Hensman Street Elementary

Teaching is like gardening 🌱💛

You prepare the soil with love and care, plant tiny seeds of curiosity, water them daily with patience, and protect them from harsh storms.

Then one day, sometimes when you least expect it — Beautiful flowers bloom in colours you never imagined.

Every child grows at their own pace, in their own unique way. Our job is to create the right conditions and celebrate every stage.

What Happens When We Design Spaces That Invite Open-Ended Play

When we thoughtfully design learning spaces with open-ended possibilities, something magical happens in children’s play and thinking.

At Hensman Street Elementary, our environments, filled with loose parts, natural materials, flexible indoor-outdoor flow, and adaptable zones, invite children to become inventors, storytellers, and deep investigators. These spaces foster creativity, complex problem-solving, agency, collaboration, and richer cognitive development.

Architect Simon Nicholson’s Theory of Loose Parts teaches us that “in any environment, the degree of inventiveness and creativity is directly proportional to the number and kind of variables.” This aligns beautifully with Reggio Emilia’s philosophy of the environment as the “third teacher,” which we embrace here at HSE.

Hensman Street Elementary
Pre-Primary to Year 6

We warmly welcome all families and enquiries from those joining our school community.

At Hensman Street Elementary, we offer an education that nurtures the whole child, one that honours their identity, builds meaningful relationships, and celebrates their unique spirit.

Whether your child is beginning Pre-Primary, transitioning from another school, or you’re simply looking for a warm and connected community, we would love to hear from you.

🌿 Small school feel with a big heart
🌿 Strong sense of belonging
🌿 Play-based learning in nature

Come and discover why our families choose Hensman Street Elementary.

We welcome all enquiries, get in touch today to arrange a school tour or speak with our team.

Why Children Say “Watch Me!”

You’ll often hear the joyful call of “Watch me!” echoing across the playground, in the classroom, or out on Country during play. Far from just seeking connection, this is a powerful and important part of children’s development. “Watch me!” is never just a child showing off. It’s their heartfelt way of asking for connection, for someone who cares to truly see them.

When a child calls “Watch me!”, they are really saying:
“See how I’ve grown, I’m proud of what I can do!”
“Be with me in this moment, I want to share my joy with you.”
“I’m becoming more confident every day, and I need you beside me.”

By watching, celebrating, and encouraging these precious “Watch me!” moments with open hearts, we nurture confident, strong-spirited children who feel deeply connected. Through our loving responses, we help every child grow in confidence, trust their own abilities, and know without doubt that they are seen, valued, and truly belong here.

Why Children Say “Watch Me!”

You’ll often hear the joyful call of “Watch me!” echoing. Far from just seeking connection, this is a powerful and important part of children’s development. “Watch me!” is never just a child showing off. It’s their heartfelt way of asking for connection, for someone who cares to truly see them.

When a child calls “Watch me!”, they are really saying:
“See how I’ve grown, I’m proud of what I can do!”
“Be with me in this moment, I want to share my joy with you.”
“I’m becoming more confident every day, and I need you beside me.”

By watching, celebrating, and encouraging these precious “Watch me!” moments with open hearts, we nurture confident, strong-spirited children who feel deeply connected. Through our loving responses, we help every child grow in confidence, trust their own abilities, and know without doubt that they are seen, valued, and truly belong here.

Belonging - At Hensman Street Elementary, Belonging is another one of our four foundational values that shapes our school. It is more than a feeling, it is a philosophical commitment to the idea that human beings thrive when they are deeply connected, seen, and valued within a web of relationships.

We, as facilitators draw on the educational philosophy that true learning cannot be separated from relationships and community. Inspired by thinkers such as John Dewey, who emphasised that education is a social process rooted in shared experiences, and Lev Vygotsky, who highlighted the central role of social interaction in cognitive development, we intentionally design our school as a place of genuine belonging. We believe every child deserves to feel safe, seen, and valued. We create warm, inclusive environments where each student’s cultural identity, voice, and story are honoured.

As students, we look out for one another, celebrate our differences, and support each other to grow. When we feel we belong, we are braver, kinder, and more confident learners.

Fire is a powerful analogy for learning.

A flame cannot be forced into existence. It needs the right conditions, patience, and room to grow. Too much control can extinguish it, while too little guidance can leave it struggling to take hold.

Children are much the same.

As educators, our role is not to create the spark or dictate how brightly it should burn. Instead, we provide the conditions for curiosity, confidence and capability to develop. Through real experiences, managed risk and opportunities to problem-solve, children learn to trust themselves and their own abilities.

The fire we built was more than an outdoor activity, it was a reminder that growth happens when children are given the space to learn, explore and thrive.