Childcare & Early Learning Centre in St Albans

CHILD SAFE ORGANISATION

Academy of Early Education aims to support the active participation of children in our Service. We support and respect our children, their families and our staff. We promote a child safe environment that is inclusive, transparent and promotes children’s participation. Children’s safety is paramount, and we aim to take all practical steps to protect children from all types of abuse, harm and neglect. We understand our responsibilities and statutory duty of care to comply with both the Child Safe Standards and the Reportable Conduct Scheme to build our capacity as an organisation to prevent and respond to allegations of child abuse.

All staff, students and volunteers carry out their responsibilities as mandatory reporters as required by law and maintain up to date with knowledge of child protection law and the Child Safe Standards.

Our staff are recruited through a rigorous and consistent screening and selection process to ensure they display the right personal qualities and experiences to provide high quality supervision and care to children. All staff are advised of the existence and application of the current child protection law in Victoria and understand any obligations held under that law, including a current Working with Children Check and comprehensive background checks before beginning engagement.

ACADEMY OF EARLY EDUCATION PHILOSOPHY

The Academy of Early Education believes it takes a community to raise a child. Taking on a multidisciplinary approach to the education and care of children, we aim to equip children with the environment, confidence, adequate nurture and support to be, belong and become, in their own individual and unique way. We value the importance of childhood as a significant stage of human development in its own right, as well as the foundation for all later learning and development. We believe play is the foundation through which children learn, and this translates into developmentally appropriate and child-centered environments and activities that support each child’s journey of being, belonging and becoming.

Our service community includes children, families, educators and teachers, wider industry professionals and local community. We acknowledge the Traditional Custodians of Country, the Wurundjeri People, and their connections to land, sea and community. Through our philosophy and practice we pay respect to the wisdom, cultures and customs of Elders, past, present and emerging. We extend that respect to all Aboriginal and Torres Strait Islander peoples.

The Academy prioritises parents/families as the first educators of children. We respect and aim to integrate family practices, values and culture in our daily practices, providing a familiar and supportive environment for children to ‘belong’. Each family’s unique story adds value to the culture of our service, and we welcome families of all backgrounds and beliefs to share their story with us. We understand and acknowledge the ongoing challenges that families face in juggling the many aspects of family life. We aim to be a supportive hub for families, a second family, that will be there to consistently and continuously give children the best start in life.

We believe in creating opportunities for children to ‘become’ by fostering connections with the local community. Through community connections, we aim to support children to develop social skills and observe, as well as develop their own, sense of purpose in the world. The creation of a local community and fellowship with others creates an environment where educators, children and families can support and uplift the lives of one another through shared goals and ideas. We challenge and stimulate each child to be and become lifelong learners. We take children on a discovery of music and arts, food, culture, academic learning and emotional development.

Our educators, at the heart of our service, aim to foster a caring, nurturing environment for children to ‘be’. We aim to uplift, support and empower educators and teachers to make informed practice decisions and develop their pedagogy using evidence-based training and reflective practice.

We wholeheartedly believe that children and young people are entitled to additional rights, and this is reflected in our policy and practice. All children and families should be treated equally. Children have the right to health, education, family life, play and recreation, without discrimination. In addition to these, we aim to educate, nurture and create environments where children can exercise their rights without judgement or limitations. Our service promotes and supports sustainable practices and educating children on making a positive impact for the land on which we live.