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Our Philosophy and Commitment to Quality

Information about the Ngala ELDS Philosophy

At Ngala Early Learning and Development Service we value children, families, and communities. We recognize childhood experiences as the foundation for lifelong learning. We respect the diversity of families and communities. We engage in partnerships with families and actively support them with their parenting role. During the early years we link families with the services and supports they may seek to strengthen their parenting capacity and their children’s well being. We believe that through establishing secure, caring, respectful and reciprocal relationships amongst families and children we can provide a strong sense of acceptance and belonging. We promote a holistic approach and acknowledge the importance of children’s sense of attachment and their physical, personal, social, emotional, and spiritual well-being.

Educators view children’s learning as being dynamic and complex. They work in genuine partnership with children to actively promote learning through challenging experiences and interactions that foster high-level thinking skills. Our educators recognize children bring their diverse experiences, perspectives, expectations, knowledge and skills to Ngala. They value and build on children’s strengths, interests, skills, abilities and cultural traditions. They use strategies such as modeling, asking open-ended questions, speculating, explaining, and engaging in shared thinking and problem solving to extend children’s learning and thinking. The curriculum upholds children’s cultural identities, abilities, knowledge and additional needs to negotiate their everyday lives.

Play is the foundation of our curriculum. Play, when interwoven with intentional teaching, provides a context for learning. Through play, children make connections between prior experiences and new opportunities to learn as they discover, create, improvise and imagine. Our play environments encourage and engage children to create social groups, test out ideas, challenge each other’s thinking and build new understandings. The play environments cater for different capacities and learning styles, and invite children and families to contribute ideas, interests and questions. These welcoming spaces provide a supportive environment where children can ask questions, solve problems and engage in critical thinking.

Our educators draw on a rich repertoire of evidence to inform their practices as they continually seek ways to build their professional knowledge and become co-learners with children, families and communities. Educators examine what happens in their environments and reflect on the decisions they make. They embrace reflective practice as a form on ongoing learning which involves engaging with questioning, gathering information and gaining insights which inform and enrich decision making about children’s learning.

Our Commitment to Quality Care and Education

Early Childhood Educators
At Ngala ELDS we strongly support the research on the role and importance of the early years. This research also recommends that those working in the early years all need to be qualified. Ngala ELDS values and respects the role of children in our society and in particular the role of early years, this is reflected in commitment to employing all Educators as Qualified, where possible.

Team Leaders: Diploma in Children’s Services or Bachelor degree, one in every room.

Qualified: Diploma in Children’s Services or Bachelor degree.

Support and relief staff: Minimum of Certificate 3 of Children Studies, or undertaking Diploma studies.

All Ngala ELDS educators participate in a professional development program, which is developed in consultation with the Manager of Children and Community Programs and Edith Cowan University.

Continuity of Care

    • Where possible Team Leaders will follow the children in their group through the first three years of the Centre.
    • Casual relief staff utilised are permanent part-time educators and are familiar with the Child Initiated Approach used within Ngala ELDS, being taken through an orientation process before commencing work with us.
    • Casual relief staff will be maintained throughout a staff member’s absence as much as is possible.
    • Any changes to your child’s routine (sleeps, bottles/meals, toileting) needs to be recorded by you on a change of routine form available in the room, to ensure educators are kept up to date of your child’s care requirements.

Curriculum Planning
At Ngala ELDS we offer a Child Initiated Approach to curriculum planning. The written and visual program is displayed in each room and is developed fortnightly. All the records maintained for the children during their care are kept indefinitely according the Ngala’s policy.

Each child is observed and planned for as an individual. We recognise that each child will develop at their own pace and in their own unique way. All children have strengths. Through our regular observations of your child we aim to identify your child’s strengths, interests and areas for developing. In this way we are also able to focus on supporting your child with any areas in development which can be strengthened or extended.

The environment is created in accordance to children’s individual and group developmental needs and learning. Toys and equipment that support the development and learning opportunities identified through observations will maximise the opportunities for children to grow and develop meaningful and purposeful play.

Once the indoor and outdoor environments are created offering opportunities for large and small group play and solitary play, children are able to move in and around the areas freely and are encouraged to make their own choices about where they would like to participate in play.

The Ngala ELDS recognises that Australia is a society of diversity and different practices and values. It aims to provide opportunities so that each child can develop his or her full potential regardless of class, culture, disability, gender or race. This approach seems to create an environment which accepts and respects differences, rejoices in diversity, delights in the similarities and minimises biases and stereotypes.

We advocate equality of gender, which will be reflected, in our attitudes throughout the program. We have to take due consideration to our language and our role modelling if we are to achieve true equality. At Ngala we also have procedures in place for providing quality of care for children with additional needs.

Family Partnership Meetings
Families are encouraged to become involved in the Service in any way in which they feel comfortable. This involvement can help your child to feel that the new environment is an extension of home. Occasional participation in daily events will also help families become more comfortable and more informed about the care their child is receiving. Family Partnership Meetings are conducted by Team Leaders and are offered to families enrolled at the Service to discuss any aspects of your child’s interests, learning and development.

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  • Early Parenting Groups

    Early Parenting Groups

    When: 20 Nov, 9:30am

    Where: Singleton

    Birth to 4 months: A 5-week series of workshops for parents with a newborn baby. Each workshop covers a wide range of topics about you and your new baby and provides the opportunity to meet and connect with other new parents in your local area.

QuestionPro has graciously provided their software to help us make better decisions than ever before. Their powerful feedback software makes tracking and analysing critical data easier and more effective, and we are able to more quickly and transparently deliver data to our stakeholders and across our entire organizational influence.”