OUR WHY

Our goal at High Trees Primary is to bring to life an educational offering which honours the growing body of literature acknowledging that while children can survive in traditional forms of education, they can thrive when their emotional needs are put to the forefront. 

An educational environment which honours the innate human desire for curiosity and learning, and nurtures this.

An environment which honours the child and the educator equally. Where families feel part of a supportive community. And children of all personality types feel seen, heard, and valued. An environment where parents have a deep faith that when they release their children into our care, we will honour our responsibility of nurturing the whole child.  

An environment which acknowledges movement and its power in enhancing a child's ability to learn. An environment which has a deep connection to nature, knowing that in nature there is calm, and in calm the brain has its highest capacity for learning. An environment where educators foster a deep interest in each child's individuality, and acknowledge that learning happens differently in each little brain, and personality. An environment which believes that if a child is deep in discovery, then they should be encouraged to remain in that discovery rather than being packed on to a new lesson because of an arbitrary bell ring, whilst being pragmatic in knowing that some timetables are unavoidable. An environment which encourages learning for life rather than to succeed in a test, knowing that the only way to learn for life is to learn deeply, and with great interest. 

An environment which fosters a deep connection to the heritage of the land, honouring and respecting the indigenous land management practices and ecosystems.  An environment which encourages children to feel a passionate responsibility towards the environment, and the role they play within it, and which models the same in all of our practices.  

An environment where outdoor learning is the priority. Where learning is active, and enjoyable.  An environment where educators stand beside the children rather than in front of them. 

An environment which acknowledges the benefits of technology, but believes there are better ways to learn than in front of a screen.

An environment which is devoid of punitive discipline and authoritative power-over, which believes that there is a message in every interaction, and that when a child feels deeply seen and heard, positive behavioural shifts result. An environment which is confident to say no to behaviour when necessary, but will always say yes to the feelings around that no.  

An environment which believes that taking the time to truly and genuinely listen to a child's emotions actually saves time. An environment which believes that homework becomes unnecessary when this time is saved. An environment which believes that evenings are already stressful enough for busy families, and adding an extra burden of homework to these evenings will in all likelihood lead to stressed brains, and stressed brains learn significantly less effectively.

An environment which believes that every setback is an opportunity for growth, and that a growth mindset encourages children to take (measured) risks, be courageous and flexible, pragmatic and inspired, and ultimately be motivated to be the absolute best version of themselves possible.

An environment which believes that just because something has always been done a certain way, doesn’t necessarily make it the best way. An environment which encourages critical thinking, and is progressive and forward looking.

An environment which believes, at its core, that a child who feels safe and nurtured is a child who is thirsty to succeed.  An environment which believes that an educator who feels deeply respected and honoured for the role they play in society is an educator who is motivated to strive higher.  An environment which believes that when a child is enrolled, a family is enrolled, and for that child to feel safe to learn, the family must first feel safe to leave, in deep trust that their child is in the best possible learning environment.

This is our raison d'etre, our passion.  Under the mentorship of Lael Stone, and Woodline Primary, we feel so well supported in bringing it to life. 

Thank you for taking the time to hear us. May you come on this journey with us....