At our School, we seek to understand each child as a whole person — academically, socially, emotionally, and physically. This understanding is built over time through careful teacher observation, professional judgement, and strong relationships between teachers, children, and their families.
In our school we also have regular child studies and team meetings where all children and students receive the benefit of discussion and consideration from the team of educators that surround them. The many perspectives, insights and careful attention to the developing child is the deep knowing of our students that we strive for.
Where formal or standardised assessments are required or developmentally appropriate, they are introduced thoughtfully and used alongside teacher observation, work samples, and professional insight. Assessment information is interpreted carefully within the broader context of the child’s learning journey.
This balanced approach ensures that assessment:
- supports learning rather than drives it
- is responsive to developmental readiness
- values progress over comparison
We strive to know your child, not to measure them.
After extensive experience with Barnardos Australia, Erica joined the teaching profession in 2004, focusing for many years on high school teaching for young people with behavioural issues not able to be in mainstream classes. Erica joined Kindlehill School in 2009. She has a B. Arts ( Hons) (USYD) and a Master of Teaching (UWS).
“Through a profoundly nurturing and rich education of the whole child we help to heal the world and move towards greater kindness and respect – that’s why I am here.”.
