A place that feels familiar

Our service is intentionally warm, calm and lived-in. We want children to know where their bag belongs, who will sit beside them at lunch, where they can take a breath when the day feels big, and that their family is welcome in the rhythm of the room.

The day is not treated as a series of tasks to get through. Arrival, handwashing, meals, rest, packing away and goodbyes are moments for children to practise independence, talk with one another and feel cared for. At the table, children serve what they can, make choices, share conversations and learn that food is something we grow, prepare and enjoy together.

Childhood in Coffs Harbour

Coffs Harbour gives our children a childhood rich with coastline, creeks, rain, rainforest, farms and a close-knit community. We take this seriously. Children get to know the places around them through regular visits, local stories and practical projects — from our library and community garden to connections with the wildlife sanctuary and the people who care for our local environment.

We learn on Gumbaynggirr Country with respect, guided by local knowledge and relationships. Children notice seasonal changes, care for plants and animals, collect and reuse materials, and begin to understand that looking after a place also means looking after the people and living things in it.

Children lead; educators stay close

Children are not expected to follow a fixed plan when their own questions are more interesting. A cocoon in the garden, a news item brought from home, a construction idea, a new friendship or a favourite book can grow into days of drawing, building, researching, writing, making and revisiting ideas. Educators pay attention to what children return to, what makes them laugh, what they find difficult and what they are trying to work out. They add materials, time, words, books and new possibilities without taking over. We want children to be able to say, “I had an idea,” “I kept trying,” and “I did it myself.”

Families are part of the room

A child should be able to see their home life in our service. Families share photos and stories, and these are displayed and talked about with children. Daily reflections and observations help families see the moments that have mattered, not just the finished product.

Family knowledge changes what happens here: a grandparent sharing composting, a cultural tradition, a special skill, a story from a holiday or a child’s newest obsession.

Every child has a place here

Children come with different languages, family structures, cultures, strengths, needs and ways of communicating. Our responsibility is to make the room work for the child in front of us. Sometimes this looks like a quieter space, extra time, visual support, flexible routines, a trusted educator nearby or working alongside a child’s family and support team.

We help children notice one another with kindness. They learn to ask, include, negotiate, repair and seek help. We do not expect children to be the same; we help them belong as themselves.

Ready for life, then school

Our preschool program is not a smaller version of school. It is a place where children learn to manage their belongings, join a group, ask questions, persist with a challenge, care for friends and speak up when they need help. They build early literacy and numeracy through real reasons to use them: making a book from their nature discoveries, measuring a structure, writing a sign, recording an idea or sharing their news. When children move on to school, we want them to take confidence in who they are, a genuine interest in learning and the feeling that they belong in their local community.

The adults matter too

Children notice the way adults speak, respond and work together. At 3 Bears Cottage, educators make time to reflect, share ideas and support one another so that children experience steady, thoughtful care. We bring our own passions into the service and keep learning alongside the children. This philosophy is not a set of words kept in a folder. It is visible in the conversations at lunch, the muddy boots by the door, the family photo on the wall, the child who is given time to try again, and the small moments of care repeated every day.

This is our place: connected to Coffs Harbour, shaped by our children and families, and always growing with them.

The Early Years Learning Framework (EYLF)

At 3 Bears Cottage, our educators use Australia’s National Early Years Learning Framework (EYLF) to guide everything we do with your child. This framework helps us create meaningful experiences that support every child to reach their full potential and build a strong foundation for lifelong learning.

The EYLF focuses on five key learning outcomes that reflect how children grow, learn, and connect with the world around them:

1. 1. Children have a strong sense of identity – feeling safe, secure, and supported to be themselves.
   2. Children are connected with and contribute to their world – learning to build relationships, care for others, and value their community.
   3. Children have a strong sense of wellbeing – developing confidence, resilience, and healthy habits for mind and body.
   4. Children are confident and involved learners – exploring, experimenting, and developing curiosity through play.
   5. Children are effective communicators – expressing themselves through language, art, movement, and creativity.

These outcomes recognise that every child learns in their own unique way and at their own pace. Our role is to nurture each child’s growth, interests, and sense of belonging—helping them become capable, confident learners who love discovering the world around them.

National Quality Standards (NQS)

At 3 Bears Cottage, we are proud to be rated Exceeding National Quality Standard in all seven quality areas — a recognition that reflects our commitment to delivering the highest standard of education and care.

The National Quality Framework (NQF) was introduced by the Australian Government to ensure consistent, high-quality early childhood education and care across the country. It sets a national benchmark that helps families know their children are receiving safe, nurturing, and educationally rich care.

The Framework includes:

• • The National Quality Standard (NQS) – outlining what high-quality education and care looks like.
  • A national rating and assessment process – where services are independently assessed.
  • Regulatory arrangements and support – ensuring services meet legislative and safety standards.
  • ACECQA (Australian Children’s Education and Care Quality Authority) – the national body that oversees quality and continuous improvement.

Services are rated on seven quality areas:

1. 1. Educational Program and Practice
   2. Children’s Health and Safety
   3. Physical Environment
   4. Staffing Arrangements
   5. Relationships with Children
   6. Collaborative Partnerships with Families and Communities
   7. Governance and Leadership

To receive an Exceeding rating in all seven areas means that 3 Bears Cottage goes above and beyond the national standards in every aspect of care — from our programs and environments to our relationships, leadership, and community engagement.

It’s a reflection of our educators’ dedication, our strong values, and the nurturing culture we’ve built together with our families. This recognition confirms what we already know: 3 Bears Cottage is a truly special place for children to learn, grow, and belong.

Child Safe Environment

Statement of Commitment to Child Safety and Wellbeing

Our number one priority is the safety, health and wellbeing of children in our care. We champion and model a child safe culture at all levels in our service. We will not tolerate harm or the risk of harm to children or young people. We will not tolerate bullying or harassment. We act on any concerns about child safety and encourage a culture of reporting harm and risk of harm.

We listen to all children. We uphold their rights and empower them to know and exercise their rights. Children and families are involved in making decisions about matters that concern them. We are committed to equity and the inclusion of all children, regardless of their abilities, sex, gender, or social, economic or cultural background. We have an inclusive and welcoming environment for Aboriginal and Torres Strait Islander children, and respect and value their diverse and unique identities and experiences.

This Statement of Commitment forms part of our statement of philosophy and we publicly display it.