On this page you will find our Parent Information Booklet along with links to our Waiting List form (approx 1 minute to download depending on your connection).
We believe play is fundamental in discovering each individual’s abilities and
interests. We strive to foster within children the belief that each is capable,
independent, unique and intelligent.
We believe all experiences which are communicated through the child are a direct
result of relationships with families therefore we agree with the research that families
are the most important teacher in the child’s life.
We value the differences within all families, and embrace the gifts each family brings
to our overall centre community.
We believe it is essential to provide environments both indoors and outdoors which
are welcoming, nurturing, and inclusive. We endeavour to create learning spaces
that are exciting, beautiful and infused with natural materials that inspire spontaneity,
collaboration, relationships and connects children with their natural world. The
environment is a tool for children to communicate their ideas, interests and
We believe the program is a powerful method of communication between children,
staff and families. It is a reflection of our learning community and the individuals that
are a part of it.
We believe documentation is an important part of this process, through written word,
photographs, parent comment and the child’s work we are able to visually represent
and celebrate the knowledge children construct.
Early Childhood Professionals
As early childhood professionals we act as a link between children, families,
colleagues, and the wider community developing meaningful partnerships. We
advocate for all children, promoting the vital role that we and early childhood plays in
relation to life-long learning.
As professionals, we believe research, reflection, evaluation, innovation,
collaboration, and teamwork are the key qualities that reflect our commitment to the
early childhood profession. We see our role as a designer of environments, a
facilitator of relationships that both supports and empowers all children, and inspires
their quest for knowledge. We wish to in-still in each child the love of our natural
world so that they may contribute one day to the land, its resources and a
We aim to learn with the child and to discover their interests and skills through
We aim to provide play experiences for children to learn from and for the
Educators to value and build on the strengths, skills and knowledge of
children to ensure their motivation and engagement in learning.
We aim to portray an image of the child that views the child as capable,
independent, unique and intelligent and that each child is an individual with
their own diverse socio/cultural life experiences.
We aim to build safe, trusting relationships with the children, which will
support their transitions between environments and foster a sense of
belonging to our early childhood community.
We aim to reflect the practices of all families by embracing diversity,
regardless of ability, cultural, socio economic backgrounds.
We aim to collect feedback from families regularly and to work in partnerships
with families and the community.
We aim to communicate effectively with families through a variety of
We aim to work in collaboration with the Parent Management Committee
We aim to provide social events throughout the year where families can
interact and support each other.
We aim to empower families to be actively involved in the centre’s program
and to provide information about the Early Years Learning Framework.
We aim to provide an optimum learning environment, which encourages
children’s thinking and exploration, a place where children are able to
challenge themselves and asses their own risks.
We aim to provide an environment infused with natural materials that
represent the natural world we live in, as we embed sustainable practices into
our day together.
We aim for Educators to implement strategies to increase the children’s
experiences and understanding of the natural environment and the
interdependence between living things.
We aim to promote a sense of belonging to, wonder, respect and love of the
We aim to provide an environment which is well maintained, secure, safe and
We aim to provide a home like environment where children feel comfortable,
secure and relaxed. Including elements that reflect the lives and identities of
the children and their families.
We aim to create an environment that embraces the changing needs of the
We aim to create an environment that embraces spontaneous learning,
collaboration, co-operation and teamwork.
We aim to provide an environment that encourages healthy eating habits and
an active lifestyle.
We aim to use the program and our practices as an extension of learning,
which encourages the children to be leaders of it and their families and the
community to be a part of it.
We aim to provide a program that embraces spontaneous learning and
supports children’s interests, thus extending children’s self confidence and
We aim to provide a program that is continually evolving and changing as the
needs of children change, thus supporting children during transitional periods.
We aim to regularly evaluate the centre’s program and gain feedback from
families. Educators will use a variety of techniques to document and interpret
the information gathered about children’s learning.
We aim to provide detailed portfolios which reflect the uniqueness of children
as individuals and their strengths and interests.
We aim to provide a program that reflects the cultural beliefs of the families
attending the centre.
We aim to use the program to support relationships between staff, children
and their families by using strategies from the “Attachment Theory- Circle of
We aim to use the Early Years Learning Framework (EYLF) and the National
Quality Framework (NQF) to guide the centre’s program and as a support for
Early Childhood Professionals
We aim that all Educators will be a co-constructor of knowledge working in
conjunction with everyone who is a-part of the child’s life. Educators will
create opportunities for intentional teaching which supports and scaffolds
children’s learning opportunities.
We aim to utilise a holistic approach to teaching and learning. Educators will
engage in critical discussion with children to encourage higher levels of
We aim to provide career path opportunities for Educators within the Early
We aim to provide regular professional training development opportunities for
Educators, supporting their interests and encouraging further development of
We aim to provide traineeship opportunities for Educators within the centre
We aim to subscribe to many early childhood journals and magazines to
ensure staff stay update with current practices.
We aim to work in partnerships with families and other associated
professionals to provide environments, programs and learning experiences
which are inclusive of the child’s strengths, interests, abilities and needs.
We aim to work as a cohesive team communicating effectively, embracing
cultural diversity and being supportive of one another.
We aim to embrace healthy eating habits and active lifestyles, providing
positive role models for children and their families.
We aim to work towards practices that support environmental, social and
economic sustainability; thus protecting and conserving natural resources and
utilising them efficiently.
We aim to follow the Early Childhood Australia (ECA) Code of Ethics as we
strive for ethical practice.
Welcome to Warners Bay Early Learning and Care Centre. We hope you enjoy your
time with us at the centre.
Warners Bay Early Learning and Care Centre Inc is a non-profit Community Based
Centre established in 1990 providing over 23 years of high quality care and
The centre is managed by the Director and a Parent Management Committee that is
elected by the parent members of the Warners Bay Early Learning and Care Centre
Inc. Association. The Management Committee and interested parents meet monthly
on the last Monday of the month. Everyone is welcome to attend to give their own
opinions or suggestions to assist in maintaining a high quality service.
We are a 51 place Child Care Centre, catering for children aged 6 weeks old to 5
years. The centre has three rooms:
The Nursery Room 0-2 years – 10 children.
The Dreamtime Room (Toddler Room 2-3 years) – 16 children.
The Preschool Room 3-5 years – 25 children.
We care and educate the children in a relaxed, homelike, safe and secure setting
with many qualified and experienced educators and teachers.
Hours of operation: 7:30am – 6:00pm Monday to Friday. The Centre is closed on
Public Holidays and for two weeks over the Christmas period - no fees are charged
during these periods.
The Centre employs the following qualified and experienced Educators:
3 X University Trained Teachers
6 X TAFE Trained Teachers – Diploma in Children’s Services
3 X Childcare Assistants – Certificate 111 in Children’s Services
3 X Trainees
1 X Cook
1 X Cleaner
1 X Administration Officer
The Centre also provides training and work experience for students from the local
University, T.A.F.E Colleges and other training organisations.
NATIONAL QUALITY FRAMEWORK
The centre is currently operating under the National Quality Framework (NQF) which
commenced in Australia on 1st January 2012. The NQF consists of three parts;
The National Quality Standard (NQS)
The Assessment and Ratings System
The New Regulatory System
The National Quality Standards (NQS)
The NQF has enhanced the standards of childcare centres across the nation,
delivering better quality Early Childhood Education for your children by outlining the
factors that best support a child’s development. It outlines what a service can do to
provide the highest quality education and care for a child.
Recently we went through the Assessment Process and we are proud to announce
we are Meeting the National Standards and Exceeding the Standards in the following
Quality Area 1: Educational Program and Practice and
Quality Area 4: Staffing arrangements.
The NQS is divided into seven areas. These areas have been identified by research
as being the most important to get right to ensure the safety, health and wellbeing of
children attending education and care services as well as their educational and
developmental outcomes. The standard consists of guiding principles, quality areas,
standards and elements. The seven quality areas are:
1. Educational Programs and Practice
2. Children’s Health and Safety
3. Physical Environment
4. Staffing Arrangements
5. Relationships with children
6. Collaborative Partnerships with Families and Communities
7. Leadership and Service Management.
The Assessment and Ratings System
The important parts of the NQF assessment and Ratings process are:
The Quality Improvement Plan (QIP)
The Assessment Visit
The Ratings System
Based on self assessment / reflection, the centre will prepare a QIP. The QIP will list
the centre’s strengths and how we will maintain these and those quality areas we
believe we could improve in. The assessment visit is designed to observe typical
practice at the centre. The centre will then be rated one of five ways:
Exceeding the National Quality Standards
Meeting the National Quality Standards
Working towards the National Quality Standards
Significant Improvement Needed
The New Regulatory System
The centre is now operating under the new National Regulatory System which
commenced on 1st January 2012. The Education and Care Services National Law
Act 2010 and the Education and Care Services National Regulations 2011 guides
the centre’s practices to ensure we are compliant with the Law at all times. A copy
of the regulations can be found in the front foyer and the director’s office. A copy of
the Act can be found in the director’s office.
PRIORITY OF ACCESS GUIDELINES
The Federal Government has set priority of access guidelines, which the Centre
must abide by to receive funding. Places at our Centre are filled, from the Waiting
List in the following order, according to the Priority of Access Guidelines:
1. Child at risk
2. Working Parents, Parents Seeking employment or Students
3. Non-working parents. If you are a non-working parent and a working parent
requests care then you may be asked to give up your child's place or swap a
day. The centre is required to notify families 14 days in advance if this is to
Sometimes a family may need emergency care in addition to their child’s regular day
care attendance. This can be arranged with the Administrative Assistant or Director
providing a vacancy exists at the time of need.
Please notify the centre if your child will be absent or please give the centre as much
notice as possible if an extra day is needed and we will do our best to accommodate
The daily fees from July 2015 are:
Nursery Room $105.00
Dreamtime (Toddler) Room $98.00
Preschool Room $94.00
The fees are subject to change after consultation with the Management Committee.
CHILD CARE BENEFIT
Child Care Benefit and The Child Care Rebate are available at the centre to assist
families with fee payments.
Forms are distributed on enrolment and must be filled out by families and taken to
your nearest Centrelink Office for processing or you can phone the Family
Assistance Office on 13 6150.
AS FEES & SUBSIDIES ARE SUBJECT TO INCOME LEVELS WE MAY NOT BE
ABLE TO CALCULATE YOUR EXACT FEE UNTIL WE RECEIVE NOTIFICATION
FROM the FAO.
The Family Assistance Office operates through Centrelink and is responsible for
payment of Child Care Benefit. You can choose two options:
1. To pay reduced fees. The Child Care Benefit gap will be paid to the centre
2. To claim the Child Care Benefit as a lump sum payment at the end of the
financial year. This means you will be charged full fees at the centre.
Payment of new claim forms will only be granted for children with up to date
immunisation records. If you have any questions about Child Care Benefit please
speak to the Director at your enrolment meeting.
The centre now claims family’s child care benefit rebates through the online Child
Care Management System (CCMS). Families must be registered with the CCMS
before the child starts their care at the centre. If your child/ren are not registered you
will be required to pay full fees until registration occurs. Families are responsible for
providing the correct information on the child/ren’s enrolment form. The Child Care
Rebate is available to all families and can also be claimed weekly through the CCMS
at the centre. Further information is available in your information pack.
The centre’s Customer Reference Number (CRN) is: 555 002 344J
CCB Approval ID is: 1- 631- 3480 Organisation ID is: 1- 61G - 37
PAYMENT OF FEES
On enrolment at the centre a Security Deposit for your child must be paid. The fee is
$50 per day with a minimum payment of $100 due by the child’s enrolment meeting.
For example 5 days = $250. However should a family change their mind about
accepting the offered placement the holding deposit is non-refundable.
No offer of placement will be deemed accepted by the centre management
until the holding deposit has been paid.
This Security Deposit is refundable upon your child withdrawing from the Centre or it
can be transferred into the next year of care or to siblings attending the centre. If a
family's fees falls behind by 2 weeks or more the family will be asked to pay these
outstanding fees immediately or their child's position may be withdrawn and an
account sent for any fees outstanding. If fees remain outstanding by more then one
month this matter will be placed into the hands of our debt collector.
Please ensure your fees are up to date to avoid losing your child’s position.
All childcare fees will be paid by Direct Debt by EDebit through your bank account or
Credit Card. Please note payments by credit card will occur an additional fee. Any
bank fees accrued because of overdrawn accounts will not be paid by the centre. If
any payments default, a $10 fee will be charged. All families are responsible for
ensuring enough money is in the account ready for your child care fees payment. A
receipt will be issued each time a payment is made and a statement of account is
issued monthly. Fees are charged for any days that your child is absent. For
example holidays or sick days. Fees are not charged for Public Holidays or closure
periods. Families experiencing difficulty in paying fees should contact the Director
immediately. Please do not wait for your child's place to be reviewed. Feel free to
contact the Administrative Assistant between 7:30am – 3:30pm Monday to Friday to
inquire about your family’s account.
Opening and closing times for the Centre are very strict due to licensing and staffing
On the first occasion a child/ren is picked up after 6:00pm a written warning
will be given to the family in question.
On subsequent occasions a late fee will be charged: $10.00 within the first
five minutes, $20.00 within the next five minutes and $20.00 for each five
minute block after. For example two minutes late will cost $10.00 or seven
minutes late will cost $30.00.
This fee will be charged each time your child is left at the centre after 6:00pm.
This fee is not included in the Child Care Benefit Scheme.
It is the responsibility of the parent to notify the Centre if he/she will be late and to
organise alternative arrangements to have their child/ren collected by 6.00pm.
NOTICE OF WITHDRAWAL OF A CHILD FROM OUR CENTRE
Four weeks notice must be given in writing if you are withdrawing your child from
the centre or reducing your child’s days of enrolment.
The centre has a form to be completed for this purpose. Please discuss this matter
with either the Director or the Administrative Assistant to arrange for this procedure
to occur and finalise payment of fees.
Child Care Benefit is paid for up to 42 Allowable Absence Days per financial year
across all approved long day care services, family day care, in-home care services
and specialised outside school hours care services. Each child receives a new set
of 42 Allowable Absences at the beginning of each financial year. Allowable
Absence days can be taken for any reason (provided the day being claimed as an
absence is a day on which care would have otherwise been provided). If a family is
using another approved service, it is your responsibility to inform the other service of
any allowable absence taken. A statement will be sent out quarterly showing the
number of absences, dates and tallies and the total of Allowable Absences for the
year are also shown on the account statements sent out to parents.
Child Care Benefit is also payable to absences taken for the following reasons:
illness (with a medical certificate), non-immunisation, rostered days off, rotating
shifts, temporary closure of a school or pupil-free day, public holidays, periods of
local emergency, shared care arrangements due to a court order, consent order or
parenting order and attendance at preschool.
Absence days taken for the above reasons are called approved absence days.
There is no limit on the number of approved absence days a child’s family may claim
providing they are taken for those specified reason stated above. If families are
taking an Approved Absence day, then supporting evidence, for example a doctor’s
certificate or court order must be provided to the centre.
BEHAVIOUR GUIDANCE & MANAGEMENT
Educators will ensure all children are well settled and safe at the centre at all times.
Educators will encourage and guide positive behaviours in children by role
modelling, providing positive feedback and redirecting unsuitable behaviours.
Our Behaviour Guidance & Management Policy outlines the strategies and
techniques used to deal with children’s behaviours.
Our expectations, limits and behaviour guidance strategies are designed to instil life
long learning for children to reach their fullest potential. Children will be involved in
developing rules of acceptable behaviours where appropriate.
At this centre we always strive for positive behaviour guidance which:
Does not damage a child’s self esteem
Praises and acknowledges desirable behaviour
Is expressed positively
Gives simple explanations
Demonstrates that all children are respected, treated equally and
accepted as individuals
Leads to self discipline
(See the centre’s Behaviour Guidance & Management Policy for more details.)
Birthdays are special to everyone and even more so for young children. The
teachers and children want to share the joy of this special day so you are welcome to
send along some lollies (The Natural Confectionary Co. brand only) to the centre.
Please check the chart on the kitchen notice board for which lollies are accepted at
the centre. The centre has a special birthday box where the children are able to
blow out the candles and the lollies are shared amongst all the children.
Our centre fosters an awareness and acceptance of cultural practises in our daily
program. The centre strives to embrace all cultures of children attending the centre.
Families attending the centre from diverse cultural backgrounds are encouraged to
share their traditional celebrations and culture through participation, communication
and providing the centre with resources.
For example Easter, Christmas, Divali, Hanukah and Ramadan are directed at the
children's level of development and are included in the program where appropriate
(See the centre’s Inclusion Policy for more details.)
WORKING WITH CHILDREN WITH ADDITIONAL NEEDS
All children have some special / additional needs at some point of time in their
development. These needs will be addressed and planned for through the child’s
individual programs. If a child is presenting behaviours or developmental delays that
is of concern to both parents and staff than professional advice will be obtained from
the appropriate support agencies after obtaining written permission from the child’s
If a child has a diagnosis or is undergoing assessment procedures than funding will
be applied for through “Inclusion Support Agency (ISA)” and or “Young Children with
Disabilities Intervention Support Program” or from other relevant funding bodies.
When the funding is approved a temporary staff member will be employed as
described in the funding agreement for a set amount of hours per day. The staff
member assigned to this room is there to help with all daily duties, procedures and
responsibilities. The temporary Educators (Support worker) are there to provide the
permanent Educators with support and up to one hour per week relief time for
planning purposes, writing reports or attending any meetings.
The centre encourages acceptance of all children and families
(See the centre’s Staff Working with Children with Additional Needs Policy for more
A bi-monthly newsletter is produced to keep parents up to date with what is
happening at our Centre. If any families would like to add anything to the newsletter
please see the Director. It is important to read all newsletters so you don’t miss out
on any special activities.
WHAT TO BRING FOR YOUR CHILD
All families are required to bring to the centre each day:
Spare Clothing - all to be labelled with child's name
A set of single bed sheets and pillow (except Nursery Room)
A cot blanket (in winter only)
For toddlers and babies only:
A bottle if the child has a special one or you can use the centre’s
A comforter - cuddle toy or dummy
The bed measurements are 56cms wide and 140cms long. If your child is toilet
training, please pack lots of spare clothes and underwear as many accidents occur.
Please do not bring in toys form home especially aggressive toys like guns
and swords. The centre holds no responsibility for lost property.
Please do not send your children to the centre in their good clothes. Please dress
your child in comfortable clothes which are easily removed.
The children are invited to participate in many play activities, and some of them are
very messy which often leads to the children's clothes becoming soiled. Therefore, it
would be practical to dress your child in old or play clothes for day-care so they can
join in all the fun without hesitation.
Please ensure that you pack a spare set of clothing as your child may have an
accident while they are busy at play. Please ensure that this clothing is suitable for
current weather conditions.
The centre provides hats and sunscreen for all children to wear outside for sun
protection. Children are required to wear t-shirts instead of singlet tops and
comfortable shoes. Thongs are not suitable foot wear for children when they climb
regularly throughout the day.
(See the centre’s Clothing Policy & Sun Smart Policy for more details.)
Each child will have a locker that could be shared with other children over the week.
Please place bags and all your child’s belongings in this locker. Please ensure you
take your child’s bag and all their belongings home each night.
Please bring your child’s belongings in a back pack or other suitable bags. Plastic
bags are not suitable and are a hazard to children.
Soiled clothing will be rinsed and placed in a plastic bag, then tied in a knot and put
back in your child’s bag or locker. When your child is toilet training there may be
many of these bags. Please check you have all your child’s belongings.
WHEN YOU ARRIVE AND DEPART THE CENTRE
On arrival at the centre one of our Educators will greet you. Please tell the Educator
about your child and how your child was the previous night and morning so that
Educators are aware of any changes in the child’s routine.
Assist your child to find a locker for their bag. Please place your child’s name or
photo on the locker.
Any medications for children are to be handed to an Educator. It is hazardous to
leave them in your child's bag.
A Medication Record Form is to be filled out by parents or guardians before
medication will be administered by your child Educator.
(See the centre’s Medication Policy for more details.)
It is important that you sign (with your signature) on the Attendance Sheets each
morning and afternoon when delivering and collecting your child to and from the
Centre. Attendance Sheets can be found on the bench in each child's room. The
attendance sheets are legal documents and must not be tampered with.
Always be sure to give your child to a staff member before leaving and say
"Goodbye". Never sneak out as this can distress a child. Please tell an Educator
when you are taking your child home and always remember to sign out your child
It is also very important to write down the person who will be collecting your child in
the afternoon. We cannot allow your child to be collected by anyone other than those
people listed on your child’s enrolment form.
If a different person is required to pick up your child notification is required in writing.
Phone calls will not be accepted. This information is necessary for the security of
the centre. Children must be collected before 6:00pm. The centre is only licensed
from 7:30am to 6:00pm.
Any medications are to be handed to an Educator. It is hazardous to leave them in
your child's bag.
Medication will only be administered to a child by an Educator if a doctor prescribes
it. The medication must have the child’s name, the dosage and when the medication
is to be administered on the label. Medications for siblings or medications that have
expired will not be administered. A Medication Record Form is to be filled out by
parents before medication will be administered by an Educator.
Children with allergies, asthma or diabetes and / or are on long-term medication will
need to complete an action plan and have it signed by the child’s medical practitioner
and a risk assessment will take place to ensure the child’s safety, health and
wellbeing at the centre. These forms and a copy of the centre’s Medical Conditions
Policy will be given to you at your enrolment meeting.
Panadol will only be given for temporary relief of pain and temperature that has
occurred while the child has been attending the centre and the educators are waiting
for the child to be collected. Panadol will also be administered when the centre has
received written instruction from the child’s doctor.
(See the centre’s Medication Policy for more details.)
WORKING TOWARDS BETTER SEPARATION AT DAYCARE FOR YOU AND
We realise and understand that separating can be difficult for you and your child.
Please feel free to come and talk to the Educators if you have any problems at all.
We are happy to help you and provide advice on settling into the centre. We hope
the following information will be of some help to you and your family.
Ways to Help your Child:
1. Visit the centre with your child to help them become more familiar with the
centre environment. Allow your child to take part in the program, familiarising
them with our routines with you there for reassurance.
2. You can leave a possession of yours for your child's security. One soft toy is
fine, maybe one of your bags or wallets or a photo of yourself.
3. Try to get up early enough in order to have a few minutes of cuddling and play
with your baby or child before you leave the centre.
4. As soon as your child is old enough, develop a routine of talking to them
about leaving, but always add, "I'll be back". This is for you as much as it is for
5. At the centre, work with the teachers to develop a "goodbye" routine/ritual.
For example – sign in, allow your child to help you put their bag in their locker,
give them a hug, take your child to the teacher and say something like
"Goodbye, I'll see you at afternoon tea time” and then leave confidently.
6. Please feel free to ring at anytime and as many times, as you need to check
on your child. It is important to remember to leave the centre a reliable contact
number so we can ring you if the need arises.
WAYS TO EASE THE TRANSITION FROM HOME TO DAYCARE
Prepare yourself first so that you can deal with your child’s feelings. They will cry at
first, it is only natural, but just reassure them that you still love them. Talk to your
child about separation and about the pleasure of going to the centre. For example
"It'll be fun, there's lots of children to play with, you can paint". Help your child to get
to know the teachers beforehand. Make at least 2 visits to the centre so your child
can participate in activities while you are there.
When leaving the centre in the morning, handover your child to a staff member and
say “John (or the Educators name), is going to look after you today and keep you
safe.” Your child may regress a little, for example wanting you to feed them or
bedwetting. This is just your child’s way of adjusting to the new situation. This
should improve as the child settles into the centre. Allow them to bring a comforter
of some kind. For example a teddy bear or perhaps a picture of their family. This
helps children feel secure in their environment. Always say "Goodbye". This is very
important as it helps to develop trust and independence
These points are from "Touch Points" by Dr T Berry-Brazelton, a good reference for
your child's emotional and behavioural development. This is just one of the many
books available for your loan in our Parent Library.
THE ATTACHMENT THEORY AND CIRCLE OF SECURITY
Families are the cornerstone of our society. More than any other force it shapes the
attitude, the hopes, the ambitions, and the values of the child.
Meaningful relationships are the foundation of our learning and development . We
strive to develop trusting, lasting attachments with each child so they can reach their
potential in our learning environment. It is important to us that we form relationships
with you their families, so we can work together to make your child’s time in care as
fulfilling as possible.
To assist your child in the settling process we will be spending lots of quality time
with them building a rapport, extending on interests and being consistent to help
them build trust in their educators and the environment.
The Circle of Security is a relationship based theory that is supported by decades of
University based research and literature. This research has confirmed that secure
children exhibit increased empathy, greater self-esteem, better relationships with
parents and peers, enhanced school readiness, and an increased capacity to handle
emotions more effectively when compared with children who are not secure.
Through using the ‘Circle of Security’ your child will begin to feel comfortable to
explore the environment independently. The Circle of Attachment is where the child
feels safe to leave their trusted educator (or primary caregiver ) then return for
reassurance, then move away again and the ’circle’ continues.
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
Educators recognise that families are children’s first and most influential teachers,
as we work in partnership with you and your family we endeavour to withhold these
standards and continue this learning from the foundations you have created. In an
early childhood setting children develop a sense of belonging when they feel
accepted, develop attachments and trust those that care for them. When children
feel safe, secure and supported they grow in confidence to explore and learn.
WHAT HAPPENS DURING THE DAY / THE PROGRAM
Each child is seen as a capable individual, with a social and cultural background and
will be catered for according to their interests to realise their full potential.
Each child has a planned written program recording learning experiences. Parents
are encouraged to view their child/ren’s individual developmental profiles and are
encouraged to make input. As we believe communication with families is essential in
the provision of quality care, we endeavour to foster open communication and
trusting relationships. Although in many ways we are the same we also have
differences. We consider every person to be a valued member of our diverse
We use the Early Years Learning Framework (EYLF) as a guide for the centre’s
program. The EYLF aims to extend and enrich children’s learning from birth to five
years and through the transition to school. The vision of the Framework is that all
children experience learning that is engaging and builds success for life. It portrays
the view that children’s lives are characterised by belonging, being & becoming.
1. Belonging- Experiencing belonging– knowing where and with whom you
belong– is integral to human existence.
2. Being-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.
3. Becoming-Becoming reflects the 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.
The EYLF has five learning outcomes for children...
Outcome 1: Children have a strong sense of identity
Outcome 2: Children are connected with and contribute to their world
Outcome 3: Children have a strong sense of wellbeing
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators
We provide three nutritional meals daily. These are: morning tea, lunch and
afternoon tea. A late snack is provided to those children still at the centre at 5:30pm.
The menu is varied and interesting and provides food from various cultures. The
menu provides 50% of the child’s recommended daily intake for all nutrients. Parents
are encouraged to make contributions to the menu planning process. This can be
done by bringing in recipes or filling out surveys about the menus at the centre.
Menus for two weeks are displayed in the foyer on the notice board near the kitchen.
Please feel to take a copy of the menus.
It is vital that families inform the centre of any allergies, dietary restrictions or any
special diets so that we can adjust the menu accordingly and inform staff.
The centre supplies the SMA formula which is the generic brand of S26. Families
will need to supply any other formulas. Please ensure you supply a fresh unopened
tin each time with clear instructions written on the tin.
(See the centre’s Nutrition Policy for more details.)
SAFETY PRACTICES AND PROCEDURES
The physical environment meets the national regulatory standards by the
Department of Education and Communities in respect of health, safety and hygiene.
The centre has a Health and Safety Committee made up of Educators and parents to
ensure these standards are maintained to a high standard. Educators perform
safety checks throughout the centre regularly. The staff and children are kept up to
date with emergency procedures through training and emergency evacuation fire
drills. These are practised quarterly. Procedures are posted on the walls in the
(See the centre’s Work Health and Safety Policy for more details.)
ACCIDENTS AND FIRST AID
All primary contact Educators have a current First Aid Certificate, and will administer
minor first aid in the event of an accident. If, as a result of an accident, the staff feel
medical attention is necessary, parents will be contacted immediately. If the parent
or the emergency contact cannot be reached, the child's doctor or an ambulance will
be telephoned. Agreement for emergency procedures must be given on the
(See the centre’s Incident, Injury, Trauma and Illness Policy for more details.)
ILLNESS AND INFECTIOUS DISEASES
The centre will not permit entry to a child who has a contagious illness or infectious
disease. The centre follows The Department of Health’s Staying Healthy –
Preventing infectious diseases in Early Childhood Education and Care services 5th
Edition as guidance for exclusion practises.
While Doctors certificates may be helpful, the Director in consultation with the
educators, will determine the length of exclusion form the centre where infectious
diseases have been a problem.
(See the centre’s Exclusion & Health Policy for more details.)
In accordance with the Department of Health regulations you will be required to
provide a copy of your child's current Australian Childhood Immunisation Register
(ACIR) Immunisation History Statement which shows that the child is up to date with
their scheduled immunisations.
Parents/guardians may obtain a copy of their child’s Immunisation History statement
at any time:
o By telephone on 1800 653 809
o By email on firstname.lastname@example.org
o Online at www.medicareaustralia.gov.au/online
o In person at the local Medicare office, Centrelink office or Child Support
OPEN DOOR POLICY
Our centre is open at all times for inspection.
Please come and see how we help your child's development anytime.
Entry by you anytime is the greatest protection against fear.
Never let it be said that we have anything to hide.
Don't hesitate to visit us.
Our centre is proud of the quality and the care we provide.
Feel free to join in and be apart of the centre’s program.
Our staff are qualified, trained, experienced and talented.
Our staff are happy to answer any questions you may have.
The Director’s office door is always open, feel free to pop in for a chat.
Rather than take our word for this. See it you self!
Our centre welcomes your comments, compliments, complaints and suggestions
about our services, as we are always endeavouring to provide the very best quality
(See the centre’s Grievance & Complaint Handling Policy for more details.)
Complaint Forms, Feedback Forms and the Education and Care Services National
Regulations 2011 are all available in the centre’s foyer on the bench.
Please place all completed forms in the fees box in the foyer. Any feedback is
appreciated and provides a valuable resource to the educators, staff and centre
management. If you have any questions, concerns or praise that you would like to
pass on then the following contacts may be helpful.
CONTACT DETAILS FOR THE CENTRE
Mrs Julie Finch (Director)
PO Box 398 WARNERS BAY NSW 2282
Ph: (02) 4947 1300
Fax: (02) 4948 6568
CONTACT DETAILS FOR THE DEPARTMENT OF EDUCATION AND
NSW Early Childhood Education & Care Directorate,
NSW Department of Education & Communities
Locked Bag 5107, PARRAMATTA NSW 2124
Ph: 1800 619 113 (toll free)
Fax: 02 8633 1810
A FINAL WORD
We realise at Warners Bay Early Learning and Care Centre Inc. that you are
entrusting us with someone who is very precious to you. We are sure that your
family's stay at our service will be a happy and rewarding one. We are honoured
and proud that you have given us this responsibility and we will provide your child
with a safe, quality care and educational environment.
All the Educators and other Professionals at Warners Bay Early Learning and Care
Centre are eager to get to know you and your child better and look forward to seeing
them grow over the years. Educators and Staff adhere to the Early Childhood
Australia’s Code of Ethics and the UN Convention on the Rights of the Child which
helps clarify and define the values that are important to your family.
Please remember if you have any questions or concerns, no matter how big or small,
please do not hesitate to come and talk to us. If you need further explanation to
anything written in this booklet, please see the Director or refer to the centre’s policy
manual which you will find on CD in the back of this booklet. The policies detail the
correct procedures for families, Educators and other professionals.
We look forward to working with you in the future.
Tell me, I will forget
Teach me, I may remember
Involve me and I will learn