Philosophy Statement
To provide a high quality Christian, community-based, early childhood service - the primary goal of which is to honour the God-given uniqueness of each child, in order to assist them to develop to their fullest potential.
We see children as unique and capable individuals, who come to our centre with their own interests, talents, skills and ideas. We, as staff, value, respect and appreciate this uniqueness. We feel children have a right to be active participants in their own learning and must be empowered to express their views and ideas. A child's opinion must be valued for its validity to their perspective. Their autonomy and initiative need to be respected.
Family is the most important and influential aspect in the lives of young children. The significance of these relationships cannot be underestimated. We aim to ensure we involve parents and families in all aspects of the program development and implementation. We provide a place for families to find a sense of community and a network for mutual support, enhancing respectful relationships with each family member. We work in partnership to achieve the best possible outcome for all.
Staff and Professional Development
We acknowledge, value and respect the individuality and contributions of all staff. In any early childhood setting, teamwork and effective communication are essential requirements for positive outcomes across all aspects of the centre's functioning.
"Together everyone achieves more"
We aim to create an environment of trust and respect, where we work towards achieving a shared goal.

We believe the management of Noah's Ark Preschool is a critical aspect of the overall structure of the service. It provides the essential components to ensure the effective performance of the centre, such as financial management, pastoral care and support and opportunities for ongoing staff training and development.

In early childhood education, the curriculum is not the focus, the children are. We feel that a meaningful, integrated, emerging curriculum linking to the "Early years Framework"** is the most beneficial to children's learning across all developmental domains. A curriculum in which children are active participants and collaborators allows for more individualistic and meaningful involvement by the children. Play is the main focus of learning, as children journey through life to explore the beauty of God's love.
We understand that children often develop their ideas and understandings of the world around them from the information presented to them by the significant adults in their lives. As we are significant adults in their lives, we have a responsibility to present a positive approach to diversity. We provide an environment that is culturally diverse and focuses on the interests of the children, staff and families.
We believe it is necessary to provide experiences that give children opportunities to nurture their respect for and love of the environment by providing an understanding of the natural environment and living things.
We strive to be seen as a centre of excellence within our community - a centre which values community involvement in all aspects of our program.
We aim to do this within an environment which offers support and encouragement to all stakeholders including children, families, staff, management and the wider community.
**The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school.  The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development. The Early Years Learning Framework has been developed collaboratively by the Australian and State and Territory Governments with substantial input from the early childhood sector and early childhood academics.  The Framework has incorporated feedback from an extensive consultation process, including two national symposiums, national public consultation forums, focus groups, an online forum and case-study trials.