Balloon Room
(3 months to 2 years)
Staff Ratio: 1:4
Places: 16 children each day
Philosophy:
In the Balloon Room we believe that establishing and maintaining secure, nurturing relationships is vital during children’s formative years. Forming strong bonds with children and their families, as we support children in their early development, by providing a safe, friendly, welcoming environment, is of the utmost importance. Our aim is to always ensure children’s ever changing emotional and physical needs are met while encouraging them to explore and learn through play during their first two years of life.
Sunshine Room
(2-3 years)
Staff Ratio: 1:5
Places: 19 children each day
Philosophy:
In the Sunshine Room we believe in maintaining strong relationships with families, valuing their input, as we guide the children in our care. At this age, independence and self-help skills really begin to emerge, individual identities and unique personalities are formed and imagination is limitless!
We support the development of resilience and confidence, by providing opportunities for children to make choices and take calculated risks during structured and unstructured learning experiences, and we consistently promote respect for the environment and between the children and those around them; as they continue building communication skills, engaging in social interactions and developing a sense of responsibility.
Rainbow Room
(3-5 years)
Staff Ratio: 1:10
Places: 25 children each day
Philosophy:
In the Rainbow Room we believe in guiding and supporting children’s natural curiosity as they discover more about the world around them. We encourage all children to engage in critical thinking, questioning and problem solving and children’s learning is facilitated, observed and assessed through child initiated and meaningful play opportunities, intentional teaching, and inquiry learning opportunities.
Along with the Early Years Learning Framework, the Rainbow Room also follows the WA Kindergarten Curriculum Guidelines to assist with the analysis and extension of children’s skills and understandings.
We believe in the environment as a teacher and place the utmost importance on creating learning environments that are; pleasing to the senses, accessible by all children, representative of the culture of our children, families and the wider community, and that promotes learning, agency, exploration and calculated risk-taking. We aim to build resilience and encourage positive interactions by using behaviour guidance strategies to support and assist children with regulating their emotions, using oral language and problem solving skills during social negotiations and any situations requiring conflict resolution.