "Chipmunks Chit Chat" nurtures open-mindedness and curiosity about the world, helping children appreciate cultural differences while building foundational communication skills. The goal is to foster a lifelong love of learning and respect for diversity, creating a strong basis for future language and social development.

Sustainability program

"Chipmunks Earth Heroes" is our sustainability program that empowers young children to connect with and protect the natural world. Through hands-on activities, engaging stories, and interactive learning experiences, children ages 0-5 discover the importance of sustainable practices like recycling, conserving resources, and respecting nature. By learning about topics such as plant growth, composting, and water conservation, young "Earth Heroes" gain a sense of responsibility for their environment and an understanding of how their actions can make a positive impact. This program encourages children to become mindful caretakers of the Earth, promoting eco-friendly habits that they can carry with them as they grow.

Yoga program

"Chipmunks Yogi" is our yoga program tailored for children ages 0-5, introducing them to the benefits of mindfulness, movement, and body awareness. Through playful, age-appropriate yoga poses, breathing exercises, and calming techniques, children develop skills to manage emotions, improve focus, and enhance flexibility. Each session blends storytelling and imagination with movement, encouraging children to explore poses like “tree,” “mountain,” and “butterfly,” all while learning to connect with their bodies and the present moment. "Chipmunks Yogi" supports physical health, fosters emotional resilience, and helps children build confidence and relaxation skills, laying a foundation for lifelong well-being.

Cooking classes

"Chipmunks Cooking Corner" is our cooking program designed for young children to explore the joys of cooking, healthy eating, and food discovery. In a safe, hands-on environment, children ages 0-5 learn to prepare simple, nutritious dishes while developing essential skills like measuring, mixing, and following instructions. Each session introduces ingredients from various cultures, helping children appreciate diversity through food and understand where ingredients come from. As they prepare tasty, wholesome snacks and meals, children also gain an early understanding of nutrition, the value of fresh ingredients, and the importance of balanced meals, fostering lifelong healthy eating habits.

STEM program

"Chipmunks Mini Makers Club" is our STEM program designed to spark curiosity and creativity in children ages 0-5, introducing them to science, technology, engineering, and math through playful, hands-on activities. Each session focuses on exploration and problem-solving, where children can build, experiment, and create, using materials like blocks, natural elements, and simple tools. From observing how plants grow to building basic structures and exploring patterns, "Mini Makers Club" encourages young learners to ask questions, test ideas, and develop critical thinking skills. By making STEM engaging and accessible, the program lays a strong foundation for lifelong learning and inspires children to see themselves as inventors and explorers in the world around them.

Physical activity program

"Chipmunks in Motion" is a dynamic physical activity program crafted to keep young children ages 0-5 active, engaged, and energised. Focusing on fundamental movement skills like jumping, running, balancing, and coordination, each session incorporates playful activities that make exercise enjoyable. Through games, obstacle courses, and dance, children develop their motor skills, spatial awareness, and physical confidence. Beyond physical fitness, "Chipmunks in Motion" promotes teamwork, resilience, and a positive attitude toward staying active, all while supporting healthy growth and development. This program encourages children to move with joy and builds a foundation for an active, healthy lifestyle.

To ensure the safety and wellbeing of all children, our program is supported by thorough risk management practices. Comprehensive risk assessments are completed prior to any animal visits, and all activities are carefully supervised by trained educators. Additionally, parent permission forms are required for each child’s participation, ensuring families are fully informed and involved in the process. These measures help us maintain a safe, enriching, and developmentally appropriate experience for every child involved.

During informal conversations, one family shared that due to their demanding schedule, they no longer had time to attend local markets, which used to be a cherished family outing. This sparked a meaningful reflection among our team about how we could bring the community to our families in a more accessible way. Kathie consulted with the children, other families, and our Operations Manager, Emma. From these conversations, the idea of hosting a Community Market Evening was born.

After many hours of planning, collaborating with local vendors, and carefully listening to the children’s suggestions, which included toys and food, we successfully organised our first market night. It took place on Friday, 1st November, from late afternoon into the early evening. Wow, what a turnout! Families expressed deep gratitude for the opportunity to enjoy a market event that fit conveniently into their day. They had the chance to connect with one another, meet new families, and engage with our neighbours, who also praised the initiative and felt more connected to our service.

Following the overwhelming success and positive feedback, we have decided to continue this initiative. Our next Community Market Night is already in the planning stages and will take place in late Spring 2025. This experience beautifully illustrates how ongoing critical reflection, guided by our philosophy, leads to responsive, inclusive, and meaningful changes that benefit our entire learning community.

The response was overwhelmingly positive, families felt valued, connected, and grateful for a convenient way to engage with each other and the wider community. These strengthened connections extended to our neighbours, who now regularly donate children's clothing, kitchen items like pots and pans (used in our music wall and sandpit), and a range of household items that children repurpose in their play.

Children often greet neighbours walking their dogs from the Toddler Room, which overlooks the street, building natural, friendly bonds. This change reflects our ongoing commitment to responsive, community-minded practice. Our next market night is planned for late Spring 2025.

Some of our recent community connections have involved the Langwarrin Men's Shed. Our Assistant Director, Jess, reached out to them, and they kindly visited our centre to see how they could lend a hand in restoring an old wooden boat.

They took the boat, repainted it, and brought it back to life—restoring it to its former glory. We’re so grateful to have a wonderful relationship with our friends at the Men's Shed, especially Allan, who is always willing to help us restore and maintain valuable resources.

Last Christmas, our Kinder children developed a special appreciation for community workers. After discussing their ideas with their teacher, Rinda, they decided to express their gratitude to our local police officers for the support they provide to everyone in Frankston. The children chose to bake treats and gather Christmas food items to create festive hampers for the officers at the Frankston Police Station.

Our Director, Kathie, along with one of our families, the Faranger family, visited the station to deliver the gift. Together with their children, Jack and Lucy, the Farangers and Kathie presented a Christmas hamper filled with delicious goodies for all the officers to enjoy, on behalf of the children at Chipmunks by the Bay. Jack and Lucy were so proud to be part of this special moment. When they returned to Kinder, they excitedly shared photos with their peers, proudly showing the moment they helped spread holiday cheer to our local heroes.

We also involve community members such as our local Elder, Aunty Trish to include the needs and perspectives of our Indigenous community. We also converse with sector experts such as  Orange Door (Sarah Nash) and Anglicare (Sonia Sutcliffe) to collect data regarding community needs and assist the service with additional support and advice to educators and families regarding the vulnerabilities in the area that have been identified.​

An example of this is when the Centre Director Kathie formed a strong bond with a family whose child was born with Downs Syndrome. This mother began to come in early each day and have regular conversations with Kathie before picking up her son. ​

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One afternoon she came in very distressed and admitted she was at a loss and needed assistance, as she knew her son needed extra early intervention and was unsure how to provide him with the right help. Added to this, she advised Kathie that they will be relocating to Mornington in a few weeks.

Kathie felt her anxiety and offered to help her. Kathie told the mother that her son Tommy has additional needs, and attended Biala and Mornington Special Developmental School in his early years. Kathie asked the mother if she would like to organise a tour of both places and offered to take her as the mother did not have a car at the time. The mother agreed and a couple of weeks later Kathie drove the mother to Biala and Mornington SDS to make the introductions. ​

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The family have now left the service and have settled into Mornington. The child is attending Biala and is receiving the early intervention he requires, and is booked to begin care with Mornington SDS in 2026.

Recognising the value of animal interactions in supporting children’s learning and wellbeing, our Centre Director, Kathie, shared this observation with Jack’s mother, Emily from our Kinder room, who is a budgie breeder. Emily generously offered to donate two budgies to the centre as pets for the children and educators to enjoy and care for together.

We consulted with the children, who were thrilled by the idea and eager to welcome the birds. While we waited a month for the baby budgies to be ready for their new home, Educational Leader Leigh engaged the children in learning about bird care. They discussed how to keep the budgies safe and healthy, covering topics such as food, water, hygiene, and respectful interactions. Leigh also developed a comprehensive risk assessment, incorporating the children’s thoughts and knowledge to involve them meaningfully in the process. When the birds finally arrived, thanks to Emily and Jack, the children helped welcome them, and the Toddler Room children have since taken an active role in their daily care.

This experience inspired the development of our Paws Program, an initiative created through further critical reflection. As a team, we recognised that many children may not have regular opportunities to build connections with animals. Our Operations Manager, Emma, proposed introducing her dog, Alfie, to the children. With family consent, Alfie now visits our centre once a month. Children who choose to interact with Alfie learn how to approach and pat dogs gently, listen to stories, and participate in guided discussions about caring for animals and showing respect. This program continues to foster empathy, responsibility, and connection, and has become a highly anticipated experience within our centre community.

• Educators reflected on the use of breakable resources and recognised the opportunity to promote responsibility and independence rather than remove risk entirely.

• The Director reflected on how children's voices could be meaningfully included in safety procedures, leading to the formation of a Kinder Committee.

• Reflection on previous risk assessments highlighted the lack of child input, prompting the use of ACECQA’s Children’s Risk Assessment Tool.

• Sharing the Kinder Committee’s process with the wider team led to service-wide reflection and the decision to include children of all age groups in risk assessment conversations.

• Ongoing reflection with staff now includes reviewing how children contribute to and understand health and safety practices in their rooms.

• Families were consulted about the introduction of breakable materials in the kinder room, and their feedback supported the decision to foster responsibility and life skills through real-world items.

• Parents were informed about the Kinder Committee and the children’s involvement in risk assessments through conversations, promoting transparency and shared understanding.

• The completed children’s risk assessment, including their drawings and signatures, was displayed in the room, creating opportunities for families to view and discuss their child’s contributions.

• Community resources were utilised, such as accessing the ACECQA Children’s Risk Assessment Tool, to support best practice and align with national guidance.

• The children’s involvement in health and safety discussions was shared during parent conversation, which sparked further conversations about how families support safety and responsibility at home. this conversation was had with parent Zak Raydam (April 2025).

At our service, we continually reflect on how our practices support the wellbeing, inclusion, and professional needs of all educators. The experience of supporting our ECT, Rinda, is a strong example of how critical reflection informs our staffing practices.

When Kathie, our Director, noticed that Rinda regularly spent her lunch breaks in her car, she took time to reflect on what this behaviour might indicate. Rather than making assumptions, Kathie engaged in a respectful conversation, which led to a deeper understanding of Rinda’s religious and cultural needs.

Rinda explained that she uses her break time for daily prayer, a key part of her Muslim faith. While she had not raised the issue herself, the open dialogue provided a safe space for her to share. Through this reflective conversation, Kathie considered whether our current staff spaces were truly inclusive and responsive to diverse needs.

As a result of this reflection, Kathie offered Rinda access to the back office—a private, quiet area where she could feel comfortable and respected during prayer times. This decision was not made out of policy, but from a genuine commitment to inclusivity and responsiveness to individual staff needs.

The situation has since prompted broader reflection within the leadership team about how we support cultural and religious diversity in our workplace. It has encouraged us to consider proactive ways to ensure all team members feel seen, respected, and accommodated in both shared and individual practices, and this is now reflected in our recruitment process by asking potential new employees whether they will require something specific to their cultural background to make the transition into our workplace easier.

This example illustrates how our staffing arrangements are not only thoughtfully considered, but also shaped by ongoing reflection, genuine curiosity, and a commitment to equity and respect for every team member.

The support offered to our ECT, Rinda, who is of Muslim background, emerged not only from internal reflection, but also from our broader understanding of the cultural diversity within our educator team and family community. Many of the families at our service also observe cultural and religious practices, and this has fostered a culture of awareness, respect, and openness.

Conversations with families around respectful cultural practice, particularly during events like Ramadan, and Harmony Week, have deepened our understanding of the importance of prayer and religious accommodation. This engagement has contributed to shaping a workplace culture where diverse practices are recognised and supported.

When Rinda shared her prayer needs, the service's prior interactions with families from various cultural backgrounds helped inform and guide the Director’s response. The back office space was offered not just as a quiet room, but as a culturally safe space, reflecting our service’s commitment to valuing and supporting the whole person, educator or family member.

The inclusion of culturally responsive practices, shaped by ongoing conversations with families and our community, ensures that staffing arrangements are respectful, inclusive, and aligned with the values of the community we serve.

Late last year, we had a child named Ellie in our Kinder room. Each morning, her mother, Jess, found it difficult to drop her off at the centre, as Ellie experienced heightened separation anxiety.

Director Kathie quickly noticed Ellie’s distress and spoke with Jess, offering several strategies to help make the morning drop-offs smoother. Despite trying these approaches, Jess felt that nothing seemed to work—Ellie remained upset during the handover. Interestingly, once Jess left, Ellie would quickly settle, regulate her emotions, and happily engage in play.

Over time, as Kathie continued to greet Ellie each morning, Ellie began to respond positively—first with smiles, then with increasing warmth. Eventually, Ellie would run up to Kathie with a big smile and a hug. Together, they would say goodbye to Jess, and Kathie would walk Ellie into the Kinder room.

Kathie made it a point to spend a few moments with Ellie each day—reading a book, drawing, or simply sitting beside her—until Ellie felt ready to join her friends in play. This consistent support helped Ellie develop a strong sense of belonging and comfort in the environment.

In time, Ellie’s transformation brought great joy to Jess, who was thrilled to see her daughter become so confident and happy at the centre.

Educators regularly engage in reflective conversations, individually and as a team, this is done organically.

Examples include reflecting on the importance of knowing families personally, leading to deeper relationship-building; recognizing the impact of explaining actions to children, which improved communication; and assessing the value of mixed-age play, resulting in intentional program changes.

Reflection also guided culturally responsive practices and the meaningful implementation of the Child Safe Standards through child-led exploration. These examples show that critical reflection is embedded in everyday practice, driving thoughtful, responsive, and inclusive decisions.

These actions show a commitment to understanding and valuing each family’s identity, involving them in the life of the service, and shaping practices based on shared trust, collaboration, and cultural responsiveness.

Lev Vygotsky

“When children have someone special who understands and cares for them, they feel safe to explore, learn and grow.”

Elinor Goldschmied (Pioneer of the Key Person approach in the UK)

“Through others, we become ourselves.”

Lev Vygotsky

“Leadership in early childhood is not about power or position—it is about purpose and people.”

Toni Christie (Early childhood leadership author)

​When the service makes changes to the way we approach and build supportive relationships with families, we inform the relevant educators during room meetings/discussions and ensure that these changes are understood and implemented appropriately.  This is then followed up by either the Educational Leader or the Centre Director during the implementation of any strategies and then reflected upon with the educators and leadership team as needed.  ​

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We engage in ongoing reflection and quality improvement through multiple channels. Twice-yearly in-depth parent surveys provide valuable insights, complemented by regular conversations with families, visitors, and the children themselves.

We also collaborate with allied health professionals who visit the centre to support both educators and children. Their guidance enhances our knowledge and informs our practice.

Professional development occurs bi-monthly during team meetings, where information is shared and collective reflection is encouraged. These sessions often lead to critical reflection tasks carried out as follow-up work. Outcomes from this process are documented and may result in meaningful changes to practice.

Through staff appraisals, areas for improvement are identified, and in-depth conversations are held to support educators in developing their skills and professional growth.

An example of our responsive practice occurred when a mother of a child in our Nursery room advised that our current system, Hubhello, was not uploading the daily meals. She expressed frustration at having to search through the menu to find out what her child was eating each day.

Director Kathie responded immediately by introducing a daily whiteboard, placed beside the electronic sign-in area, where the food for the day is clearly displayed. Since this change, many families have commented on how much easier it is to view what their child has eaten upon entering the centre.