Vision, Values and Aims

Our Vision was reviewed during session 2024/25 through consultation with children, families and staff. These were agreed as follows:

Our Vision

At Hazeldene, we provide a happy, homely setting where every child is seen, heard and valued. We celebrate childhood as a unique stage and nurture each child’s development through strong relationships, a sense of belonging, and meaningful experiences within a supportive community.

Values (being reviewed during session 2025/26)

Nurture – The best interests of children are promoted throughout the centre.
Relationships – Warm, responsive relationships create a positive climate for achievement.
Achievement – we value the importance of play and time for children to investigate, create and develop at their own pace
Well-being – We value each child as an individual, but also as part of a family and community.
Respect – We celebrate diversity, respect others’ views and promote openness, honesty, trust and fairness

Our Guiding Principles of Early Childhood Education and Care

At Hazeldene:

Childhood is seen as valid in itself. It is a stage of life and not simply preparation for the future.
The whole child is considered to be important: social; physical; intellectual; moral and spiritual aspects of development are related.
There is potential in all children which will emerge powerfully under favourable conditions. Each child is unique and special, with individual ways of learning.
Parents are the first and continuing educators of their children. Educational establishments should value and build on parental expertise.
Learning is holistic and interconnected. The young child does not separate experiences into different compartments.
Young children learn through exploration, play and talk.
Our starting points for supporting learning are what children CAN do and what they can NEARLY do.
Intrinsic motivation is recognised and valued as a powerful force for learning.
The relationships that children establish with adults and other children are of central importance in their development.
Children’s education is seen as the total experience of, and interaction with, their environment.