ENVIRONMENT

We are welcoming to all parents, children and other family members and have a friendly trusting and supportive atmosphere; so that you know your child is receiving the best possible care. We provide a safe, secure healthy and happy environment where children can develop their intellectual, social, emotional and physical skills to become competent and confident individuals.

 

REGULATORY AUTHORITIES

Our Service complies with the National Quality Framework (NQF) including the National Quality Standard (NQS), the Early Years Learning 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.

 

THE PROGRAM

All Educators at our Service are trained and experienced in areas of early education and care.  Due to our high standard and commitment of our Educators, we are able to provide developmental and educational curricula for each child individually, and as part of a group.

We will use the relationships children have with their families and communities to build the curriculum, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities and interests are the foundation of our programs.

 

JEWISH ENRICHMENT

All of our learning and experiences aim to teach and promote a love of Judaism – Jewish values, Culture, laws, customs and traditions, along with an integrated general program.

MUSIC & MOVEMENT

We have music and movement teachers who enhance each child’s musical awareness and dance abilities. They give the child opportunities to express their feelings and thoughts through free movement of the body and to extend the imagination through different medias.

 

EARLY YEARS LEARNING FRAMEWORK LEARNING (EYLF) LEARNING OUTCOMES:

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

 

If your child’s educator feels there is an area of concern, they will inform you and advise where help may be sought, e.g. speech therapist. It is always your decision to follow this up. Educators are willing to discuss any aspect of learning and development with parents.

Please feel free to discuss any aspect of the program of your child’s development with your child’s educators.

 

EDUCATORS

All our staff are committed to the provision of quality programs and a Jewish education. They provide input into planning, implementation and evaluation of these programs.

         They contribute to the maintenance of individual child records and incorporate learning experiences in the overall program  that are appropriate for each child, as indicated by  these records.

         Are able to express ideas, actively listen, ask and answer questions when communicating, thus providing support for each other and parents. Staff also effectively communicate the goals of the program, both verbally and in written form.

         Support each other in implementing the program, respecting each other’s contributions, ideas and beliefs.

         Respect children as individuals and members of a group and provide support to assist children to learn and develop.

         Accept all families as having unique experiences and practices, at all times being non-judgmental and supportive, respecting choices made by parents.

         Are given responsibility for facets of the program and share responsibility for daily duties, such as preparation of the environment, changing nappies and use good hygiene practices throughout the day. 

         We meet all legal requirements in relation to child to educator ratios and the qualifications of our educators.  There are always educators in the centre that hold first aid qualifications.  All our staff have Working with Children Checks completed and attend monthly educators’ meetings.

         Our educators continually evaluate how our curriculum meets the educational 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.

         All our educators will have scheduled personal developments meetings, to ensure that they are given all the opportunities, resources and support needed.

 

CHILDREN

         Develop a sense of pride in being Jewish and knowledge of Judaism.

         Are able to contribute to make their wishes known and express their feelings

         Are able to form trusting relationship with staff and peers.

         Are able to select from a variety of planned activities which are at their development level.

         Are involved in daily duties, such as packing up, wiping tables, etc., as it is acknowledged that being given responsibility leads to feeling valued for your contribution.  Children’s behaviour is guided by encouraging self-esteem, promoting a sense of belonging and by using a consistent approach within the centre, which is giving choices through positive redirection.

         Are supported by staff to understand and accept the differences of others.

         Special needs children are accepted into the Centre.  The management, staff and family will together decide if the disability can be handled without outside assistance, or the Centre will apply to the proper government agency for assistance in order to aid the child to thrive and develop to the best of their abilities.

PARENTS

         Are actively encouraged and provided with opportunities to become involved within the centre, e.g. through social functions, information evenings, in-services, participation on committees and involvement in their child’s learning curriculum

         Feel secure that their children are well cared for.

         Are able to form trusting relationships with staff members.

         Are able to express their concerns, share information about their children and to ask questions.

         Support staff by providing learning stories about their child and share information which will assist the child to feel comfortable and happy. Families are valued as having unique background experiences and child rearing practices.

COMPLAINTS

We realize that no one is perfect and we are not an exception. Childcare is a demanding profession and often time is limited to do everything. Although we aim to be as professional as possible at all times, unforeseen circumstances arise from time to time which may lead to a child not having a nappy change because staff are dealing with first aid procedure, for example.

Staff do try to communicate any issues; however, during times of emergency or busy moments, the communication between staff and parents may occasionally not occur.

Even if staff appear to be busy, please approach us and ask any questions necessary to resolve any concerns you may have.

If you have a complaint about the centre, or the level of care your child is receiving, we want to know. We need to get both positive and negative feedback in order to learn and continually improve our service. If we don’t hear what is wrong, we can’t ensure a problem will be solved, or stop it from recurring. Parents should be reassured that any complaint made would never adversely affect the care provided to a child.

We ask that any complaints are directed to the coordinator. Privacy and confidentiality can be assured. All complaints and concerns will be addressed to the particular staff member by the coordinator.

Recommended steps will be suggested to overcome any problems or issues. It can be disruptive to children’s programs and upsetting for staff and children if angry confrontations occur at inappropriate times and in a public forum.

If you are dissatisfied with the way we have responded to your complaint, or feel too uncomfortable to approach us, you can contact:

 

Children’s Services Adviser, at the Department of Human Services via

Phone:                    1300 555 520 or

In writing to:             165-169 Thomas Street

                                  Dandenong, Victoria 3175

They will investigate the complaint on your behalf.

 

CHANGES IN CENTRE POLICY

We would welcome parents / staff to be involved in our policy review which occurs annually, except if the Centre finds it necessary to change / update policies sooner

It is the centre’s right to make changes in our policies.  You will be advised in writing, either by management and/or the coordinator if changes or additions are made