We will offer.....

  • Morning Tea, Lunch & Afternoon Tea
  • Educators with many years of combined experience and a wide range of qualifications.
  • Separate indoor and simulated outdoor areas.
  • A full pre-school program.
  • Sports Skills Program
  • Tennis Program
  • Munch 'n' move program
  • Cooking experiences
  • Government Rebates
Philosophy

At Kindarama we believe that childhood is the most influential time of a child’s life as it is when they form not only their own identity, but core values, beliefs and opinions about society and the world around them. To foster all children’s developing understanding of their identity and world, we strive to provide the highest quality care and education through 6 areas: Children, Family, Educators, Program, Community and the Environment.
 
Children - We see children as unique and capable individuals, who come to our Service with their own interests, background, values, skills, and ideas. We value, respect and appreciate each child’s uniqueness and believe children have a right to be active participants in their own learning and must be empowered to express their views and ideas. A child’s opinion must be valued for its validity to their perspective and their autonomy and initiative needs to be respected.  We as Educators will protect and cherish the innocence of children and thus provide a safe and secure environment.  As we implement the Early Years Learning Framework we will work alongside each child to actively promote children’s learning through engaging in thought provoking, challenging experiences that foster high-level thinking and skill development.
 
Family - We acknowledge that family is the most important and influential aspect in the lives of young children and the significance of their relationships cannot be underestimated. We aim to ensure we involve parents and families into all aspects of our service, through developing positive, mutually respectful relationships with each family member, as we work in partnership to achieve the best possible outcomes for all children.  We believe that working in partnerships with families is central to ensuring continuity and progression in a child’s learning, development and future success. 
 
Program - In Early Childhood Education the curriculum is not the focus, the children are. We believe that a meaningful, integrated, emergent curriculum using the EYLF alongside a play based program is the most beneficial to children’s learning across all developmental domains.  A curriculum in which children are active participants and collaborators allows for a more individualistic and meaningful involvement by the children.  We believe children are unique individuals who develop at their own rate, and thus by providing enriching, meaningful and realistic opportunities children will explore, create, discover, and imagine.  Our programs reflect planned and spontaneous experiences designed to support children’s development in all domains. Through the EYLF, the program will see Educators use intentional teaching, as well as interest based learning. We, as Educators who engage in intentional teaching recognise that learning occurs in social contexts and that relationships, interactions and conversations are vitally important for learning.  They actively promote children’s learning through valuable, relevant and challenging experiences and interactions that will prepare children for future learning.
 
Educators – We at Kindarama are proud of our highly qualified educators who provide the best quality care for all children. For the educators in any early childhood setting, team work and effective communication are essential requirements for positive outcomes across all aspects of the Services’ functioning, for ‘together everyone achieves more”.  Educators are responsive to all children’s strengths, abilities and interests and value and build on children’s strengths, skills and knowledge to ensure their motivation and engagement in learning. We aim to create an environment of trust and respect, where we work towards achieving a shared goal with families.  Ongoing education and training is a critical aspect of educator’s professional development.  It is through accurate evaluation and assessment, which occurs when we critically reflect on our actions, that we are able to identify areas which may be considered a skill and those which may need further development. We recognise Educators as our Service’s most precious resource and aim to provide them with a satisfying and safe working environment. Further we also appreciate the experience and skills of all Educators.  We appreciate their dedication as an integral element of the success of our Service.
 
Community - We strive to be seen and known as a Service of Excellence within our community, a Service which values community involvement in all aspects of our program.  A Service where: community resources are utilised effectively, to enhance the growth and development of individual children, families, and Educators. This is done through connecting with the community in various ways to create open relationships and build up our local community.
 
Environment – We believe that many children inherit connections to the natural land and, as Educators, we understand that children often develop their ideas and understandings of the world around them from the information presented to them by the significant adults in their lives. As educators, we are some of these significant adults, who have a responsibility to present a positive, respectful approach to our environment.  The centre will provide children with an understanding of sustainable practices, experiences and solutions to embed into their young minds the importance of utilising resources wisely for future generations.  We also embrace diversity within our Service and the wider community, so that children view this diversity with a sense of appreciation and wonder rather than misunderstanding and fear. Through respect, acknowledgement, appreciation and acceptance of diversity within our Community, our Service will embrace, celebrate and share traditions and cultures throughout our program. Learning environments are welcoming spaces when they reflect and enrich the lives and identities of children and families participating in the setting thus responding to their interests and needs. Our Service caters for different abilities, capacities and learning styles and invites children and families to contribute ideas, interests and cultural richness to our environment to ensure all feel a sense of belonging.