Our philosophy is underpinned by the Principles of the National Quality Framework (NQF.) We believe the quality of the service we provide is enhanced with the consistent application of the 7 quality areas in the National Quality Standard (NQS) and the Principles, Practices and Outcomes of the Early Years Learning Framework (EYLF.) Our core value is that the natural environment of the family home enhances the quality of the education and care provision.

Belonging acknowledges children's independence with others (family, cultural group, neighbourhood, the wider community) and the basis of relationships in defining identities.

Being    recognises the importance of the here and now in children's lives.

Becoming   reflects the process of rapid and significant change that occurs in the early years.


  • The first five years of a child's life are critical to children's learning and development and form the foundation of lifelong growth.

  • Children develop to their full potential as competent and confident learners when provided with rich play opportunities, encouraged to think, act and create.

  • Play is essential to children's learning, children learn most effectively within an unhurried environment with meaningful, authentic experiences.

  • Each child's agency is promoted through involving children in decision making, recognising that children have a right to make choices and decisions and that they are capable of initiating their own learning.

  • Families are the first and most influential educators; they have a powerful influence on the children's learning and behaviour.

  • Supporting and developing partnerships with families and the local community, is vital to the nurturing and care of young children.

  • Trust, respect and collaborative practice forms the basis for strong partnerships between families, staff and educators.

  • The program considers the whole child and the interrelated nature of development and learning, whilst supporting children's social, emotional, spiritual, creative, personal, cognitive, linguistic and physical development.

  • A sense of wonder, belonging to and love of the natural environment and living things is critical for young children to develop lifelong, respectful, positive and pro-active attitudes towards protecting our environment, caring for all living things and creating a sustainable environment.


  • That the First Nations of Australia, Aboriginal and Torres Strait Islander ways of knowing and understanding and their unique culture and spiritual connection with this land enriches our learning experiences.

  • That our educators and staff play an important role in supporting families and sharing the child's learning and development.

  • The importance of providing opportunities for further professional development within the dynamic industry that is Child Care.

  • The importance or respecting and honouring diversity and celebrating differences in others, as well as acknowledging, accepting and reflecting each person and their family's values, beliefs, abilities and language in all aspects of the learning environment.

  • The need to develop and nurture relationships between the BFDC service, families and other services in the wider community.

  • That Inclusion is an attitude that can be taught from a young age. Children, who learn inclusive practices early in life, grow up to be adults accepting of differences.


  • Experiences and approaches that reflect and celebrate cultural competency, acceptance, respect and compassion for all people.

  • Children with opportunities to discover and learn about themselves, their peers and the environment in an atmosphere that encourages harmonious and meaningful life enhancing relationships.

  • Opportunities for each family to participate in the service community, while welcoming and supporting their interest and involvement.

Support to Educators is given via in Home Visits

We have Educators with  over

10 Years 




Child Care