Their best start

Walford Early Learning Centre provides a nurturing, inclusive and child-safe environment for girls and boys aged 3 to 5 years, along with Out of School Hours Care for our Junior School girls and engaging holiday programs for both pre-school and school-aged children. Inspired by the Reggio Emilia Approach, we offer a play-based curriculum enriched by intentional teaching, where indoor and outdoor active play support children’s wellbeing, curiosity and development.

Our team of highly qualified educators work collaboratively with one another and in partnership with families to provide high-quality education and care. Through relationship-based practice and individual planning, we recognise and respond to each child’s unique strengths and curiosity. Our thoughtfully designed, welcoming environments foster a strong sense of belonging and encourage exploration, creativity and collaboration.

As a valued part of the Walford school community, the ELC actively participates in school life and reflects Anglican values of respect, compassion and service. We are committed to culturally responsive practices, embedding opportunities for children to learn about Kaurna knowledge and language, and Aboriginal and Torres Strait Islander cultures, perspectives and histories.

Above all, our centre is a joyful place where children feel happy, safe and inspired to learn, grow and thrive!

At Walford, we believe in strong partnerships with families. Our dedicated staff focus on wellbeing and provides regular updates on your child's progress

Philosophy

Genuine Relationships

Meaningful relationships are at the heart of what we do. We value the power of social interactions for children's learning and development, and strive to cultivate empathy and respect towards oneself, others, and the environment. We value and celebrate diversity and culture in our learning community, and aim to empower children with the skills and knowledge to contribute meaningfully to their own learning and to the wider community.

Nurturing Environment

We believe that a safe, welcoming and stimulating environment enriches children's learning, wellbeing and social connections. Through play-based learning and inquiry, we aim to provide opportunities for children to challenge themselves and develop their sense of care and respect for their surroundings. We believe that learning spaces should inspire and support exploration, creativity, and discovery, empowering young learners to engage with the world around them.

Fostering Wellbeing

We recognise that when children's social and emotional needs are nurtured, genuine learning and growth can flourish. We prioritise cultivating kindness and compassion in our learning community, as well as the development of healthy bodies and minds. We acknowledge and celebrate each child's individuality and unique identity, and strive to build their confidence, resilience and courage to embrace new experiences. We believe in the importance of, not only personal growth, but of the positive impact that children can have on others.

Authentic Inquiry

We embrace that children learn through play and actively explore and make sense of their world in their own unique ways. We recognise children as active, curious and capable learners and value their innate inquisitiveness. Our learning environments are intentionally designed to provide holistic and interconnected experiences that encourage play, inquiry, imagination and creativity, in order to support children's development and inspire them to become effective lifelong learners.

Relationships

Warm, responsive relationships, positive interactions and connections with children are at the heart of our practice and supported by:

• Educators' interactions and uninterrupted time with children
• Observing, listening to and being with children, getting to know every child well as an individual
• Reflecting as a team about children’s individual care and learning
• Environments that provide for one-on-one and small group interactions, space, differing energy levels, play, routines and needs
• Spaces and resources that support self-regulation, such as sensory toys, scooter boards and cosy spaces
• Planning for play experiences, such as construction, puzzle play and socio-dramatic play, which provide opportunities for collaboration, learning from and helping each other, and social skill development
• Involving children in daily routines, including morning meetings and counting the ‘magic number’ (how many children) for the day
• Children create ‘Essential Agreement’ documents for their room, to support positive interactions and behaviour guidance
• Including visual schedules and charts in learning environments to support regulation, communication and planning
• Offering children opportunities to help with real-life tasks, such as cleaning tables, stacking chairs, and pulling equipment trolleys, which are both practical and support sensory and/or proprioceptive needs
• Staff reflect on co-regulation and self-regulation strategies to support their interactions and relationships with children
• Weekly playgroup sessions offer children the opportunity to become familiar with the educators and space prior to entry

Explore the Junior School

Facilitating a seamless journey from the ELC to the School, girls in our 4-year-old program are warmly welcomed in our Walford Junior School when they are ready to commence Reception.