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TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

TERM 1 | 2026

Together as Narnia

CELEBRATING COMMUNITY ACROSS EVERY CENTRE

NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

Contents From our Executive Director 3 | Transitions, Relationships, and Belonging

Location Updates 7 | Gosford: Bush Kindy & The Gruffalo 8 | Waratah: Rethinking Staff Connection

9 | Port Stephens: Faith Challenge 11 | Wyong Young Parents: The Little Things That Make a Big Difference

Feature Articles 5 | From our Aboriginal Cultural and Inclusion Officer: Respecting Culture

12 | Waratah Young Parents: Library Time 13 | Cessnock: Getting to Know You, Getting to Know Us

Devotional

Quick Information

6 | Finding the Glimmers: A Reflection on Slowing Down and Pouring Out Love

14 | Key Dates

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

FROM OUR EXECUTIVE DIRECTOR

Transitions, Relationships, and Belonging I’ve always been drawn to Bronfenbrenner’s idea that children grow and learn through a web of relationships, with family, early learning services, schools and the wider community all playing a part. Transition to school is one of those special times when all of those relationships come together around a child. Over the years, my work in early childhood education has only strengthened what I have always known, successful transitions are about so much more than preparing children academically or ensuring they have mastered a particular set of skills. They’re about recognising the knowledge, experiences, strengths and relationships that children and families already bring with them, and creating a sense of belonging before a child even walks through the school gate. This was one of the many reasons I found this year’s ECA National Conference in Melbourne so inspiring. Again and again, I heard messages that reflected the values that sit at the heart of our work as early childhood educators.

Earlier this year, I shared with you all something I deeply believe: children don’t experience our policies, procedures or frameworks. They experience us. They notice our faces, our tone of voice, our patience, our consistency and the way we make them feel. Relationships aren’t an addition to our work. They are the work.

NICOLE DENZIN Narnia Executive Director

“Children don’t experience our policies, It was incredibly affirming to hear Professor Catherine procedures or Neilsen-Hewett reinforce frameworks. this message in her keynote, reminding us that children They experience experience “our faces, our voices, our pace, our patience us. They notice and our predictability.” Hearing this echoed on a national stage our faces, our reinforced for me that relational tone of voice, pedagogy is not simply a personal belief. It remains at our patience, the very heart of quality early childhood education. our consistency Another message that stayed and the way we with me was the challenge to rethink how we talk about make them feel. readiness. So often we focus on preparing children for what comes next. Yet children are already learning, growing and becoming right where they are. One speaker reminded us that, sometimes, to go deeper, we need to go slower. In a world that is often rushing children toward the next milestone, it was a powerful reminder of the importance of giving children time to explore, wonder, play and simply be.

One practical idea that particularly inspired me was the concept of children’s floor books travelling with them to their new school teacher. Rather than adults speaking on behalf of children, the floor book becomes a way for children to say, “This is who I am. This is what matters to me. This is what I want you to know.” What a beautiful way to build a bridge between early learning and school while keeping children’s voices at the centre of the transition process. 3

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

Inclusion was another strong theme throughout the conference. A reminder that stayed with me was that fairness doesn’t always mean treating everyone the same. Some children and families need more time, more support, more connection or simply a different kind of welcome. True inclusion is about creating environments where every child has the opportunity to participate, belong and thrive. Since returning home, I’ve found myself reflecting on a few questions: • How can early learning services and schools connect earlier so children and families arrive already feeling known and welcomed? • How do we ensure we’re sharing more than developmental information, passing on children’s strengths, interests and relationships as well? • How can children’s love of play continue to be valued and nurtured as they move into school? • How can we honour children’s cultures and Aboriginal and Torres Strait Islander ways of knowing, being and doing throughout the transition process? • How do we ensure every child and family feels seen, heard and supported, particularly those who may need a little extra care along the way?

I continue to think that the best transitions happen when families, educators and schools walk alongside one another in genuine partnership, listening carefully to children and learning from one another. For me, it comes back to something quite simple. Readiness is not just about what children know or can do. It’s about belonging. It’s about relationships. It’s about ensuring every child has the opportunity to enter a school community feeling safe, valued and confident to bring their whole self into this new chapter of their journey.

EDITION 3 | 2026

As we enter Term 4, I hope we take time to enjoy the many moments that make this season so special. As children prepare for what’s next, whether that’s a move to a new room or a new school, may we continue to honour their stories, celebrate who they are and help them experience a true sense of belonging every step of the way. Wishing you all a joyful Term 4 filled with connection, growth and celebration. Bless you xx

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

OUR ABORIGINAL CULTURAL AND INCLUSION OFFICER

Respecting Culture What Does Respect Look Like? When we include Aboriginal perspectives in Early Learning, respect is more than acknowledging Aboriginal culture on special occasions. It is about developing a genuine understanding and being thoughtful about the resources and experiences we provide. As educators, we have an important role to help children understand what respect really means.

Respect starts with learning Respect begins with educators being willing to learn. Aboriginal cultures are diverse, and there is no single perspective. Learning about the Country on which we live, learn, and play at Narnia and building relationships with community can help us develop a more meaningful understanding of local culture.

Respect means avoiding tokenism Aboriginal perspectives should not be limited to special celebrations like NAIDOC Week. Instead, educators can thoughtfully embed Aboriginal perspectives throughout everyday practices, through relationships, stories, nature, music, language, connection to Country and conversations with community. The goal is not simply to have Aboriginal resources displayed in the room. It is to create an

environment where Aboriginal cultures are represented authentically and respectfully every day.

Respect means choosing resources carefully Using resources created by Aboriginal authors, artists, educators, and organisations can help ensure that children encounter genuine Aboriginal voices. For our resources to be authentic we need to consider, Who created it? Whose Country or community does it come from? Is the information appropriate for children? Are we presenting Aboriginal culture accurately, or are we unintentionally creating stereotypes?

Respect means recognising Country We can encourage children to notice the plants, animals, weather, and seasonal changes around them. We can talk about caring for the environment, looking after living things and developing a sense of responsibility for the places we share. Rather than simply teaching children about Country, we can provide opportunities for them to develop a relationship with the natural environment through observation, care, and experience.

KRISTY O’LEARY Narnia Aboriginal Cultural Inclusion and Safety Officer

“Respect is not something we simply teach children. It is something we demonstrate through our own actions, relationships, and everyday practice. What is one change you could make in our learning environment that would demonstrate genuine respect for Aboriginal culture?

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

DEVOTIONAL FROM OUR CHAPLAIN

Finding the Glimmers: A Reflection on Slowing Down and Pouring Out Love Spring is such a beautiful time of year. The weather is warmer, the sun is shining, and we are moving quickly towards a wonderful season of celebration. From end-ofyear festivities and Christmas preparations to watching our children graduate from Narnia and take their exciting next steps into school, there is so much joy to capture. This is a season where we can truly notice the “glimmers” in our lives. It is a time to feel deeply thankful to God for His wonderful creation, and for the immense beauty of the world around us.

VICKI COTTIER Narnia Interim Staff Chaplain

Take a moment to enjoy this beautiful season. Let the beauty of creation fill your cup. When your own cup is full, you will be truly ready to pour out the love of God to the children in our care. One of the most beautiful parts of this calling is that our children themselves can be our glimmers - our true source of joy. Let them fill your cup, so that you can fill theirs in return.

However, it is also a time of year when the world tells us to speed up. As we approach the finish line for the year, the temptation to rush through our days can be overwhelming. But let us not wish this time away. Each new day brings with it a wonderful, fresh opportunity to pour love into the children we work with - to be a living, Christian example of love, safety, hope, connection, and calm. So, as the calendar fills up, I want to encourage you to do the opposite of what the world demands: slow down.

“Children are a gift from the Lord, they are a reward from Him.” PSALM 127:3

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

LOCATION UPDATES

Gosford

Bush Kindy & The Gruffalo! FIONA MATTHEWS Director - Narnia Early Learning Gosford

This term, Bush Kindy has been a significant highlight for the children and educators. With increased access to the bushland behind our service, children have embraced opportunities to explore, create, and learn within the natural environment. A particular favourite has been the collaborative construction of a large stick fort, which has grown into an outdoor cubby where children can gather, play, and work together. Bush Kindy has also become a rich learning space for devotion, literacy, and creative experiences. Children have explored Bible stories using natural materials, participated in outdoor devotion times, and enjoyed literacy adventures such as Gruffalo Hunts throughout the bushland. Bush Kindy provides meaningful, hands-on learning experiences that support children’s holistic development. Outdoor learning encourages curiosity, creativity, problemsolving, resilience, physical wellbeing, and social skills.

By taking learning beyond the classroom, educators are able to build upon children’s interests while creating authentic opportunities for literacy, STEM, creative arts, and spiritual learning. As a Christian service, Bush Kindy also strengthens children’s connection to God’s creation, fostering wonder, gratitude, and a sense of stewardship for the natural world.

Throughout the term, children demonstrated increased confidence, curiosity, and independence within the bush environment. We observed strong collaboration, communication, problem-solving, and creativity as children worked together on projects such as fort building and Gruffalo Hunts. Children developed early engineering concepts, literacy skills, fine and gross motor abilities, and a deeper appreciation for nature. They also learned about caring for God’s creation and discovered that meaningful learning can happen beyond the classroom through hands-on exploration, play, and reflection.

Children’s interests guided many of the experiences and investigations. Families were kept informed through photographs and stories that highlighted children’s discoveries and achievements. Educators worked collaboratively to design and extend meaningful outdoor learning experiences while reflecting on children’s engagement and development. Our local bushland environment and yarning circle also became valuable resources for connection, and reflection; helping children develop a strong sense of belonging within their wider community.

As we continue our Bush Kindy journey, we will build on children’s enthusiasm by extending opportunities for inquiry and leadership within the natural environment. Future experiences will include enhancing the stick fort, investigating native plants and wildlife, expanding outdoor literacy and numeracy experiences, documenting discoveries through creative mediums, and deepening children’s understanding of sustainability and stewardship. These experiences will continue to nurture confident, capable learners who are connected to God’s creations. 7

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

LOCATION UPDATES

Waratah

Rethinking Staff Connection We have been working over the last 18 months to rethink our staff meetings and the way in which we approach them with a big team. With our wonderful team including trainees and SBATs, we can have between 20-30 people attending our monthly staff meetings. A staff meeting is a time of collaboration, learning, reflection and to focus on what we are currently experiencing in the Early Learning sector. Most of our team are part time, and many do not see each other from week to week due to the days that they work. We generally break into our four room teams, and our SBAT’s and trainees are allocated across different groups so that they have the opportunity to learn from different teams. Each month, as the Director, I look at our leadership journal, and in consultation with my Assistant Directors and Educational Leaders, we plan 4 different learning opportunities that are aligned to each month’s focus. We do this whilst always considering what is happening in our service to ensure relevance. Staff have provided ongoing feedback that they are enjoying this style of meeting, and staff engagement and participation has remained high. What we have discovered is that educators are much more engaged and their voices are being recorded in matters that 8

they are passionate about. In a large group, it is difficult for some educators to speak, or one or two may take the floor as they are more confident than others. We also find that we can go a little deeper into the 4 areas as our room team has all shared and learnt the same information together, so it is easy to discuss at a later time. As I make sure there are reflection questions for each activity, the group document their answers and ideas. We use this information to scan together as a record of the minutes, saving time. And it’s therefore an accurate record of what was discussed by each group.

KAREN GARRED Director - Narnia Early Learning Waratah

My role is much different. I am no longer the chairperson, rather an active participant. I usually stay at one of the activities so that I have the opportunity to engage with each team. Sometimes I lead a room meeting around an area that each team have raised previously, whilst other times I learn from the group in front of me. As we continue to grow and develop as a team, we will continue to reflect and decide if this is the best way moving forward. For now, it suits our team well. For the last half hour we often play a game of trivia (questions linked to EYLF, Regs or NQS) or gather outside (weather permitting) around our yarn area if I need to discuss any whole centre information.

Waratah staff at their sit-down meetings

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

LOCATION UPDATES

Port Stephens Faith Challenge At Narnia Early Learning Port Stephens, we have recently introduced monthly Faith Challenges for our team. At the beginning of each month, a faith focus is shared with all educators, encouraging staff to intentionally connect their faith with their daily work and interactions. To support this initiative, we have dedicated approximately 15 minutes at the end of each staff meeting for personal reflection and discussion. The purpose of the Faith Challenges is to create meaningful opportunities for staff to pause, reflect, and recognise how faith influences their personal and professional lives. By intentionally focusing on one challenge each month, we aim to nurture spiritual growth, encourage selfreflection, and strengthen our shared values as a Christian learning community.

“Be transformed by the renewing of your mind.” ROMANS 12:2 Educators engage in the Faith Challenges through individual reflection, group discussions, and shared experiences during staff meetings. The dedicated reflection time provides a safe and supportive environment where staff can consider how

the monthly challenge has impacted them, how they have applied it in their work, and where they may have felt challenged. In addition, during our most recent staff meeting, educators were invited to reflect on five key questions centred around teamwork, communication, inclusion, support, and celebrating each other’s successes. Staff spent time sharing ideas and discussing practical ways we can strengthen our team culture and workplace relationships. For the team culture reflection activity, educators worked together to explore the following questions: • How can we improve communication between rooms? • How can we ensure all educators feel valued and included as part of the team? • What can we do to encourage a culture where everyone feels comfortable asking for help and offering support? • How can we celebrate each other’s strengths and successes? • How can we better support one another during busy times? These discussions encouraged collaboration, honest

DYAN BROWN Assistant Director - Narnia Early Learning Port Stephens

conversations, and collective problem-solving. Through these reflective opportunities, we observed educators engaging thoughtfully with both their faith and their role within the team. Staff shared meaningful insights and practical suggestions for strengthening communication, building stronger relationships, and creating a workplace where everyone feels valued and supported. The team reflection questions were designed to ensure every educator has a voice in shaping our centre culture. By seeking staff perspectives, we can better understand the needs of our team and work collaboratively to create a supportive, inclusive, and positive workplace environment. The discussions highlighted the importance of listening to one another, recognising individual strengths, and fostering a culture where educators feel confident seeking and offering support. It was encouraging to see staff actively contributing ideas and demonstrating a shared commitment to continuous improvement. The leadership team is currently reviewing and implementing the valuable suggestions provided 9

ENCOURAGEMENT SCRIPTURE:

“So encourage each other and build each other up. Just as you are already doing.” 1 THESSALONIANS 5:11

WHO DID I ENCOURAGE THIS MONTH?

WHAT IMPACT DID I HAVE?

HOW DID IT REFLECT GOD’S LOVE?

EDITION 3 | 2026

Faith Challenge

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

LOCATION UPDATES

Wyong Young Parents

The Little Things That Make a Big Difference As we reflect on the past few months at Narnia, we’re reminded that it is often the little things that make the biggest difference. A child trying something new, an educator supporting a colleague, a family sharing a story, or simply taking the time to stop and connect with one another. We are so committed to creating a welcoming sense of community within our little centre — a place where children, families and educators feel known, valued and that they truly belong. Community engagement is such an important part of this. Over recent months, we have loved inviting our families into Narnia to share in special experiences, including Kym the Reptile Man, our Book Week celebrations and our Father’s Day Afternoon Tea. These opportunities allow families to be part of their children’s experiences, connect with educators and build relationships with other families within our community.

Our focus on wellbeing and teamwork has also continued to grow. We have been encouraging one another to share our strengths, support each other and step forward when opportunities arise. When we work together, those little acts of support create a stronger and more connected team. We are also continuing to grow our focus on sustainability, encouraging children to see that even small actions can make a difference. Through reusing and re-purposing materials, our swap library, caring for our environment and learning about the natural world, we are helping children develop an understanding that we all have a role to play in caring for God’s creation.

DEANNA JAMES Director - Narnia Young Parents Wyong

We are continually reminded of how much can grow from simple moments of connection. A welcoming smile, a conversation, an invitation to participate or an educator taking the time to notice a child’s interest can have a much greater impact than we sometimes realise. There is so much to be excited about as we look ahead. Next year, we will be moving into our new building, bringing exciting new opportunities for learning, connection and community.

While our environment will change, our commitment will remain the same — to create a place where children can flourish, For our children, we continue families feel welcome and our to follow their interests and educators feel supported and curiosity, creating opportunities valued. to explore, question, investigate We are incredibly excited about and discover. For our families, this next chapter for Narnia and we want to continue creating meaningful opportunities to be can’t wait to see what we can continue to grow together. involved and feel part of our Narnia community.

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

LOCATION UPDATES

Waratah Young Parents Library Time Recently, the children had the opportunity to visit our local library alongside the Young Parent College. It was a wonderful opportunity for the children to explore a new environment within their local community and experience the library together with their families and educators. The children enjoyed looking through books, exploring the different spaces and discovering all that the library has to offer. For many of the children, it was an exciting opportunity to engage with books and learning in a different setting. Our visit was about encouraging children to develop a love of books, stories and learning while becoming familiar with an important resource within their local community.

Educators followed the children’s interests, responding to their questions and conversations and allowing them time to explore at their own pace. Having families involved also made the experience meaningful, creating opportunities for children to share the excitement of discovering something new together. The visit reminded us of how naturally children engage with learning when they are given opportunities to explore new environments. We observed children’s curiosity as they moved through the library, examined books and made choices about what interested them.

Visiting the library also supports children to develop a sense of belonging beyond our centre. Experiences like this help children recognise that they are valued members of their community and that there are many places where they can explore, learn and connect.

It was lovely to see the children becoming increasingly confident in a community space and sharing their discoveries with the adults and other children around them. The experience also highlighted the importance of providing children with opportunities to develop positive relationships with books and literacy from an early age.

The children were encouraged to take the lead in exploring the library. They browsed the shelves, selected books that interested them, listened to stories and talked with educators about what they were discovering.

We will continue to build on the children’s interest in books and stories by providing opportunities for them to explore different types of books, share stories and revisit their favourite texts within our centre.

MICHELLE PAYNE Director - Narnia Young Parents Waratah

We can also encourage families to visit the local library together and make use of the wonderful resources available to them. Experiences such as this help us extend children’s learning beyond the centre while continuing to strengthen our connections with families and our local community.

Narnia Waratah Young Parents children exploring our local library through storytelling and engaged learning!

AUTHOR: ABBEY MCHUGH; ASSISTANT DIRECTOR - NARNIA YOUNG PARENTS WARATAH

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

LOCATION UPDATES

Cessnock

Getting to Know You, Getting to Know Us Since stepping into the Centre Director role at Narnia Cessnock, my biggest focus has been building relationships and truly getting to know the people who make our community so special. Rather than rushing into major changes, I’ve spent time immersing myself in the life of the service, getting to know our children, families, educators, and the wider SPCC community. We’ve also been intentional about strengthening the connection between Narnia and the Junior School, particularly Kindergarten. Through increased collaboration, participation in school events, and creating more opportunities for children to engage with the school environment, we’ve been working towards fostering a stronger sense of belonging and continuity as children move along their educational journey.

Community engagement has remained a strong priority, with initiatives such as our Community Pantry and Family Engagement Board, creating opportunities for connection, collaboration, and family voice. In early childhood, we know that secure, respectful, and reciprocal relationships are the foundation for children’s learning, wellbeing, and belonging. When children see strong partnerships between educators, families, and the wider community, they develop confidence, connection, and a greater sense of identity.

Another area of focus has been enhancing our physical environment. We recognise our space as the “third teacher.” Welcoming, purposeful spaces communicates to families that they are valued and that their contributions matter.

Strengthening our connection with the Junior School supports continuity of learning and helps children see themselves as part of a larger learning community long before they make the transition to school. Our Family Engagement Board has become a platform for family voice, inviting parents and carers to share their thoughts and ideas. And the Community Pantry continues to demonstrate our commitment to supporting the wellbeing of our community beyond the classroom.

We began with our foyer and sign-in areas, creating spaces that are welcoming, engaging, and reflective of our identity as a learning community. The positive feedback from both families and educators has been wonderful to see.

One of the strongest reflections from my first months at Narnia is that meaningful community isn’t built through big initiatives alone. It’s built through everyday interactions, trusting relationships, and a shared commitment to belonging.

KARL REYES Director - Narnia Cessnock

I’ve been encouraged by the openness of our families, the passion of our educators, and the confidence with which our children have welcomed me into their learning journeys. I’ve also seen firsthand how small changes to our environment and increased opportunities for engagement can have a significant impact on how connected people feel to the service.

“Therefore encourage one another and build each other up.” 1 THESSALONIANS 5:11

As we move into the next season, we’ll continue to build on these foundations. We want to create even more opportunities for family participation, strengthen our partnerships with the school community, and ensure that children’s voices remain at the centre of decision-making. Most importantly, we’ll continue nurturing a community where everyone feels known, valued, and connected. 13

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

UPCOMING DATES

Term 4 Gosford Prep Graduation and Concert;

27TH NOVEMBER

Cessnock Prep Graduation and Concert 1ST DECEMBER

Waratah Prep Graduation and Concert

3RD DECEMBER

Port Stephens Prep Graduation and Concert

17TH DECEMBER

Last day of 2026 with children

18TH DECEMBER

Narnia Celebration Day

More information to come for 2026 Narnia Celebration Day and 2027 Narnia Professional Development Day.

NOVEMBER M

DECEMBER T

Key Dates

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

EDITION 3 | 2026

Our vision is to create a place where the fun is endless, the laughter is infectious, the interactions are rich, the love is genuine, the world is big, creativity flourishes and Jesus is real.

TOGETHER AS NARNIA | NARNIA EARLY LEARNING STAFF NEWSLETTER

TERM 1 | 2026