Philosophy
Kinma’s philosophy centres on nurturing each child’s innate curiosity through respectful relationships, child-led learning, and a deep connection to nature and community.
Inspired by Nature, Driven by Wonder, Grounded in Connection
At Kinma, we nurture the whole child — socially, emotionally, cognitively and physically — through strong, respectful relationships that honour each child’s individuality.
Learning begins with connection. Trusting and authentic relationships between children, educators, and families form the foundation of a safe and vibrant learning environment.
We offer a rich, inquiry-based curriculum where children grow as flexible thinkers and confident, self-directed learners. In our inclusive school culture, they learn to listen, collaborate, and use their voice. Through play, children develop imagination, resilience, empathy, and the skills to navigate relationships and challenges.
Kinma’s approach to learning is deeply personalised and hands-on. Our programs draw on research-informed practices and the Curriculum, weaving them into real-world projects that are meaningful, engaging, and connected to children’s lives. Inspired by the progressive educational philosophies of Dewey and Kohn, and enriched by Murdoch’s work on inquiry and Csikszentmihalyi’s concept of flow, we create learning experiences that are both purposeful and joyful.
Nature as Teacher, Country as Classroom
Our unique bushland setting is a living classroom. Nature is not a backdrop — it is an active teacher that inspires curiosity, calm, stewardship, and a sense of belonging.
Children spend time outdoors every day, connecting with the land, exploring natural systems, and learning through movement, observation, and play.
Kinma honours Aboriginal ways of knowing and caring for Country, nurturing a deep understanding of our own ecological identity. Cultural respect and environmental awareness are not add-ons but embedded in every part of our school life.
We believe education should evolve through reflection and innovation. At Kinma, learning is alive — responsive to children, community, and the changing world.
Our Philosophy
We nurture a child-centred, innovative environment that supports growth, creativity, and well-being, while encouraging community, cooperation, and academic excellence.
We empower intrinsically-motivated learners by fostering curiosity, critical thinking, and collaboration in a supportive, play-based environment.
We believe meaningful learning grows from respectful relationships, where children, staff, and families learn together in a democratic community grounded in empathy, trust, and shared responsibility.
Progressive education focuses on nurturing critical thinking, creativity, and collaboration through a student-centred approach that emphasises real-world learning, individuality, and social responsibility.
Core and Guiding Principles
Since 1972 Kinma has been guided by these principles….
Our Core and Guiding Principles shape a community where curiosity, care, and challenge are welcomed. Children are trusted to take ownership of their learning and be co-creators of their experience. At Kinma we:
- Strive for each child to achieve his or her full academic, physical, and social potential in a supportive, stimulating learning environment
- Develop an educational program which is child-centred, innovative and based on an understanding of child development
- Respect the individuality of the child
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- Foster self-determination in the child
- Develop the child’s exploration, critical thinking and creative abilities
- Stress co-operation rather than competition
- Emphasise active involvement in a wide range of learning situations
- Utilise the resources of our bush environment and the community
- Maintain high academic standards
- Are non-denominational, co-educational with small flexible multi age groups and no uniforms
- Support the emotional well-being of children and teachers and abstain from corporal punishment and other coercive and manipulative approaches
- Conduct individual assessments and not competitive exams
- Respect and safeguard the professional status of teachers
- Strive for co-operation between teachers, other educators, parents, and children and provide regular educational and social opportunities for close relationships to be formed between teachers, pupils and parents and to involve parents in aspects of the day to day work of the school
- Allow pupil participation in the affairs of the School and encourage involvement in the community outside the School
- Apply the latest findings from education, psychology and related fields to the improvement of learning within the school
- Stimulate public interest in education in general, especially modern approaches to learning. In doing this, Kinma acts as a demonstration centre from which educational practices and innovations may diffuse to other schools
Child-Centred Learning
At Kinma, we see every child as a naturally curious and capable learner. Our approach nurtures independence and intrinsic motivation, encouraging children to follow their own interests and questions. Central to this is the practice of attunement – teachers being deeply present with each child, meeting them where they are, and supporting their growth with care and respect. In this way, learning becomes a partnership built on trust, curiosity, and authentic connection.
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Encouraging Curiosity and Self-Driven Learning
At Kinma, learning is always about the whys. Our curriculum nurtures self-directed learners who are encouraged to question, wonder, and follow their own paths of inquiry. We celebrate divergent thinking – supporting children to imagine without limits and to see possibilities for a future world they will help shape. Teachers act as facilitators, guiding exploration while leaving space for curiosity and creativity to
flourish. By keeping the wonder and magic of childhood at the heart of everything we do, we foster confidence, resilience, and a lifelong love of learning.
The Power of Play and Exploration
Play is a powerful tool for learning at Kinma, and we are strong advocates of play throughout all years of Primary. It provides children with the freedom to explore, create, and collaborate. Through play, children learn how to make decisions, work with others, and solve problems in real-world contexts. It fosters curiosity, self-discipline, and resilience, helping children build the skills they need to become confident, lifelong learners.
A Collaborative, Non-Competitive Community
Kinma thrives in a collaborative, non-competitive environment. We believe that learning is most effective when we work together, share ideas, and respect each other’s perspectives. Teachers, parents, and children all play a role in shaping the Kinma community, where mutual support and cooperation are valued over competition. Parents are actively encouraged to be part of their child’s educational journey, strengthening the partnership between home and school.
Stuart Brown
Stuart Brown
Relationships
At Kinma, we believe that authentic, respectful relationships are the cornerstone of meaningful learning.
We respect the child as an expert of their own experience – we are there to guide and advise along the way. Our role is not to simply tell children what to do and what to learn. It is working with, it is teaching with, it is talking with and alongside. The respect is there as big people working with little people.
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Communication—grounded in principles of social justice, intercultural understanding, and democratic practice—is central to this process. By living these values daily, our students learn how to navigate a diverse world with compassion and critical thinking.
We actively create a democratic, community-based environment in which children participate as equal members. They experience what it means to contribute to a society, ask meaningful questions, express their ideas, and make decisions that shape their learning. In this way, democracy is not just taught—it is lived and enriched by each’s child’s intrinsic motivation to participate and contribute.
The 4 Rs: Relationship with...
Relationship with Self
At Kinma, socio-emotional learning is woven through every part of school life. Children are supported to know and trust themselves, developing self-awareness, empathy, and resilience. Through reflection, choice, and authentic connection, they grow a strong sense of identity and belonging. Educators respectfully guide this inner journey, nurturing the skills to manage emotions, build healthy relationships, and face challenges with confidence. Kinma children carry with them a deep, grounded inner confidence that shines in all they do.
Relationship with Other Living Things
Children learn to care deeply for animals, plants, and one another. These everyday acts of empathy and responsibility foster compassion. Relationships are seen as reciprocal, where learning happens through connection, not in isolation. Students have a deep sense of their own special place in this landscape.
Relationship with Place and Culture
Nature is not just a setting; it’s an active part of learning. Children form lasting bonds with the bushland around them, building a sense of place and belonging. Cultural respect, especially for Aboriginal perspectives, grounds our understanding of care and Country.
Relationship with Ideas
Children’s ideas are valued as sparks for meaningful exploration. They ask questions, test theories, and build understanding through dialogue and play. Educators extend their thinking with curiosity, not control – allowing learning to unfold with depth and joy. Engaging from this perspective leads to students who love to learn and look forward to school.
James P. Comer
James P. Comer
Progressive Education
Progressive education is a pedagogical movement that emerged in the late 19th and early 20th centuries, emphasising experiential learning, student autonomy, and the development of the whole child—intellectually, emotionally, and socially. It advocates for active, hands-on learning experiences over rote memorisation, encouraging students to engage with real-world problems and collaborate with peers.
Teachers serve as facilitators and guides, creating environments where children take ownership of their learning journey. This approach aims to foster critical thinking, creativity, and democratic values, preparing students to navigate and contribute to a complex, rapidly changing world.
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Learning begins with children’s questions and unfolds through exploration, action, and reflection. This philosophy aligns with the work of educational thinkers such as Kath Murdoch and Alfie Kohn who emphasise the importance of autonomy, relevance, and genuine engagement in education. Students learn not for rewards, but because the learning itself is rich, purposeful and belongs to them.
Kinma’s Progressive Education in Action
Engaging and Creative Learning
For over 50 years, Kinma has invited students to be active participants in building knowledge and community, with a voice in how they learn.
Learning begins with children’s questions, unfolding through exploration, projects, and responsive guidance from skilled educators.
We foster divergent thinking and collaboration over competition, inspired by leading educational thinkers who value autonomy and relevance.
Our program nurtures social, emotional, and academic development, building independence, resilience and a lifelong love of learning.
