Our Educators

In ‘Educators, Belonging, Being, Becoming.  Educators Guide to the Early Years Learning Framework for Australia’, the  role  of the educator and the  framework to  support them is discussed.  We have further developed the concepts behind Belonging, Being and Becoming as they  relate to the educators in our centres.
Heart -  ’Belonging’ This relates to connections and relationships with  children and families as well as other educators and professionals from other disciplines, participation in professional organisations and networks, and community involvement.Our focus is on building a trusting and caring relationship with your child and entering into a partnership with you. 
Mind - ’Being’ Individuals and groups bring a unique collection of beliefs, values, interests, knowledge, experience and perspectives to planning, practice and relationships.  Learning and reflecting increase professional knowledge and improve skills and practices, leading to confident happy educators who can bring extra passion to their role of educating children. We therefore encourage ongoing professional development for all our educators to increase their knowledge of both child development and of the many ways to enrich children’s lives through education.
Body - ‘Becoming’ Nurturing our educators is very important as it leads not only to happier educators who will stay with us for longer but also to more sustained trusting relationships between families and educators.    Consistency of care is important as it promotes attachments for children.  Awareness of personal health promotes a more relaxed and energetic team of educators.  Planned breaks, respectful interactions and good team building opportunities promote job satisfaction and help to reduce stress levels for team members. 

Our Philosophy

NSW Montessori Schools was established to provide children with a individual program of education addressing all aspects of their being, including the heart, mind and body using the philosophy of Dr. Maria Montessori. 

At NSW Montessori Schools, we believe that all children are born with unlimited capacity and it is our mission to provide the skills, mindset and knowledge to draw out this potential and facilitate their growth as positive members of our community while acknowledging their right to be active decision makers in their own learning. 

Every child has a different learning style and pace.  Each child is unique, not only capable of learning but also capable of succeeding.  Our Montessori philosophy enables each child to reach their full potential as they expand and build upon their ideas and interests through sensitive periods when they are more inspired to learn concepts and ideologies in our inclusive environment. 

We work closely with families who we believe are the best source of information on their child and within the Montessori prepared environment which is filled with carefully chosen and beautifully presented Montessori materials to enable exploration, conceptualisation and learning through play. 

We have a strong commitment to sustainable practice which involves caring for local and kept animals, cultivating and maintaining vegetables and flower gardens as well as emphasis on recycling and minimum waste.  We acknowledge the traditional owners of the land past, present and future, and our role as caretakers of this earth. 

We have a heightened understanding of the significance of the 0-6 year period and the influence of early learning experiences on the character development of children.  We guide our children based on our Montessori philosophy, observations and reflections as well as the principles, practices and outcomes of the Early Years Learning Framework.  We provide freedom within limits, for children to interact and respond to their environment and other individuals spontaneously. 

Our centres provide an environment where:

◦ Children have a strong sense of identity

◦ Children are connected with and contribute to their world 

◦ Children have a strong sense of wellbeing

◦ Children are confident and involved learners

◦ Children are effective communicators  In effect, ‘we follow the child’.