· Our Team
Our team of enthusiastic and passionate educators embrace the Preschool philosophy and work collaboratively with families and community to create a place where children belong and develop a lifelong love of learning.
The Yamba Preschool team of educators is led by the director with the support of our parent management committee. Educators have a strong commitment to Professional development and participate in training workshops throughout the year.
Director/Teacher – Kerry Hulm
Teacher – Julie Smith
Early Childhood Educators – Donna Farlow, Chris Lindsay, Janelle O’Connor, Tiara Randall, Debbie Curtis
Administration – Leanne McEvoy
· Management Committee
Yamba Preschool is run by a voluntary Management Committee which is elected at the AGM held in February each year. Meetings are held monthly and all parents are welcome and encouraged to attend and be involved in the running of the Preschool.
2017 Management Committee is:
President – Rebecca Woodleigh
Vice President – Alison Marshall
Secretary – Erin Brady
Treasurer – Kara Morgan
General Committee – Amber Adams, Nat Griffin, Jo Harding, Emma Capp, Jasmine Parker, Carolyn Ardler, Kate Edwards, Simon Ruse
“All children experience learning that is engaging and builds success for life.” (EYLF 2009:7)
At Yamba Preschool we believe early childhood is an integral component of human life. We recognise the importance of these early childhood years and the subsequent importance of our roles as early childhood educators in supporting, nurturing and facilitating growth and development of children.
We provide a place of safety, education, exploration, and friendship, where we believe learning should be fun, stimulating and engaging. We provide a place where children are respected, challenged, encouraged & praised, families are welcomed and embraced and our staff respected and valued.
We believe that as children participate in every day life they develop interests and construct their own identity and understandings of the world through relationships with families, community, culture and place. These relationships underpin belonging, being and becoming.
BELONGING acknowledges children’s interdependence with others and the basis of relationships in defining identities
BEING recognises the significance of the here and now in children’s lives. The early childhood years are not solely preparation for the future but also about the present
BECOMING reflects the process of rapid and significant change that occurs in the early years as young children learn and grow.
Yamba Preschool’s curriculum is guided by the Principles, Practices and Learning Outcomes of the Early Years Learning Framework for Australia .
We believe that children learn through having a strong sense of identity, being connected with and contributing to their world, having a strong sense of wellbeing, being confident and involved learners and effective communicators.
Secure, respectful and reciprocal relationships
· We believe that children’s voices are an important part of our service and that children have a right to express their feelings, needs, thoughts and interests. Staff will positively interact with children and support the development of a strong sense of well being by being attuned to children’s thoughts and feelings. Each child will be respected as a unique person with his/her own needs, experiences, abilities and interests. Relationships with children will be developed based on trust, respect, consistency, support and fun, recognising their individual personalities.
· Through secure relationships children develop confidence and feel respected and valued. Self esteem, self confidence and self worth will be developed through individual praise, encouragement and acknowledgment.
· Nurturing relationships will help children to learn about their responsibilities to others and to value collaboration and teamwork.
· We believe children should have an understanding of their community, the experiences to be gained from it and have the confidence to participate within the community.
· We believe that each child and their family are important and unique. As educators we recognise that families are the child’s first and most influential teachers and to demonstrate this belief we will work in partnerships with families.
· We create a welcoming environment where all children and families are respected and actively encouraged to collaborate with staff to ensure that learning experiences are meaningful.
· Staff and families: Value each other’s knowledge of the child; Value each other’s contributions to and roles in the child’s life; Trust each other; Communicate freely and respectfully with each other; Engage in shared decision making and Share insights and perspectives about each child.
· Staff, family and support professionals work together to ensure children with additional needs are provided with daily opportunities to learn from active participation and engagement in everyday experiences.
High expectations and quality
· We believe all children have the capacity to succeed regardless of diverse circumstances and abilities.
· We believe to foster children’s emerging development we have to create a supportive environment consisting of a variety of child initiated, interest based activities that are dynamic, exciting and developmentally appropriate. These experiences will encompass the child’s physical, emotional, social, cognitive, creative and language development.
· We respect learning at individual rates
o Aspiring at all times to be a positive role model for the children.
o Encouraging the children in their self-help skills to develop independence.
o Offering the opportunity to participate in group situations, individual play and small groups that allows the child the opportunity to express themselves, communicate and listen
o Encouraging children to make choices, explore new challenges and problem solve for themselves – it’s not the outcome that is important but the path taken to achieve the goal.
· Our curriculum is built around a play based program, focused on the children’s interests and also the intentional planning undertaken by educators. We believe that play provides opportunities for children to learn as they discover, create, experiment, explore, problem solve, co-operate, improvise and imagine. As children play there are opportunities to talk, to listen and to explore language. There are also opportunities to relax, to have fun, to experience and to express joy.
· We believe in sustainable practices which will be encouraged within centre. Children will be encouraged to develop a respect for and enjoyment of the natural environment and living things .Children’s awareness of the environment will be promoted through daily practices, resources and interactions
Respect for diversity
· We believe children have a right to feel happy, safe and secure at Yamba Preschool regardless of gender, cultural identity, family background and religious belief.
· We acknowledge the diversity that each child and their family bring to our centre and we aim to reflect each person and family’s unique culture within our day to day program. Educators honour the culture, languages, traditions, child rearing practices and lifestyle choices of families. We value children’s different capacities and abilities and respect differences in families’ home lives.
· We acknowledge the traditional owners of this land. We believe that our Aboriginal culture and heritage should be respected and appreciated so we aim to will interweave aspects of Aboriginal culture and practice within our program by employing Indigenous staff, using Aboriginal resources and artefacts, source the local community for knowledge and suggestions and encourage participation by families.
Ongoing learning and reflective practice
· Staff continually seek ways to build their professional knowledge. They become co-learners with children, families and community and value the richness of local knowledge, including Aboriginal and Torres Strait Islander Elders.
· We respect and value the unique skills of educators.
· As professionals, the staff engages in reflective practice and critical reflection by examining what happens at our centre from different perspectives and reflect on what changes need to be made regularly. This includes questioning our understandings of the children and the theoretical writings that inform practice.
· Educators are engaged in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated.
· Opening Hours
Monday – Friday
Flexible entry from 8am, all children off the premises by 3.30pm.
During NSW public school terms.
We follow the NSW Department of Education gazetted school holidays and public holidays.