Service Philosophy and Goals

The service staff ensures quality, standards and continual improvement by adhering to the “Education and Care Services National Law, the “Education and Care Services National Regulations and National Quality Standards. Educators plan the curriculum in accordance with the learning outcomes outlined in “The Early Years Learning Framework”
When providing education and care for the children in our setting our approach is holistic and inclusive. Our aim is to develop each child’s understanding of the world in which they live by developing the skills, knowledge and attitudes to prepare them for a life time of learning. We aim to develop a child’s ability across all developmental areas.
We view each child as creative, capable and naturally inquisitive. Children are eager to explore and discover the world around them and may use more than “100 languages” (Loris Maluguzzi). We acknowledge that children learn through play and recognise children’s agency from the early years.

We provide a safe home away from home like environment and operate as a family grouping centre. We believe that with the current trend of smaller families and children spending more time in out of home care means many children have little contact with children across a range of ages. Mixed age grouping gives children opportunities to be part of a diverse group and, with educator support, develop empathy and become tolerant of others. We believe that mixed-age grouping has the potential to support children’s social and emotional learning. Children who are settled and older often take on leadership roles and support those who are less capable and competent than they are, while at the same time building their own self-confidence and self-esteem. They model language, turn taking and sharing. Mixed-age grouping allows less confident pre-schoolers to mix with younger children and over time build their confidence in mixing with same age and older peers. Educators adapt the curriculum and their teaching strategies to support children’s development and maximise the educational benefits for the whole group.
We understand the importance of connecting children to the natural world in order to develop their respect for maintaining the health and beauty of the environment. We are committed to teaching children to care and respect the land on which we live and work. We teach the children to acknowledge that we are indeed on Wangal land and are passionate about embedding an Aboriginal and Torres Strait Islander curriculum. We value the pedagogy of outdoor learning and are inspired by theory that the environment is the third teacher. We believe our outdoor environment encourages exploration and inspires creative play.
We believe in encouraging children to express themselves, their view and encourage them to engage in experiences that develop self-reliance, self-esteem and self-regulation. Our educators actively listen to each child throughout the day in order to genuinely understand their needs and strive to create an environment of culturally rich and stimulating activities and quiet times where each child feels safe to seek comfort and reassurance.
We believe in fostering a team approach where all our educators are equally respected and valued for their contribution. We employ highly qualified educators and empower all educators to continually upgrade their qualifications to foster continuity of staff.
Educators view every child as a unique individual with their own interests, needs and strengths. Educators understand that children mature at different rates and have preferred styles of learning and our educators aim is to provide an enriched, flexible program. We understand that children learn best when the program reflects their interests and has meaning for them personally and plan our program based on careful observations of each child’s individual knowledge, ideas, culture, abilities and interests. We foster project-based collaborative learning, initiated by children, families, educators or involvement in the wider community to support creative thinking and problem solving. Our educators are in tuned in grasping teachable moments. They are aware of and embrace the fact that every moment maybe an opportunity for learning.
A major influencing factor on the development of children is their family: both the way they interact with their family, the way they see their family interact with others, and others with them. The centre endeavours to continually promote a collaborative partnership with families and communities. The educators believe that effective relationships between educators and families are fundamental to the quality of education and care that children receive. It is true that each child comes to this service with different funds of knowledge and we do embrace that. Kiddies Kapers recognizes that all families are different and the educators aim to achieve this partnership by establishing and maintaining positive trusting relationships, valuing family backgrounds, experiences and child rearing practices.
Kiddies Kapers is operating a service for the local community and endeavours to work in cooperation with and develop an understanding of its ever changing needs. Our service practise does reflect the community context in which we operate. Educators value the process of continuous improvement by reviewing, reflecting and evaluating service policies and quality care practices. Kiddies Kapers is committed to involving the local community in all aspects of the service including programming, planning and celebrating with us at our events as they indeed can have a direct and positive influence on the child’s wellbeing.

Our Service caters for children aged 14 months to 6 years. We are open from 8.00am to 5.30pm Monday to Friday, (48 weeks of the year) and closed on NSW public holidays. Notice will be given in our newsletters when these days occur.
We have 3  learning groups.
14mth – 3 year old room – Echidna Group
3-6 year old room – Koala Group
4-5 year old room – Kangaroo Group

Enrolment Fee
Upon applying for a position at Kiddies Kapers Learning Centre a registration processing fee is payable. This is non-refundable.

Security Deposit
On offer of a placement at Kiddies Kapers Learning Centre a deposit of 2 weeks full fees in advance is payable, as a security deposit in the event that the placement is not taken up. This will be refundable when final fees are paid and Government rebate is applied. In the event of outstanding fees, the deposit will be forfeited towards such. It is unreasonable for management to find and fill a placement in the later part of the year hence if a child’s placement is terminated for the month of December, the child’s Security deposit will be withheld to cover the cost of fees.
Our full fee is: $113.00 per day, before CCB or CCR has been applied.

Building Fund
At the beginning of each calendar year every family is required to pay a $50.00 Building Fund Fee per child per year of their enrolment at Kiddies Kapers. The funds collected will go towards any repairs required to equipment or the building. Funds will be put aside to cover changes required during assessment times.

Payment of Fees
Fees are payable 4 weeks in advance on the first day of attending for the week. Fees can be paid by cash or direct deposit.

All Families can apply for CCB funding, please call the Family Assistance Office (FAO) on 13 61 50, or the Centre can provide you with an information pack.

On enrolment we will need your CRN for yourself and your child so we can confirm register attendance and ensure that you are receiving the maximum entitlement.

Note: Fees are not payable during the 4 weeks the Centre is closed over Christmas.

At least 4 weeks notice of termination must be given, otherwise the security deposit is forfeited.

For further details please speak to our Nominated Supervisor or contact FAO on 13 6150.

All Families can apply to centrelink to arrange there Child Care benefits.

You can be paid for any absence from approved care your child attends for up to 42 days per child per financial year. Additional absences beyond 42 days for certain reasons may be approved and paid. Please talk to us about the additional absences.
Public holidays will be counted as an absence if the child would normally have attended the service on that week day, and fees have been charged for that day for the child. You can access your child’s absence record on your online statement by selecting ‘View Child Care Details and Payments’ on your Centrelink online account.

Our Service complies with the National Quality Framework (NQF) including the National Quality Standard (NQS), the Early Years Learning Framework (or other Approved Framework) and the National Regulations (Education and Care Services National Regulations).

Our Service is regulated by the new national body for early education and care – the Australian Children’s Education and Care Quality Authority (ACECQA) as well as the state licensing department in our State/Territory. To contact our Regulatory Authority, please refer to the contact details below:

New South Wales
NSW Early Childhood Education and Care Directorate
Department of Education and Communities www.det.nsw.edu.au
1800 619 113, ececd@det.nsw.edu.au, Locked Bag 5107 PARRAMATTA NSW 2124

Please be aware the Program closes at 5.30pm. In accordance with National Regulations and licensing, we are not permitted to have children in the service after 5.30pm. A late fee is incurred for children collected after 5.30pm.

The fee is $15.00 per child for every 15 minutes or part thereof and will be added to your next account. The late fee is strictly adhered to, as two staff members are required to remain at the program until all children are collected.

If we are unable to contact either the parent or a person nominated by the parent on the enrolment form to arrange collection of the child/children within an hour of the Service closing, then we will contact Department of Education and Communities and the Police to take responsibility of your child.

We are committed to protecting your privacy. We support and are bound by privacy laws and strict confidentiality is maintained at all times.

In order to plan programs with you we need to collect information from you. This information helps us to assess and plan programs in partnership with you. We do not disclose personal information about you or your child to other people or organisations without your consent, unless we are required to do so by law. We do not ask for personal information about you or your child from other professionals or organisations without your consent. You can look at the information in your child’s file at any time, or request a copy of information in the file.

You will find a copy of our service policies and procedures located in the foyer. We expect our staff and families to adhere to our policies and procedures at all times to ensure we maintain compliance and abiding by the National Law and Regulations.

Educators cannot make exceptions for individuals unless the Nominated Supervisor or Management do so on account of serious and/or unusual circumstances.

We are constantly reviewing our policies and procedures and ask for staff and family participation to ensure our policies and procedures adhere to family’s needs and meet required regulations. Your involvement helps us to improve our service and may lead us to change our policies and procedures.

Please visit Our Team Page.

Prior to commencing at our service, you will be required to complete all enrolment documentation and pay the Enrolment Fee, Security Deposit, and Building Fund Fee.

Please understand that it is essential we have up-to-date information in case of an emergency. It is important that you notify the nominated or certified supervisor of any changes to enrolment information including:

• Address
•  Health
• Telephone/mobile numbers
•  Contact details
•  Family changes
•  Emergency contact information details etc.

It is essential that we have copies of your child’s birth certificate and immunization status. We are also required to have certified copies of any court orders relating to the child.

“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.”
Maria Montessori

Educators’ practices and the relationships they form with children and families have a significant effect on children’s involvement and success in learning Children thrive when families and educators work together in partnership to support young children’s learning. Children’s early learning influences their life chances.

Wellbeing and a strong sense of connection, optimism and engagement enable children to develop a positive attitude to learning. (Early Years Learning Framework p.9)
We will create a range of short and long term goals for your child that we will program to and observe on which will be based on the outcomes in the Early Years Learning Framework and include:

•  Mutual respect and empathy
•  Concern and responsibility for self and others
•  A sense of self worth
•  Social awareness
•  Importance of sustainability
•  Self-discipline
•  Habits of initiative and persistence
•  Creative intelligence and imagination
•  Self-confidence as an independent learner
•  A love of learning

We strongly encourage communication between families and educators to ensure continuity in what we are delivering to your child and acknowledge that the role of the Educator is to work in partnership with families; children’s first and most influential educators.

We follow the Early Years Learning Framework as per our programming policy. This is Australia’s first National Early Years Learning Framework for early childhood educators. The aim of this document is to extend and enrich children’s learning from birth to Five years and through the transition to school.
We are committed to providing a developmental and educational program which caters for each child’s individual needs, abilities and interests. Our program will continue to develop as we use the relationships children have with their families and communities, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities and interests are the foundation of our programs.

We encourage children to be responsible for their own learning through choices in experiences, interests and routine. We use conversations, actions and play as the basis for teaching which involves the children being partners in teaching by seeking out ideas, opinions, thoughts and questions. We encourage children in promoting their independence and self-help skills by assisting within the routine and involving the children in interest based projects to further enhance their learning and knowledge. We value children and family input and encourage family involvement in order to gather a comprehensive and holistic view of the child.

We know that children learn effectively through play and this is supported by Educators who are diligent in their responsiveness to each child. Applying strong intentional teaching practices will provide the children with an authentic and meaningful learning environment which challenges, supports and nurtures a child’s development.

If we as Educators have any areas of concern, we will inform you and advise where help may be pursued, e.g. speech therapist. We understand this is a sensitive topic and it is always your decision to follow this up. Educators are willing to discuss any aspect of learning and development with parents.

Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families, who are children’s first and most influential educators. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.

Belonging
Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.

Being
Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.

Becoming
Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.

Outcome 1: Children have a strong sense of identity

• Children feel safe, secure, and supported
• Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
• Children develop knowledgeable and confident self-identities
• Children learn to interact in relation to others with care, empathy and respect

Outcome 2: Children are connected with and contribute to their world

• Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
• Children respond to diversity with respect
• Children become aware of fairness

Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

• Children become strong in their social and emotional wellbeing
• Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
• Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
• Children transfer and adapt what they have learned from one context to another
• Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Outcome 5: Children are effective communicators

• Children interact verbally and non-verbally with others for a range of purposes
• Children engage with a range of texts and gain meaning from these texts
• Children express ideas and make meaning using a range of media
• Children begin to understand how symbols and pattern systems work
• Children use information and communication technologies to access information, investigate ideas and represent their thinking

At Kiddies Kapers educators believe that they are preparing your child for school from the first day they commence enrolment. All experiences leading them to the development of skills that will prepare them for a life of learning.

The pre-schoolers are offered a School transition program based on the National Early Years Learning Framework. The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning and provides the most appropriate stimulus for holistic development.

The Framework also recognises the importance of communication and language (including early literacy, numeracy, social and emotional development).

Educators believe the value of play is of utmost importance to children as it is their way of learning about their world. While children are playing they are able to express their creative ability, release emotions and can share their feelings in a supportive environment.

Educators also believe that raising a child takes a community. Therefore educators work collaboratively with families and other support workers to ensure the best interests of the child are met.

Kiddies Kapers Educators complete the Transition to School Statement. This document is sent to the primary school your child will be attending.  This document shows the progress and development of each child attending primary school.

Every child will have a personal, confidential portfolio comprising of;

• Child’s Profile
• Goals from families and Educators
• Observations
• Objectives for further development
• Work samples
• Summary of learning and Development
  NSW Transition to School Statement

Documenting each individual child’s learning journey is an essential part of our curriculum. The children’s portfolio promotes strong communication between educators, children and parents in regards to the child’s development through all the stages of development in our curriculum. This piece has encouraged your child to become autonomous as they work on the piece independently. You will be given your child’s portfolio at the end of the school year or when they finish at the Service.

The portfolio will be used in family/Educator meetings throughout the year and is always available for you to review at your convenience.

The Service has an Open Door Policy and actively seeks and encourages families to be as involved in the Service. This can range from evaluating and adding input to your child’s program and observations, volunteering within the Service and sharing skills & experiences that the children and the program will benefit from.

You can be involved in the Service’s Family Committee. Your involvement can be as formal or active as you like as time permits. We respect that time is limited for most families and we ask that you inform us as to your preferred way of communication. We can arrange meetings with your child’s Educator at a time that suits you throughout the year and offer email, SMS, Facebook, Newsletters, Day Book Journals and pride ourselves on strong verbal communication on a daily basis. We seek input from families on all aspects of the Service but in particular, your child’s goals, observations and program.

If, for any reason you question or do not understand any aspect of the Service or your child’s experience we have a Grievance Policy that supports all stakeholders in our community and like all policies, is available for families to consult and implement at any time. Copies of our policies are available in the foyer. We are more than happy to email any of the policies on request.

Family Skills, Interests and Talents
We welcome and encourage the involvement of all parents/families at our Service. Your ideas, experiences and skills are greatly valued and will enable us to extend each child’s interests, abilities and knowledge. There are many ways for your family to be involved. We understand that our busy lives can’t always afford the time, however any contribution no matter how big or small is much appreciated. Here are just a few ideas.

Your Occupation or Hobby
You are the most important person in their world. We welcome all parents to the Service to talk about their occupation or hobby (e.g. music, craft, cooking). Everything parents do interest children and these talks are the best educational resources you can provide for the Service.
We use information that has come from discussions about occupations and hobbies in our program and the ideas explored which can turn into interest projects providing valuable learning.

Your Home Culture
Your home culture is most welcome in our Service. We would greatly appreciate if you were able to share with our Service aspects of your culture and family life. This would assist us to enrich the lives of all our families and children.

Reading (especially good for grandparents)
Children love to be read to. If you or your parents have the time please contact your room Educators to organise a day for reading.

Recyclable Items
We are always on the lookout for recyclable items for the Centre. Empty food containers, ribbons, wrapping paper, towel tubes (not toilet or egg or milk because of hygiene and allergy issues) paper or anything interesting from your work is much appreciated.

Special Events
Our Service organises special events throughout the year. Keep an eye out as your child is sure to be a star!

Suggestions
Parents are welcome to visit or call the Service at any time. If you have any suggestions or ideas on how we best can work together in the Service please let us know.
If you have any concerns, please see your child’s educator or the Nominated Supervisor. We have a grievance procedure if you would like to formally raise any concerns.

Everybody has a different communication style and time for communication. We understand that mornings and afternoons can be a little rushed, and not the best time to discuss your child’s day.
We have many types of communication we use for families, which include:

• Newsletter
• Phone calls to your work
• Emails
• Letters
• Face to face
• Daily Day Books that are emailed
• Family weekend register
• Mid-year and End of year interviews
• Formal meetings

Parents must notify the Service if there are any Court Orders affecting residency of their children and a copy is required for the Service.

Without a Court Order we cannot stop a parent collecting a child.

For safety and security reasons ALL children must be signed in on arrival, and signed out on departure. The times must be noted.

No child will be allowed to leave our Service with a person who is not stated on the enrolment form, unless prior arrangements are made with the Nominated Supervisor.

Orientation is an important start for your child and family to connect to our service. We encourage each child to attend the Service in the company of a family member at least once or twice before they start the day with us. This gives you and your child the opportunity to gain an understanding of our program, the lay out of the room, where to find things, provide Educators with additional information about your child and how we can best support their transition and settling period.

If your child is reluctant to attend, please discuss this with their assigned Educator so that they can develop strategies with you to support the transition from home to the Service. You are welcome to take photos of your child in our environment to show and discuss at home. Some children like to take a book from our library to read at home and return on the next visit.

We suggest purchasing the following books you can read to your child prior to starting. ‘Preschool Day Hooray’ By Linda Leopold Strauss, ‘Maisy goes to Preschool’ by Lucy Cousins, ‘What to expect at Preschool’ by Heidi Murkoff and ‘I love you all day long’ by Francesca Rusackas.

Communication between home and the service must be open and happen often to best support your child during this time. There may be tears and extra tight hugs when saying goodbye for the first few weeks but there are always cuddles, reassurance and genuine care from Educators for both the children and their families. Sometimes this experience is upsetting more so for the family, not the child. We understand this and offer support through phone calls during the day, photos and open communication.

Ideally, your child will be settled at an activity before you leave, however some children find it hard to settle until their parents have gone. What works best is a set routine so try to establish the care routine from the orientation process. Being well organised and avoiding a rush usually results in a calm start to the day.

Most children will want to have a look around first to see who else has arrived and to look at what activities are available. Please tell your child when you are leaving as they may become upset if they haven’t had the opportunity to say goodbye. This gains trust from the child, not only in you but in the Educator who is reassuring your child about their day and when you will return. Rest assured that we will ring you if your child is distressed.

Click on the link below to view the Kiddies Kapers profile on the mychild.gov.au website – the online child care portal provided by the Australian Government. The profile includes our current ratings for the seven Quality Areas of the National Quality Standard and the Education and Care Services National Regulations.
mychild.gov.au – Kiddies Kapers