We see children as unique and capable individuals, who come to our service with their own interests, talents, skills, and ideas. We as educators are well trained and passionate to ensure children are given opportunities to succeed. We value, respect and appreciate each child’s uniqueness. We feel children have a right to be active participants in their own learning and must be empowered to express their views and ideas.

Our passion is to nurture and protect the children in our care, as they are vulnerable human beings and we take our role seriously as their protectors, role models and educators. We as educators will protect and cherish the innocence of children and thus provide a safe and secure environment. We do this with the guidance of the Staying Healthy in Early Childhood Education and Care Services (5th addition).

We will work alongside your child to actively promote their learning through worthwhile, challenging experiences and interactions that foster high-level thinking skills guided by the Early Years Framework (EYLF). We feel that a meaningful, integrated, emergent curriculum using EYLF as the Framework is the most beneficial to children’s learning across all developmental domains. We aim to provide a curriculum in which children are active participants and collaborators to allow for a more individualistic and meaningful program that allows them to develop at their own pace. Our programs reflect planned and spontaneous experiences designed to support children’s development in all domains. At Big Bear Academy we cater for different capacities and learning styles and invite children and families to contribute ideas, interests and questions.

We acknowledge that family is the most important and influential aspect in the lives of our children and the significance of their relationships cannot be underestimated. We believe that this is the child’s second home and we like to say to families and their children ‘Welcome Home’, as we are not just an early learning service, we are a family. It is because of this that we encourage parents and family’s involvement in all aspects of the program development and implementation. We strive to develop positive, mutually respective relationships with each family member so that we can understand what is important to each family member in their child’s development as we work in partnership to achieve the best possible outcomes for all. We believe that working in partnership with families is central to ensuring continuity and progression in a child’s learning, development and future success.

We strive to embrace all cultures who attend the service and within our community. We recognise and pay respect to all the diverse cultures and ensure we celebrate diversity, so that children view this diversity with a sense of appreciation and wonder. Through respect, acknowledgement, appreciation and acceptance of diversity, our service embraces, celebrates and shares traditions and cultures throughout our program. In addition, we include and respect the diverse nutritional needs of our families and ensure that it is reflected in our menu.

Big Bear Academy respectfully acknowledges Aboriginal and Torres Strait Islanders as the traditional owners of this land. We aim to embed respectful relationships and create environments that promote and enhance all cultural education with respect and trust, and we believe no culture, race or religion shall be considered more important than any other in our service. It is essential for educators to be able to help children gain an understanding of the history and culture of the original owners of the land. As educators we play an important role in being able to gain this understanding and perspective.

We strive to be a service of Excellence within our community, a service which values community involvement in all aspects of our program. A service where community resources are utilised effectively to enhance the growth and development of individual children, families and educators.

We embrace a child’s inherit connection to the natural world. In an age where natural space is reducing and families are living on smaller blocks of land or in apartments, our service places significant emphasis on children connecting with our natural outdoor learning environment. By children being able to adapt to the constantly changing natural environment, they are developing a range of skills outside of the traditional classroom.

The connection to the natural world is also fostered through engaging children in daily sustainable practices. We understand that children often develop their ideas and understandings of the world around them from the information presented to them by the significant adults in their lives. As we are one of these significant adults, we have a responsibility to present a positive approach to the environment and sustainable living.

Learning environments are welcome spaces when they reflect and enrich the lives and identities of children and families participating in the setting, responding to their interests and needs.

Our Educators are responsive to all children’s strengths, abilities and interests. We will value and build on children’s strengths, skills and knowledge to ensure their motivation and engagement in learning. We aim to create an environment of trust and respect where we are able to identify areas which may be considered a skill and those which may need further development. Our staff pride themselves on being able to develop long lasting and meaningful relationships while accommodating and adapting to each child’s specific needs.

Our Educators at Big Bear Academy have been specifically chosen to create the perfect mix of educational expertise and youthful energy and creativity. We recognise Educators as our Service’s most precious resource and aim to provide them with a satisfying and safe work environment, furthermore we also appreciate the experience and skills of all our Educators. We appreciate their dedication as an integral element of the success of our Service.

Our Educators hold teamwork and effective communication as essential requirements for positive outcomes across all aspects of our service as ‘together everyone achieves more’.

The Approved Provider and Nominated Supervisor run the centre in accordance with our policies and procedures which are developed in guidance with the National Quality Standard, the National Regulations and the Early Years Learning Framework.


Working with young children and families is complex and challenging work. Current research in the field of brain science and the developments in theoretical perspectives and approaches to early childhood education are rapidly expanding the knowledge and theory base that we draw on to guide our practice.

Whilst the amount of change and growth in the early childhood sector presents us with great opportunities for increasing the quality of our services, adapting to and working positively with change and trying to keep up to date with theory and research is indeed a challenge.

Planned, effective and regular professional development is a key tool that we utilise to support our educators and ensure we have the most up to date knowledge and tools to meet your child’s needs

We employ compassionate, dedicated and proficient educators who bring a high skill level, appropriate qualifications and varying amounts of experience to support implementation of our curriculum and philosophy. To maintain our commitment to quality education and care, we will implement a performance appraisal procedure to continuously grow and challenge our educators.

We recognise Educators are our service’s most precious resource and aim to provide them with a satisfying and safe work environment, furthermore we also appreciate the experience and skills of all our Educators.


Big Bear Academy centres are brand new innovative early learning services found in two locations – Macquarie Fields and St Andrews. Our centres have been professionally built and designed by architectural experts who have developed leading early learning centres across Australia.

At Big Bear Academy we are proud of our state-of-the-art Early Learning centres because they have been specifically designed to enhance all areas of a child’s development including social, emotional, physical and mental growth. Our centres create an environment that encourages a child’s creative skills to flourish.  Our centres provide children with the capacity to grow at their own pace and in their own way, all the while making long-lasting relationships with other children and our team of enthusiastic and experienced early learning educators.

Our two rooms, BOO BOO (16 months to 3-year-olds) and YOGI (3 to 6-year-olds), are designed to allow a seamless transition between indoor and outdoor learning environments so children can ‘free flow’, providing a richer learning experience. Each room has unique circular learning strategies which are implemented in conjunction with their milestone development.

Our natural outdoor areas are one of a kind. Being outdoors and in nature is associated with a range of benefits for children including improved physical, mental and emotional health. Spending meaningful time outside allows children to create a positive connection with the natural world. Our natural environments are constantly changing, providing ample opportunities for our children to explore and learn, ask questions, observe and experiment. Our outdoor area is large and interactive, so children can climb, jump, run and balance not only encouraging muscle development but also their motor skills and risk assessment.

Our centres proudly highlight the creative work of our children, creating a colourful and engaging environment and encouraging a sense of pride in the activities that they participate in. We offer a range of high quality resources that entice the children to learn, investigate and use their imagination. Everything from arts and crafts, toys, books, dress ups, sensory play, educational tools.

Source: Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments.