About Kiddies Kapers
Our early childcare centre philosophy and goals
- Our Director / Teachers are all experienced Early Childhood/Infants Primary Personnel who programme each day for the specific needs of the childern and encourage them to participate in a wide range of activities.
- We aim to develop in children the capacity to think, create and cooperate so that they can learn to cope with daily situations and prepare for school.
- Kiddies Kapers preschool is a supplement to home, not an alternative and we encourage parents and staff to work together towards developing the well being of the child.
Our goal is to create a caring community of people whose purpose is to provide quality care in our family day care centre.
To achieve this goal, the centre aims to create a place;
- Which is warm and welcoming learning environment
- Where children’s development is respected, observed, enjoyed and enhanced through a developmentally and culturally appropriate early childhood program;
- Where children are encouraged to be creative and caring;
- Where the physical well being of all members of the centre is a priority;
- Where love and quality care is given to every individual child attending the centre.
We welcome you and your child and hope that your child will enjoy a social, educative and happy atmosphere at Kiddies Kapers- Your local childcare centre among the best centres in Sydney!
Service Philosophy and Goals
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.
Service Information
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
Fees
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.
New Child Care Benefit Package (CCS)
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.
Allowable Absences
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.
Regulatory Authorities
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
Service Closing Time and Late Fees
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.
Confidentiality
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.
Service Policies and Procedures
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.
Our Team of Educators
Please visit Our Team Page.
Enrolment Information
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.
Goals for your child at our Service
“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.
Educational Program
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.
Early Years Learning Framework
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
School Readiness / Transition Program
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.
Portfolios/Scrap Books
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.
Parent Participation
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.
Communication
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
Court Orders
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.
Arrival and Departure
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.
Preparing your child for Kiddies Kapers
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.
Saying goodbye
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.
National Quality Standards
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
What to bring to the Service
Could you please ensure that your child has the following items:
- A reasonable sized back pack
- Spare clothing (suitable to the weather and weather changes) including shorts/skirt, t-shirt, underwear and socks.
- A Hand Towel (hang on the hook provided behind locker symbol)
- Plastic Water Bottle (please fill with water and place on top of locker)
- Sun hat (place in the top nook)
- 2 Cot Sheets stored in a separate sheet bag/pillow case, security items if needed. (please place this sheet bag on top of your child’s backpack in the bottom section on the lockers)
- Nappies and Wipes if required (place in the nappy shelf area)
- Sun block (label and placed in the tub provided on top of the nappy shelf), please ensure your child is wearing clothing that covers their shoulders.
- Any security items is welcome especially with new enrolments
Setting up your child’s locker
Please ensure your child’s locker is set up correctly when you arrive. Water bottle sits on the top, towel hanging on the hook, hat sitting in the top nook and bag placed in the bottom nook with the sheet bag sitting on top. It is beneficial for the children to have a separate bag for their sheets so they can begin learning to make their beds themselves. Keeping the locker set up properly is important for the children so they know where all their belongings are.
Clothing
It is helpful to your child if they are dressed in non- restrictive, serviceable, easy to wash clothes so that they feel free to join in all the activities and to develop independence. Shoes also, need to allow children freedom to run, climb, hop & jump as well as being easy for the child to take off and put on by him/her. Unsuitable shoes are thongs and gumboots and we prefer that these are NOT worn to the Service. Lace up joggers or sandals are appropriate. Also, please consider clothing that enables the child to move around easily and allows children to be independent in dressing. Clothing such as long dresses, overalls, braces, belts and stiff buttons can prove a problem for children who need to go to the toilet. We require all t-shirts to have sleeves, no mid-drift tops and hats that are broad brimmed are essential for effective sun safety.
Spare clothes
Every now and then accidents occur and it may be necessary for your child to get changed into a fresh set. Please include a complete change of clothes every day which can stay in your child’s bag…just in case!
Toys
The Service has an abundance of toys and we ask that children do not bring in toys from home. This eliminates toys getting lost, broken, disappointment for other children and responsibility on Educators to track numerous toys throughout the day.
Behaviour Guidance
Educators follow a Behaviour Management Policy which is respectful and consistent and extends across the whole Service. This policy allows children to develop self-discipline, a respect for others, for property and respect for self, whilst learning to regulate their behaviour. If you require further information on this policy please ask Educators and refer to the policy book.
Physical Play
Physical play includes activities that use physical movements to allow children to use their energy, enhance their concentration, motivation, learning and wellbeing. We feel physical play is a vital part of everyday life. We believe in providing children with a range of physical activities and experience on a daily occurrence for them to challenge their large and small muscles, allowing them to gain increasing control over their bodies as they learn the importance of physical play.
We work closely with the Munch n Move Program.
Physical play provides children with the opportunity to:
- Develop strong bones and muscles
- Improve strength and balance
- Develop Flexibility and coordination
- Develop Fundamental Movement Skills
- Develop spatial awareness
- Develop mathematical concepts
- Be confident as they learn to control their bodies and understand their limits
- Learn to cooperate and share with others
- Promote healthy growth and development
Sustainability
Our service is passionate about sustainability and has received exceeding in the NQS (National Quality Standards). We believe in supporting children to appreciate and care for the environment by embedding sustainable practice into the daily operation of our Service, infrastructure and teaching.
In order to empower our sustainability program we emphasise children’s ability to make a difference, enabling them to learn and appreciate their environment in an engaging, fun and exciting manner. We do this by engaging children in discussion about sustainable practice, encouraging them to participate in a recycling program, reducing energy and conserving water. We aim to provide children with the skills and knowledge required to become environmentally responsible. The Centre runs several sustainable programs such as the worm farms, compost bin and native bee hive.
Rest and Sleep
Rest and sleep routine varies according to individual needs. We aim to make rest time a relaxed, pleasant time for all children. We provide stretcher beds for children and play soft music in the background. Your child may wish to bring a security item to have at rest time. Please feel free to discuss your child’s rest or sleep needs with Educators.
Birthdays
It is very exciting for a child to be having a birthday. If a cake is required for a child’s birthday it is recommended that cupcakes are provided as this reduces the major allergy risks associated with most other cakes. Families are required to discuss cake options with educators prior to the celebration. For further information, please see our Celebration Policy.
Family Photo
We have Family Tree Wall next to the kitchen door. This is a strong and valuable tool in our environment for your child to connect to, feel that they and their family are valued and that their family is as much a part of the Service, even if they are not always there. If you would like to bring in a photo, or a couple of photos that represent your family, we would love to add it to our wall.
Sun Safety
Kiddies Kapers is committed to working with the Cancer Council to implement our comprehensive sun protection policy. Kiddies Kapers is a proud member of the SunSmart Program.
Our policy represents an important step in giving our children and educators a healthier future and is helping to create healthy habits for life.
Children and Educators will wear hats and appropriate clothing when outside. Staff will encourage children, including by way of modelling behaviour, to avoid excessive exposure to the sun and to wear suitable sunscreen (at least SPF 30+), which is reapplied according to the manufacturers recommendations. We ask that children come to the Service with sunscreen already applied so they are able to participate in outdoor play immediately and not have to wait the 20 minutes after application. Kiddies Kapers is a Sun Smart Service.
Sun Hat
A sun protective hat must be worn every day when playing outside for protection against the sun. Please make sure to include it in your child’s bag every day regardless of the weather conditions. If hats are forgotten children will need to play in shaded areas only.
When should I not send my child to the Service?
Our service is a busy and demanding day for the bodies and minds of our children, we are not equipped to care for sick children; however we will do everything we can to comfort a child who has become sick whilst in our care.
To try and prevent the spread of disease, please monitor your child’s health and watch for:
- A runny, green nose
- High temperature
- Diarrhoea
- Red, swollen or discharging eyes
- Vomiting
- Rashes
- Irritability, unusually tired or lethargic
Please do not bring your child to the Service if they display any of the above symptoms. If a child becomes ill whilst at the Service the child’s parents or person responsible for the child will be contacted to organise collection of the child. If the child is unable to be collected, educators will contact the child’s emergency contact for collection.
When the child is collected, the family will have the following information made available to them to present to their doctor: symptoms, date of onset, general behaviour of the child leading up to the illness and any action taken.
Your child should not attend the Service if they have had Panadol or Neurofen within 24 hours for a temperature. It is extremely important that staff members are aware if a child has had either medication so we do not re-administer and potentially overdose.
The other consideration is that medication of any type should not be added to a child’s bottle. Children who are on antibiotics are to be kept away from the Service for the first 24 hours to allow the child to rest and the risk of spreading the infection to decrease.
If your child has been away due to illness, please check with the Service as to whether or not you will need a certificate before your child returns.
Infectious Diseases
The following information has been supplied by the National Health and Medical Research Council re: exclusion from the Service of a child suffering with the following diseases/ailments. Please inform staff if your child has any of the following so that we can let families and Health Department know if something is going around and avoid an epidemic. (Confidentiality is always maintained).
Condition | Exclusion |
Hand, foot and mouth disease | Until all blisters have dried. |
Hib | Exclude until medical certificate of recovery is received. |
Hepatitis A |
Exclude until a medical certificate of recovery is received, but not before 7 days after the onset of jaundice or illness.
|
Herpes – cold sores |
Young children unable to comply with good hygiene practices should be excluded while the lesion is weeping. Lesions to be covered by dressing, where possible.
|
Influenza and flu-like illnesses | Exclude until well. |
Measles | Exclude for at least 4 days after onset of rash. |
Meningitis (bacterial) | Exclude until well. |
Meningococcal infection |
Exclude until adequate carrier eradication therapy has been completed.
|
Mumps | Exclude for 9 days or until swelling goes down (whichever is sooner). |
Poliomyelitis |
Exclude for at least 14 days from onset. Readmit after receiving medical certificate of recovery.
|
Rubella (German measles) |
Exclude until fully recovered or for at least 4 days after the onset of rash.
|
Salmonella, Shigella | Exclude until diarrhoea ceases. |
Streptococcal infection (including Scarlet Fever) |
Exclude until the child has received antibiotic treatment for at least 24 hours and the child feels well.
|
Tuberculosis |
Exclude until a medical certificate from an appropriate health authority is received.
|
Whooping Cough | Exclude the child for 5 days after starting antibiotic treatment. |
Worms (intestinal) | Exclude if diarrhoea present. |
If your child is unimmunised according to our records, then they will be excluded until the threat has passed.
Immunisation
From 1 January 2016, only parents of children (less than 20 years of age) who are fully immunised or are on a recognised catch-up schedule can receive the Child Care Benefit, the Child Care Rebate and the Family Tax Benefit Part A end of year supplement.
The relevant vaccinations are those under the National Immunisation Program (NIP), which covers the vaccines usually administered before age five. These vaccinations must be recorded on the Australian Childhood Immunisation Register (ACIR).
Children with medical contraindications or natural immunity for certain diseases will continue to be exempt from the requirements. Conscientious objection and vaccination objection on non-medical grounds will no longer be a valid exemption from immunisation requirements. Families eligible to receive family assistance payments and have children less than 20 years of age, who may not meet the new immunisation requirements, will be notified by Centrelink.
Medication
Educators can only administer medication prescribed by a doctor. They cannot administer non-prescription drugs or dietary supplements unless the service is provided with written authorisation by a doctor.
Medication can only be administered to a child by Educators from its original packaging with pharmacy instruction sticker.
On arrival at the Service families, must give medication to Educators for safe storage and complete a medication authorisation form. Under no circumstances should medication be left in children’s bags.
Allergies or Asthma
It is vital that we are aware of any allergies or asthma. Families are required to explain any allergy or asthma on the enrolment form as well as provide us with the diagnosis from the doctor. The Service has a procedure the staff follow to minimise allergic reactions.
The Service requires an Action Plan filled in by your Doctor to assist in managing your child’s needs. The Action Plan is to be updated every year.
Incident
The nominated supervisor will contact parents immediately if a child is involved in a serious incident at the Service. As a matter of extreme importance parents must ensure that the Service has up to date emergency contact numbers.
An incident report will be filled out for all incidents, injuries and illnesses. This will contain details of the incident/injury/illness, any first aid that was administered, and be signed an educator, the Nominated Supervisor and by the parent.
Emergency Drills
Throughout the year the Service will hold emergency drills which occur at any given time throughout the day. These are carried out in a well-organised and orderly manner. Educators will be trained in using the fire extinguishers that are in the Service. An emergency escape plan will be displayed.
Children’s Safety
- Never leave children unattended in cars while collecting children from the Service.
- Cars parks and roads are dangerous places for children. Always hold children’s hands when arriving and leaving the Service.
- Never leave a door or gate open.
- Never leave your children unattended in a room.
- Children are not permitted into the kitchen area unless they are supervised by an educator.
Workplace Health and Safety
We welcome all feedback regarding the safety of our Service. If you see something that concerns you regarding safe work practices, the safety of building and equipment or general Work health and Safety, please contact the Nominated Supervisor immediately.
Educator Ratio and Qualifications
We meet all legal requirements in relation to child to educator ratios and the qualifications of our educators. All Educators will hold First Aid qualifications, have Working with Children Checks completed and attend monthly Educators’ meetings.
Our Educators are continually evaluating how our curriculum meets the education needs of our children and reflecting on ways to improve children’s learning and development. They are encouraged to attend further professional training and development.
For further details on the qualifications of the Educators, please see our Nominated Supervisor.
Daily Routine
Please visit our Daily Routine Page.
Age appropriate resources and facilities
Our welcoming and family friendly service provides a safe and comfortable environment for your child. Educators pride themselves in offering a warm and nurturing facility for your child to learn and grow.
Age appropriate resources and facilities are provided; including furniture to scale that fosters self-help skills and independence.
Educators are always sourcing creative materials and equipment that are up to date with industry standards and provide children with open ended learning experiences.
Early childhood professionals
Kiddies Kapers offers qualified early childhood educators who provide educational learning programs based on children’s interests, strengths, abilities and choice.
Our team of Educators are experienced and understand the importance of extending on children’s home-life experiences. Individual programs are developed for each child in order to assist with and build upon their learning, understanding, communication, self-esteem and confidence. This is done in collaboration with families.
Kiddies Kapers is pleased to announce that we have reliable educators and a high consistency and retention rate. This comes from management’s ability to support educators so that they may work to the best of their abilities with your child.