Our Program reflects an inquiry based play approach to learning where children are supported to learn and make meaning of their world through exploration and discovery. We believe that learning will naturally occur in play contexts and our indoor and outdoor environments are designed to support this process. Our days are flexible and experiences are based on our observations of the children’s interests, strengths and abilities.

 Our cycle of planning reflects the children’s knowledge and understandings and aims to support children to reach their potential.  There Is so much valuable learning that occurs in areas such asdrawing, science, games, blocks, construction, dramatic play, cars, trucks etc that help develop skills, knowledge, understanding and dispositions for learning.

 Depending on the weather, our day generally starts with a variety of indoor experiences where children can choose to participate in activities to enhance critical thinking, literacy, mathematical concepts, expressive and creative arts, imaginative, social and language development.   

  Small or large group sessions are then held where children and staff come together to share stories, songs, movement and music or other areas of interest.  We share fruit platters for morning tea and this time is also a lovely to time to develop social skills and interact positively with our friends. 

 Our outdoor program provides lots of opportunity to foster fundamental movement skills and enhance physical skills through climbing, riding bikes, ball play, free play and organised games. Our chickens, worm farm, creek bed, vegetable and garden beds also enable the children to learn about environmental awareness, sustainability, recycling, reusing and conservation. Whatever can be done indoors can be done outdoors too, so our outdoor environment also lends itself to art and craft, dramatic play, music, picnics and other activities.

 After lunch, which may be indoors or outdoors, children have the opportunity to have some quiet time which can include yoga, resting on a mat, books, drawing, puzzles or other quiet activities. Sometimes our “Treasure Box” may be presented at this time. One child each day shares their news or special things from home with the children and staff. This builds self esteem, self confidence,social and language skills and is a very important part of our day.

 There is further opportunity for another small or large group activity and more outdoor play before we all come together at the end of the day for either a group game or the “circle of friends” which is a time for children to reflect on their day.   


 Early Years Learning Framework (EYLF) 


This is the first national Early Years Learning Framework which aims to foster children’s learning from birth to five years and through the transition to school. Educators work in partnership with families to engage children actively in learning, identifying children’s strengths and interests. We are guided by this framework which has the fundamental view of children’s lives as being characterised by belonging, being and becoming.


 Belonging is knowing where you belong and with whom. It shapes who children are and who they can become.       

Being is about children knowing themselves, building and maintaining friendships with others and meeting challenges in everyday life.      

Becoming is about how children grow and learn and how their identities, knowledge, understandings, capacities, skills and relationships change during childhood.       

The framework has five Learning Outcomes which are broad and observable. It acknowledges that children’s learning is ongoing and that each child progresses in equally meaningful ways.


Children have a strong sense of identity. 

Children are connected with and contribute to their world.

Children have a strong sense of wellbeing.

 Children are confident and involved learners.

 Children are effective communicators.


 Kids Matter Australian Early Childhood Mental Health Initiative


 We work closely with the schools to support the children’s transitions to school. We visit each of the schools during the year for performances, activities or just to visit the classrooms or library. Because of our close proximity to Cooma North Public School the children become quite familiar with the school and some of the teachers. During their Kindergarten orientation we walk the children over to the school as a group. There are many opportunities throughout the year for families to talk to staff about your child’s readiness for school. We provide many experiences throughout the year to foster social and independent skills which are so necessary to a child’s successful start to school.