Philosophy and Goals

At Endeavour Child Care Centre we aim to provide the highest level of care and education for your children in a warm, nurturing and safe environment. By creating a feeling of acceptance and sense of belonging, we provide an environment which enables each child to feel safe and secure.


Endeavour Child Care Centre has a unique personality. We believe:


  • All children are made to feel as though others care about them, know them well and are interested in what they think, say and do. “A home away from home”.
  • We build on each child’s self-esteem developing warm, patient, trusting and respectful relationships.
  • The environment is relaxed and happy – Educators sit alongside and talk with the children.
  • Educators express ideas, feelings and humour with the children.
  • Educators use techniques, such as sign language and other tools to support inclusion and children with additional needs.
  • Children’s efforts and achievements are always acknowledged.
  • Engage children in conversations and routines that promote good nutrition and healthy eating habits.


  • Are the primary influence in their child’s life – they know their child best. Their role as a parent is respected.
  • Families are invited to visit (orientation) and become familiar with the Centre before commencement.
  • Shared understanding of child’s strengths, interest’s abilities and needs are promoted.
  • Culture of open friendly communication communicating respectfully and sensitively.
  • Parent involvement, knowledge skills and expertise are encouraged.
  • Daily information is exchanged honestly and open with the families on arrival and departure.
  • When required families are referred to and supported to make contact with appropriate support services.
  • Priority is given to existing and past families requiring care.


  • Diversity within the team in regards to skills, knowledge, experiences and cultural backgrounds.
  • Sufficient amount of Educators are available for supervision: Extra Educators are employed for morning and afternoon shifts.
  • Continuity of staffing arrangements when children are transitioning or orientating to the next room.
  • Staff are provided with regular opportunities to further their knowledge and education through the provision of workshops and in-services (external and internal)
  • Positive working relationships and an atmosphere of openness.
  • Educational Leader designated to lead the development and implementation of educational programs. Other roles include mentoring, talking with families and working with other early childhood professionals.


Our educational play-based programs assist each child to build and develop at their own individual rate with guidance and support by all Educators. Stimulating programs are developed and aid the development of the “WHOLE” child following the Early Years Learning Framework in conjunction with Gardner’s Theory of Multiple Intelligences. We aim to achieve:

  • Confidence, curiosity and imagination
  • Independence and self-esteem
  • Respect for themselves and others
  • Friendly and caring behaviour
  • Their full potential both emotionally and physically
  • Fosters and reinforces self-control
  • An understanding and appreciation of the rights and feeling of others
  • Empowering children to make choices and solve problems
  • Children are encouraged to use play to investigate, imagine and explore ideas.
  • Child’s progress is documented and available for families to peruse.
  • Programs are flexible in delivery to incorporate spontaneity of ideas/ interests.


  • Educators structure environment so that it is:

-          Inviting

-          Free flow

-          Promote positive interactions

-          Flexible

  • Environment is arranged for small groups of children to play and talk.
  • Outdoor play area includes natural play space with plants, trees, rocks and other elements of nature.
  • Environment is adequately shaded and designed for optimum supervision.


  • Centre works collaboratively with professionals working for other agencies to develop compatible support strategies for children and families.
  • Educational Leader and Staff work with Families to ensure that the environment and routines are appropriately designed to facilitate inclusion for all children.
  • Members of the local Community are invited to the Centre to contribute into the lives of all children.