We aim to enhance children’s learning and development through the pedagogical practices of educators in a positive learning environment through which the five learning outcomes from the Victorian Early Years Learning Framework (VEYLF) are supported and promoted. Educators will gather and interpret information about children as individuals to inform the preparation of the environment, and implement experiences that are engaging and meaningful, supporting children’s holistic development.

In compliance with the Victorian Early Years Learning Framework and National Regulations, the program will contribute to the following outcomes for each child:

  • The child will have a strong sense of identity
  • The child will be connected with and contribute to their world
  • The child will have a strong sense of wellbeing
  • The child will be a confident and involved learner, and
  • The child will be an effective communicator.

Our Service also supports the Victorian Early Years Learning Framework through the following:

  • Each child’s learning will be based on their interests and strengths and guided by educators.
  • Educators must work in collaboration with families to provide relevant learning experiences for each child, based on their interests and family experiences.
  • Every child will be equally valued. Their achievements and learning will be celebrated.
  • Educators will observe and record the strengths and learning of each child.
  • Educators will work closely with children and families to produce ideas for the curriculum.
  • Learning Outcomes will be linked to the curriculum during and after each child’s learning has occurred.
  • The curriculum will be constructed based on the children’s interests, educators extending children’s interests, spontaneous experiences, and family contribution.
  • Where appropriate, the service will liaise with external agencies and support persons to best educate and care for children with additional needs.
  • Each child’s play and learning experiences will be used to build and develop each child’s individual Learning Stories, Portfolio and Observations demonstrating strengths and development.
  • The curriculum will be evaluated and reflected upon continuously by educators.

Transition to School

Starting school is a significant milestone in the life of any child and family. Our Service supports continuity of learning and transitions for each child by sharing relevant information, clarifying responsibilities and by developing strategies that support a positive transition to school (National Quality Standard 6.3).

Our Service aims to liaise with local schools to develop a smooth and comprehensive transition to school for all children. We will support children and families by strengthening the development and delivery of transition programs and provide a shared understanding between our service and local primary schools about what is important for children and their families during the transition to school process.

We believe it is vital to enhance children’s social and emotional development to ensure a successful transition to school.By developing these skills and abilities and promoting their creativity and individuality, we promote children’s ability to become confident and successful learners.
For children attending school the following year, our ‘Transition to School Program’ provides additional activities and experiences to help prepare them for a smooth transition to a primary school environment. This program refers to daily-programmed activities and experiences that are implemented throughout the year, encouraging the developmental skills that are optimal for children to develop before commencing school.


As Early Childhood educators who are instrumental in influencing children’s learning patterns for later life, it is our responsibility to set them on a course that will inspire investigation, exploration, problem solving, questioning, discovery, and the disposition to take on challenges.
To ensure the transition to school is a positive experience for children and families, we will implement a range of activities and experiences that may include, but is not limited to:

  • visits by children to local primary school setting
  • family information sessions
  • visits from Primary school teachers and/or Principals to our Service
  • exchanging information about a child’s individual strengths and needs
  • networking with educators, primary school teachers and Principals
  • developing children’s talking and listening skills
  • early literacy- rhyme, chants, songs
  • alphabet and number awareness
  • shapes and colour recognition
  • social and emotional enhancement
  • pre-writing development
  • name writing and recognition
  • concentrating on the task at hand
  • determination when faced with complications
  • responding positively to new situations
  • taking responsibility for their own behaviour
  • developing the communication skills necessary for group or individual play
  • developing positive feelings about themselves and others
  • experiencing a sense of self-satisfaction resulting from achievement
  • experience eating from lunch boxes, as we educate children about different foods eaten at recess and lunch and how to open different packaged foods.