Our Culture
Highfields is a place where questions, wondering, theory making, research and having fun are normal parts of everyday life. We expect to find the extraordinary in the ordinary moments of every day. Highfields is a place where learners are invited to lean in to their learning and lean into their relationships. Our emphasis on authentic, relational and hands-on approaches to learning is positioned in a culture that carries high expectations of what young children can do, think and learn.
Our uncompromising commitment to both academic and relational growth ensures our students leave Highfields with strong foundations to succeed in any context. Learning to listen is as important as learning to read, learning to multiply is as important as learning to bounce back when we make mistakes. By approaching children’s learning from a holistic perspective, our students are well equipped to apply what they know in real situations. We get regular reports that Highfielders are experiencing great success academically and socially in their consequent schools. It is also common for us to hear that Highfielders have been appointed to positions of responsibility and leadership in their later schools. We have lost count of the number of Highfielders that have been appointed as Prefects and School Captains! Giving young children a voice within a collaborative community, shaped by high academic expectations, sets them up for life.
Our co-educational, inclusive community embraces diversity in all aspects of our program. Families come to our school from a wide range of backgrounds, cultures and with a wide range of interests and priorities. Our program is designed to celebrate the unique gift each child is to the world and we intentionally make room for children to be who they are. Feeling connected and accepted is crucial to fostering a sense of wellbeing for children and adults alike. It is our hope that every child at Highfields feels a sense of belonging and welcome in our community.
All children have access to, and opportunities engage in, the teaching and learning programs at the school regardless of their gender, race, religious affiliation, disability or other difference. This means the school aims to ensure there is no bias in the curriculum or its implementation and any differences are positively accommodated.