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About Us

“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose.”                              - Dr Suess

Cooking in the Mud Kitchen

About our Director

Amy began working in the Education & Care sector in 2000, with more than twenty-years' experience working in a variety of different services including long day care, family day care and family support services. As well as a Diploma in Education & Care, Amy also has a Bachelors Degree in Behavioural Science, minoring in Counselling. Amy operates Our Place OSHC & Pre-Kindy with the underlying principles of social justice, that is a philosophical theory that focuses on the concept of fairness in relations between individuals in society and equal access to wealth, opportunities, and social privileges. It is this philosophy which drives the desire to provide quality Education & Care programs, at a cost that does not exclude anyone from accessing the service. 

Our Place statement of Philosophy

Children learn through experiencing the world in their own individual way, developing skills and knowledge whilst engaging in meaningful experiences. An integral element of a child’s development is reliant upon stable and respectful relationships with the adults around them. Here at Our Place, we aim to develop these relationships, in a homely feeling environment, with the benefit of a wide range of resources. This will encourage children to master the various areas of development, both in small and large group situations.


Our role is to provide the opportunity for children to learn and develop in an environment where not only are their basic needs satisfied, but ensuring that they feel safe, secure, and valued while at Our Place. Here we refer to Maslow’s Hierarchy of Needs, with the understanding that a child cannot experience their full potential, if their physical needs and safety needs are not first met. Therefore, the constants in the physical environment, alongside daily routines, are established to provide for their physical needs, so that our Educators can establish positive relationships, to address their physiological needs.


The environment is set up in such a way that it is challenging, fun and most importantly age appropriate, allowing children to explore freely. We feel the environment forms the place as the third teacher, as Our Place is designed to care for children aged two and up, older Children will be encouraged to lead in their play and follow through with their interests and curiosities, without the barriers that can sometimes occur in an environment that also cares for very young children. Throughout this process they will gain pride in their own ideas and abilities, whilst also developing a respect for other ideas, abilities, and knowledge.  Children thrive in environments that are suited to their interests and developmental stages.  We draw on the Reggio Emilia approach, ensuing the environment is viewed as a place that is welcoming, authentic aesthetically pleasing, culturally representative of community, embraces nature and filled with purposeful materials.  The layout of the environment into different Zones, which each cater for a different style of play, promotes relationships, communication, collaboration, and exploration through play.  Materials are thoughtfully added to the environment to promote creativity, thinking and problem-solving skills, questions, experimentation, and open-ended play.  


Engagement with the wider community forms a significant portion of our programme, extending the children’s support networks, encouraging the children to be valued and active members of their communities. Partnerships are maintained in areas of interest to the children, facilitating a link between specific organisations and Our Place that the children engage with enthusiastically.


The Montessori method of education, named after its founder Maria Montessori, is an approach to classroom learning that emphasizes independence and choice. This theory of teaching understands that children have an innate interest and eagerness to learn and will be able to do so in a thoughtfully prepared, supportive learning environment. It is an approach that values the human spirit and the development of the whole child—physical, social, emotional, cognitive. We draw on this theory when engaging the children in our intentional teaching practices, ensuring that prepared activities, referred to as ‘jobs’, are child-centred allowing free flowing participation in activities designed to foster growth, without coercing children to do set piece work tasks.

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