Child Side Playgroup

and School follows

child protection and

protective behaviour

processes.  We deliver

the Keeping Safe: Child

Protection Curriculum.



is inspired
by the

practices of

which are
woven into a
flexible & organic
style of education
designed for

What We Offer
High adult to child ratio

each child is well-known, cared about and unlikely to slip through the cracks

Small by design

we can seriously personalise learning and academically challenge every child and humanise the process

Highly researched

innovative practice relevant to living in the 21st Century, connecting children to the world rather than isolating them behind four walls and a door; children who can cope and thrive with modern living and its requirements


work place conducive for all children to ‘be, belong, become’ – engaged and responsive children enjoying their childhood and education

Frequently Asked Questions

Why don’t the children wear uniforms?

The school aims to cultivate the individual in each child and considers that this would not be supported by all children wearing the same clothes. There is a school dress code that limits the sorts of clothing worn by children so that it is safe, practical and age appropriate. Children can identify with their school community through other ways, such as caring and preparing for their learning and environment.


What is your approach to discipline?

We follow Dr Louise Porter’s “Guiding Children’s Behaviour” and restorative justice process. The school provides students with a set of expectations which requires them to behave in a way that respects all members of the school community, is safe and allows the educator and the rest of group to work together effectively. When an expectation is breached by a student the discipline strategy arises out of the human understanding between the educator and the student. Because educators spend a number of years with their students the ongoing relationship allows time for this understanding to develop. Discipline should be both constructive and therapeutic.


How do you handle challenging behaviours over the long term?

An educator will spend a number of years with their student. Because of the length of time they stay with their students they have a long-term perspective; it is more like a family dynamic where difficulties can be dealt with in a loving and understanding way. Additionally a real partnership develops between the educator and the families of children, again providing a strong base for resolving difficulties.


How do your students survive in a competitive world if you don’t encourage competition amongst students?

The question is not so much whether or not you are better than another but rather whether you are the best you can be. Many fields of work such as medicine, rely on people co-operating and working as part of a team. If students leave school with an inner confidence in their ability to grow to meet the demands of a situation, they will be able to live their lives positively and constructively. Our environment encourages each student to be the best that they can be.

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