Welcome / About Us
Welcome to Lake Joondalup 3+ Program!
On behalf of all the Staff at Lake Joondalup 3+ Program we would like to warmly welcome you and your child to our centre.
Starting childcare can be daunting for you and your child, with this in mind, we strive to make your child’s transition as comfortable and positive as possible.
A sense of belonging is essential if children are to be successful learners, in fact, developing relationships with the educators and other children will probably be the most important thing that your child does here.
Children are individual and we work with patience to establish secure, respectful and reciprocal relationships with each child; we acknowledge and respect that this takes longer for some children.
Our team looks forward to working with you to make your child’s time at our centre rewarding and enjoyable.
If you have any questions, concerns or queries, please approach us at any time. We are really looking forward to getting to know you and your family. We pride ourselves on creating a family friendly, calm and relaxing place for your little one to grow, learn and play.
We are a community based child care service ready to respond to community needs. We run as a ‘not for profit’ service, which means that you can be assured that your fees are reinvested back into the centre.
Lake Joondalup 3+ Program is licensed as a 36 place centre providing a warm, caring and positive learning environment for children 21/2 to Kindy.
The Centre is licensed by, and must comply with the Education and Care Services National Regulation (2011). We follow the Early Years Learning Framework and are committed to continuing improvement and self-assessment under the National Quality Standards
Aims of the Service
To promote the learning and development of each child while recognising and accepting their individuality;
To build a relationship based on trust amongst management, educators and families;
To provide children with quality care, education and guidance inclusive of their culture, age religion, gender, and physical/intellectual development and abilities;
To provide opportunities for family involvement in the service
To utilise existing resources in the community, including people with knowledge, skills and experience in childcare, to provide a culturally inclusive service.
We believe, that in a safe, loving and respectful environment, children have the greatest opportunity to learn and develop; such an environment is the foundation of our program at Lake Joondalup 3+ Program.
We believe that as educators, it is our duty to go above and beyond safety, love and respect. We, as educators strive to scaffold and extend children’s learning to create an environment that is fulfilling, enriching and supporting of all possible learning and developmental needs.
We consistently work to foster each child’s sense of social and emotional wellbeing and encourage children to socialize effectively; All Young children have a need for acceptance and are beginning to develop their sense of self-identity. Preschool age is the perfect opportunity for children to begin learning the benefits to sharing, being kind, handling conflict, etc.
Vygotsky emphasized the importance of relationships and interactions between children and more knowledgeable peers and adults. He believed that children’s cognitive understandings were enriched and deepened when they were scaffolded by parents, educators or peers.
During the early years of a child’s life, cognitive and Social development is crucial, Therefore we believe that the best environment for pre-schoolers is one that provides a variety of planned and spontaneous play experiences alongside developmentally appropriate cognitive learning opportunities (to promote skills such as problem solving, inquiry, experimentation, investigation, imagination, emerging maths language and literacy etc.)
We believe that to continue to be a quality provider we must constantly evaluate our program, the staff, the children, and community needs. We are never finished learning about our work. Every day we learn through experience, but it is also our responsibility to stay current on issues relating to child care and development.
National Quality Framework
The National Quality Framework aim is to raise quality and drive continuous improvement and consistency in education and care services.
Management and educators participate in a Quality Improvement Plan, this process is ongoing, and requires identifying areas of strength, the setting of personal goals for the improvement of each, Quality Improvement also provides educators with many opportunities for professional development, training and peer support. Families are encouraged to provide feedback and involvement in the quality improvement process.
Early Years Learning Framework
The Early Years Learning Framework: Being, Becoming and Belonging, guides educators to provide young children with opportunities to maximise their potential and develop a foundation for future success in learning. It has a specific emphasis on ‘play based’ learning and acknowledges the following outcomes;
- Children have a strong sense of identity,
- Children are connected with and contribute to their world,
- Children have a strong sense of wellbeing,
- Children are confident and involved learners,
- Children are effective communicators.
- Family Enrolment / Registration Fee - $90 one-of payment
Session Fee - $95 per day, per child
Emergency Early/Late Fee - $10 per 30 minutes, per child
A family registration fee is payable at the time of enrolment, this fee is non-refundable.
Session Fees (Cost of Care)
Session fees are applicable for;
- Attended sessions
- Public Holidays,
- Child holidays
- Absences due to sickness
Contracted days are not inter-changeable. Any additional days must be paid for.
Please note that it is the educator's right to refuse care to a family whose fees are in arrears for more than two (2) weeks
This is a fee charged to you, if you drop off earlier or pick up later than the contracted Core hours. Child Care Benefit does not apply to early/late fees. (this is offered in case of emergency )
Assistance with Childcare Fees
The Australian government offers childcare subsidy (CCS) to help with the cost of child care.
To receive the subsidy you will need to Apply for CCS via your MYGOV account and inform Centrelink that your child will be attending a long day care service.
You will also need to provide CRN’s when submitting your online enrolment.
Eligibility requirements will be dependant upon, income, activity status (number of hours working/volunteering or studying) residency status, and immunisation status.
For more information please copy and paste the above link
Upon approval of your enrolment you will be sent link via email to fill out a Direct Debit form.
Direct debits will be processed Friday of each week.
Session fees must be paid within two weeks of an attendance/absence. If for any reason you are unable to do so please inform the centre administrator and/or director to discuss alternative arrangements.
If fees are still outstanding after 30 days of receiving written notice from us and you have not settled the amount/arranged a payment plan; we will contact our Debt Collection service, for which, you will be liable for any fess.
Good to Know
What to Bring
All clothes and personal items brought into the Centre must be clearly labelled to help prevent the loss of such items. We prefer if children do not bring their own toys to the Centre, and although every care will be taken, Lake Joondalup 3+ Program will not be held responsible for lost or damaged items.
- Packed Lunch
- Change of clothes (multiple if toilet training)
- Hat (must offer sun protection e.g bucket hat not baseball cap)
- Comforter/sleep aid (if required)
- Nappies (if required)
- Drinks bottle (water only)
Please remember to pack a nutritious lunch giving consideration to the changing likes and dislikes of your child and the quantity of food your child may eat, (allowing room for choices).
The Lake Joondalup 3+ Program has a nutrition policy and provides varied and nutritious food options for morning and afternoon tea. (A list of the food provided fwill be displayed). We cater for any individual food requirements/ needs of the children and request such information is confirmed in writing.
Drinking water is available at all times. Children are encouraged to drink water and bottles will be refilled throughout the day.
When dressing your child, please consider weather appropriate clothing and footwear which allows freedom of movement for climbing, running, painting and messy play. A sunhat and footwear are essential all year round.
Priority of Access
Where the demand for child care exceeds the available places, the Family Assistance legislation requires that child care services allocate places to families with the greatest need for child care.
The categories for priority for child care are:
- First priority - a child at risk of serious abuse or neglect;
- Second priority - a child of a single parent who satisfies, or of parent/s who both satisfy, the work/training/study test under Section 14 of the 'A New Tax System (Family Assistance) Act 1999;
- Third priority - any other child
Parents/Authorised Nominee must log their child in at the time of arrival and departure each day.
Upon enrolment each authorised contact will be provided with a unique 4 digit pin
Any changes in hours or days are not transferable to another day,
Any requests for additional days must be submitted in writing and approved by the centre manager.
Absences due to illness, holidays or public holidays will be charged at the normal rate.
If your child is absent or the booked session falls on a public holiday, this cannot be 'swapped' to a different day. If you wish your child to attend for an extra day you will be subsequently charged the additional fee.
Any changes in contracted hours must be confirmed by the centre manager.
Please contact the service before 9.00am if your child will not be attending care that day.
A medical certificate may be requested when returning to care after an illness.
Each financial year families receive a benefit entitlement of 42 allowable charged absences per child. Once your limit is exceeded, full fees for absent days will be applicable, unless documentation is provided.
Rest Time / Sleeping
After lunch, your child will have an opportunity to rest; during this time quiet activities and will be provided for children that do not require a sleep.
Please discuss any changes in your child's sleeping routine with the educator.
As your child’s toileting needs change, please discuss with an educator so that there is a consistent approach to toileting between home and care.
If your child is in nappies you will need to provide adequate supply of nappies each day. Nappy Changes are every 2 hours unless soiled/visibly wet and are documented on a nappy chart each day.
Children that are transitioning between nappies and toilet/potty, will be given regular reminders throughout the day and will be documented on a Toilet chart.
- Educators apply sun screen 20 minutes before children go outside to play and then reapply every 2 hours in accordance to sun screen instructions. ( If arriving after 9AM please apply sunscreen before arrival)
- Outdoor activities are organised to avoid peak sun exposure times
- When the UV Index is below 3, sun protection is not required.
- Please ensure that you dress your child in appropriate sun protection clothing, such as longer sleeved shirts, longer shorts, wide brim hats, sunglasses etc.
- All outdoor activities will be planned to occur in shaded areas. Play activities will be moved throughout the day to take advantage of shade patterns.
The complete Sun Safety Policy is available from the office.
Interactions with Children
We aim to provide an environment which is safe, secure and consistent for young children.
We aim to use a positive approach to behaviour guidance so that it doesn’t impair self-esteem, but allows children to feel capable and competent, while fostering their ability to interact positively with others.
Our approach praises and acknowledges caring, cooperative, and desirable behaviour, and encourages children to be self-reflective in their own behaviour.
Settling Children into Care
Separation anxiety is a natural response. When children are separated from their parents/guardians they may be fearful or unsure and express these feelings by clinging to you, crying, asking you not to leave, ‘acting out’ etc. This can make dropping your child off a very stressful time, both for you and your child.
Farewells may be filled with guilt, confusion and tears, but please be assured that separation anxiety is a stage that some children experience and with support and reassurance it does pass.
The following suggestions may help the transition into care a positive experience for both you and your child;
- Be confident and positive yourself - your own anxiety can easily be transferred onto your child. Accept that your child may take some time to settle into care, however, they will soon learn the 'going' is always followed by 'coming back'.
- Generally, children settle into care more confidently if you can follow the same routine and keep changes to a minimum.
- Try to avoid introducing further changes in your child's new routine. Delay weaning off bottles, dummies and nappies while your child settles into care.
- Try not to delay your parting. Settle your child with your educator. Once you are prepared to leave, tell your child that you are leaving and that you will be coming back to pick them up. Say goodbye and go. Never sneak out of the door while your child is temporarily distracted. It may seem to work in the short term but in the long term your child will feel that you cannot be trusted and may become more dependant and clingy around you.
- Try to arrive a little before time or on time when collecting your child from care.
- A security item/toy (e.g. a favourite teddy) may help your child feel more secure and will be a comfort when you are not there.
- Keep open communication with your educator; discuss concerns no matter how small. You may wish to phone the educator during the day to discuss how your child is. We are happy to discuss your concerns and help in any way we can.
Health and Well-being
- Educators are unable to care for children suffering from a contagious illness or high temperature (38 degrees or more);
- Unwell children will be unable to recommence care until fully recovered and no longer infectious
- If the child has commenced on a course of antibiotics, or had a temperature they will be unable to re-enter care for at least 24 hours
- When a child arrives in care and does not appear well enough to be in attendance, the educator reserves the right to refuse care.
Any diarrhoea or vomiting must have ceased for at least 48 hours before returning to care to prevent the passing on of infection to other children and staff. (A written clearance from a Doctor may be required before a child can return).
In the case of a child requiring immediate professional medical attention, the educator will contact you or your nominated emergency contact person, if you are not available and your child needs immediate medical attention, your child may be taken by ambulance to hospital.
- If you require an educator to administer medication brought from home, you will need to fill out an ‘Authorisation to Administer Medication Form’
- In the case of an emergency Panadol may be administered to reduce a high temperature above 38 degrees Celsius (permission for this is requested on the enrolment form).
At Lake Joondalup 3+ Program, all of our planning and programming for your child’s daily experiences and activities are guided directly from:
- Children’s individual interests, and next steps
- Cultural events
- Group interests
- Daily evaluations/reflections of the educators
- Contributions/feedback from parents/families;
By providing us with input and ideas based your child’s interests, strengths desired goals etc. you get the benefit of helping to shape your child’s experiences and education with us.
Our Curriculum plans include a range of experiences, activities, interactions and routines that aim to foster and enhance children’s learning and development through play, relationships, involvement, engaging environments and intentional teaching.
Each child’s learning and development will be guided by the Early Years Learning Framework; and we ensure that our curriculum plan (program) offers at least 5 different types of play and learning experiences each day;
- Emerging maths, language and literacy
This will include experiences based around the introduction of;
- Problem solving,
- Recognising shapes, colours and letters,
- visual communication
- Verbal communication,
- Understanding concepts such as, bigger, smaller, more, less etc.
Children will have the opportunity to engage in planned art and craft projects guided by an educator as well as given opportunities to freely express their creativity with various materials, eg.crayons, pencils, paper, glue, feathers, card, paint etc.
When children use their imagination or engage in dramatic play they are representing and exploring their own way of understanding their world, of walking in someone else’s shoes and in the process, developing thinking skills, social, emotional and language skills. Dramatic play is a useful context for learning.
We encourage such play by
- Offering props
- Guiding role play
- Suggesting scenarios,
- Acting out story books
- Providing dress up costumes
- Setting up themed areas e.g.
- Shop with trolleys, tills etc.
- An office with laptops, clipboards, phones
- Hairdressers, school, hospital, home corner etc.
- Physical and wellbeing
Physical play involves any activity one can do when the body is in movement. Promoting fine and gross motor skills, fundamental movement, coordination and exercise
Examples of our physical play activities include;
- Obstacle course
- Parachute games
- Ball games
- Group games e.g duck, duck goose, what’s the time Mr wolf
- Music and Dance
When engaging in exploratory play children develop a perception of themselves as ‘little scientist’ becoming competent, confident learners who ask questions, explore, investigate and make discoveries.
Children develop strategies for actively exploring and making sense of the world by using their bodies and all their senses, as well as tools, materials and equipment to extend their skills. They become confident in using a variety of strategies for exploring and making sense of the world, hypothesizing, looking for patterns, asking questions, using trial and error etc.
A few examples of some of our exploratory/investigative play includes....
- Science experiments: What happens to celery when put into coloured water,? What happens to an egg if left in vinegar?
- Nature exploration: going on a bug hunt in the garden and researching the insects we find
- Life cycles; hatching chicks from eggs, growing silkworms etc.
- Water play, what sinks and what floats
Activities will be appropriate to the age, developmental stage and learning needs of children. Suitable play material and equipment are made available and easy for children to access throughout the day. Children will have opportunities for free play and a variety of play choices.
'EarlyWorks'. It is a comprehensive early childhood programming, documentation, portfolio and family communication system, which allows parents to see observations and photos of their child as well as providing an easy communication line between staff and families too. Each parent will receive their own unique login and this will allow them the opportunity to view their child's portfolio online.