Rosewood & District Kindergarten & Preschool Association Inc | C&K - childcare and kindergarten

Rosewood & District Kindergarten & Preschool Association Inc

Welcome

Acknowledgement of Country

Rosewood and District Community Kindergarten acknowledges the Traditional Owners and Elders of Rosewood – the Jagera, Ugarapul and Yuggera people and pay our respects to the elders both past, present and future for they hold the memories, traditions, cultures and hopes of Aboriginal Australia.

History of the Centre

The Rosewood & District Community Kindergarten has proudly stood on the site of 54 John Street since its opening in 1963. Early in the 1950's, Rosewood Shire Council became amalgamated with Moreton Shire Council.  The Kindergarten stands on the site that previously was home to the Rosewood Shire Council Offices.  Once amalgamation was complete, the council building was demolished and the council donated the land for the construction of a Kindergarten.  Added to this, the Wrigley family, donated some land to add to our playground area. Through the hard work of many dedicated families, we now have a centre which provides local children with excellent facilities for their early childhood education. In 1978 the Centre became affiliated with The Creche & Kindergarten Association Limited (trading as C&K).  C&K is a voluntary, non-profit organisation responsible for monitoring standards in community kindergartens and is our Central Governing Body responsible for administering funds. Our Kindergarten service delivers a learning program that currently meets the Queensland Government criteria and we are an Approved Kindergarten Program Provider.

Statement of Philosophy

We believe that early childhood is a critical learning period in children’s lives and that play is the essential learning vehicle to explore, problem solve, develop friendships, imagine and extend capabilities. We recognise that this is best achieved in a natural environment supported by parents, educators and our local community. We utilise the Building Waterfalls Curriculum, the Queensland Kindergarten Learning Guidelines and the Early Years Learning Framework to guide our decision making and to support children’s development across 5 learning outcome areas:

1. Children have a strong sense of identity

2. Children are connected with and contribute to their world

3. Children have a strong sense of wellbeing

4. Children are confident and involved learners

5. Children are effective communicators                                                         

Our values, beliefs and understandings of:

Children

  • We recognise that each child is a unique individual with their own interests, strengths, learning styles, culture and traditions.
  • We understand that each child will develop at their own pace and are given opportunities to question, inquire, co-construct, take risks, create, imagine, explore, investigate, experiment, problem solve and communicate. 
  • We provide a child centred program where children are supported to make decisions, take responsibilities and direct their learning.
  • We value children having opportunities to grow in confidence and resilience through taking risks and testing their capabilities in a safe and supportive environment.

Families

  • We recognise parents as children’s first and primary teachers and endeavour to develop positive and culturally inclusive relationships and participation in our service’s decision-making processes.
  • We actively encourage parents and other family members to be collaborators and co-learners within the learning community.
  • We strive to ensure every family feels valued and has a sense of belonging within the Kindergarten community by being responsive and supportive to families needs, celebrating diversity such as inviting families to sharing their unique culture, skills and interests with us, parent days, confidentiality and open communication.

Community

  • We value our local community and strive to develop strong and equitable relationships amongst all members.
  • We connect children and families with each other and local child and family support services.
  • We value our strong and historical relationships with our local community which has been enhanced by the many families who continue to send their own children to the centre that they once attended themselves. Many of our families are supported by their extended family in providing care and assisting the child in accessing our service.
  • Our program is rich in opportunities to explore and connect with our local community and we value building upon these relationships and engaging with our local community services and organisations.
  • We acknowledge the traditional custodians of our land, the Jagera, Ugarapul and Yuggera people.  We incorporate indigenous perspectives throughout our program and support children and families to share their culture.

Educators/Leadership

  • We recognise educators are knowledgeable and provide quality teaching and learning experiences for all children. We value educators who share the honour of living and learning with and alongside children and their families to develop secure, happy, motivated learners.
  • Educators have a responsibility to advocate for Early Childhood Education and the rights of the child. We ensure children’s rights in terms of child protection and safety are met at all times.
  • Educators engage in open, honest communication, maintain relationships based on respect and equity, share and value ideas, skills, strengths and contributions and challenge one another in a positive and supportive manner.
  • We are committed to ongoing Professional Development and we recognise reflection as an important tool to improve our practices, programs, policies and procedures to ensure we provide a high quality service that meets the needs of the current children and their families.
  • It is the role of educators to work in partnerships with the management committee to promote a dynamic, professional and energetic organisational culture with a commitment to continuously improve the service in order to maintain clear directions and values towards quality education for our children and families.        

Teaching and Learning

  • We strongly believe in implementing an integrated, negotiated and emergent curriculum – a democratic environment where all members of the community – children, teachers and parents have the opportunity to be part of curriculum decision-making processes.
  • We value peer mentoring to promote the children’s co-construction of knowledge and to create a true sense of community.
  • We value children's dignity and rights at all times, engaging in positive behaviour guidance in collaboration with children, parents and educators.
  • Exploration of feelings, emotions, friendships and social justice issues are central in our program.
  • Our program is rich with meaningful opportunities and experiences for the children to explore language, literacy and numeracy learning.
  • We promote physical activity and healthy risk taking by providing challenges to develop agility, strength, flexibility, control, balance, coordination, confidence, independence and resilience.
  • We support children’s developing ability to take responsibility for their own health and physical wellbeing by modelling healthy eating and nutrition practices, personal hygiene practices, independence and self-help skills, rest and relaxation and safe play.
  • We utilise intentional teaching practices and value the development of critical thinking skills through meaningful interactions and experiences.

Environment

  • We recognise the environment as a powerful resource for teachers to use to support the learning of young children.
  • We value an inclusive environment that empowers all children to achieve and belong regardless of abilities, culture or first language.  All children are treated with dignity, respect and equality.  We flexibly support children and families to accommodate individual needs and adjust the program accordingly. 
  • We value natural play spaces as they foster children’s connections with nature and provide opportunities for risk taking, spontaneity and discovery.
  • We utilise sustainable practices that help children develop an awareness of their role in contributing to a more sustainable world.

Updated May 2019

Operating Hours

Group 1 attends on Monday, Tuesday and every alternate Wednesday 8.40am – 2.50pm

Group 2 attends on every alternate Wednesday, Thursday and Friday 8.40am – 2.50pm

The staff are responsible for the care of the children between the hours of 8.40am and 2.50pm. Children must not be left alone at the Centre before or after these times. To enable arrivals and departures to run smoothly we would suggest that you bring your child to the centre between 8.40am and 9.00am. Children may be picked up after 2.30pm but not later than 2.50pm. If you need to pick your child up earlier, please do so by 1.30pm so as not to disturb the rest period.

Qualified Educators

Qualified educators work together to provide your child with a high quality, play based early education program. All of our educators hold appropriate qualifications and licences for their positions.

Group 1 Nominated Supervisor Early Childhood Teacher Educational Leader Mrs Debbie Brown Diploma of Teaching, Early Childhood BKTC Children call her Mrs Brown
Group 2

Responsible Person
Early Childhood Teacher

Mrs Linda Beale Graduate Diploma of Early Childhood Education Children call her Mrs Beale
Both Groups Responsible Person Assistant Mrs Sue Waugh Diploma of Early Childhood Education and Care Children call her Mrs Waugh

A high teacher/child ratio allows teachers the individual time to spend with your child. We have two teaching staff for every 22 children. Occasionally relief staff will be employed. Such staff will also be qualified and meet all the requirements as set down by The Office of Early Childhood Education and Care.

Please contact the service.

Click here to access C&K Rosewood's waiting list form.

Kindergarten, also known as pre-prep or preschool, is a program for children in the year before they attend school. When places are available, 3-year old children may be able to attend.

C&K's kindergarten programs are guided by university-qualified teachers and support children to be curious, capable, and collaborative learners.

At C&K we know that children do not learn in isolation, for us learning is partnership between teachers, children, parents, and communities. 

Our curriculum approach, Listening and Learning Together, aligns with both The Early Years Learning Framework for Australia (EYLF), and the Queensland Kindergarten Learning Guideline (QKLG).

It continues the longstanding traditions and philosophical commitments of C&K to our children, families and communities. Read more about the history of C&K.

We've designed our indoor and outdoor spaces to ignite imaginations, nurture healthy minds and bodies, as children explore, experiment, play and learn.

Learning through play is an integral part of our education program. Our educators skilfully enrich and extend on children's play experiences, creating a learning program that is tailored and meaningful for your child.

Your child's learning journey is shared with you via conversations with your child's educators and through written documentation in your centre, and in some centres through StoryPark (an app and website). 

Read more about C&K's education program.

News

Inclusive Environments

Our centre recognises and celebrates the multicultural nature of our community and we aim to create an environment and curriculum that embraces cultural diversity. We value each child and their family’s culture and beliefs. Our centre provides an inclusive environment and program to meet the diverse needs of all children and families. This is achieved through building collaborative relationships with children, families, community, support agencies and health professionals. Through these relationships, all children can access and participate within the program. Inclusive environments benefit all children.

Our commitment to inclusion means we:

  • Honour and uphold children’s rights.
  • Embrace and celebrate the diversity of children, families and communities.
  • Work within legislation, regulations and frameworks.
  • Work collaboratively valuing partnerships and family engagement.
  • Are professional in our decision making, practice and leadership.
  • Work within a guiding behaviour approach.
  • Collaborate in providing responsive education support models.
  • Implement the goals of anti-bias education.

Inclusive Environments

Our educators work closely with families, specialists and agencies to support access and participation for all children. It is important for us to know what is unique to your child to feel welcome, safe and able to participate. Prior to enrolment, sharing information at orientation and visiting for play-dates becomes a valuable process for educators to prepare our environments and access training if needed. Fully understanding the needs for your child becomes a positive experience as they transition into a new service.

Each C&K region has a dedicated Wellbeing and Inclusion Advisor to support children/ families and educators. This may include visiting the service and providing face-to-face support, accessing and applying for specialised inclusion funding for the service, specialised equipment or other required external support needs. It is important that families share any prior health or specialist information with their child’s educators i.e, reports or support plans from paediatricians, Early Childhood Development Programs (ECDPs), NDIS plans, allied health therapists etc. This is bound by confidentiality conditions and is securely attached to your child’s files. We take pride in providing a commitment to the best possible support for your child through reflection and the critique of their thinking and practice to further provide learning opportunities for all children.

Reconciliation

Our Centre understands and acknowledges the responsibility it has to promote and use education to support individuals, families and communities to build and develop their knowledge of Australia’s past, their rights and responsibilities in the present, and how we can form meaningful partnerships with communities that will assist the nation to move forward in the true spirit of reconciliation.  We embrace the diversity of children, families, and communities in our daily practices.

We will work towards:

  • Ensuring all children engage in culturally-inclusive and safe early childhood education experiences.
  • Recognising the place of Aboriginal and Torres Strait Islander cultures within the broader C&K culture.
  • All educators considering Aboriginal and Torres Strait Islander perspectives and contacts.
  • All educators having access to Aboriginal and Torres Strait Islander cultural awareness training.
  • Embedding Aboriginal and Torres Strait Islander cultural perspectives in C&K’s teaching curriculum.

In 2016, C&K had its first Reconciliation Action Plan (RAP) endorsed by Reconciliation Australia. The aim is to build stronger relationships, increased mutual respect and sustainable opportunities for Aboriginal and Torres Strait Islander Peoples.

Sustainable Practices

At Rosewood and District Community Kindergarten we encourage the children to discover, connect with and act responsibly in their natural and built environment. The children’s connection to nature, land and country promotes their understanding of and respect for themselves, others and the environment, now and into the future. We are committed to a sustainable future through self respect, respect for others, and a respect for the environment. Sustainable practices such as recycling, eco-efficiency and water conservation are embedded in the daily routines and practices of our Kindergarten.

Child Protection Policy

Safe, protective and healthy environments in which children live, learn and are cared for are fundamental to every child having the opportunity to achieve their educational and developmental potential.  Our commitment to children’s safety and wellbeing means that we will:

  • Ensure children’s safety and wellbeing is integral to all decision-making and embedded in organisational leadership, governance and culture.
  • Support children to understand their rights and participate in decisions affecting them.
  • Advocate for child abuse prevention and raise awareness of child safety and wellbeing with children, families, colleagues and our communities.
  • Provide culturally-safe programs by acknowledging all children have equal rights to be safe regardless of their gender, race, religious beliefs, age, needs, sexual orientation or family, social or cultural background.
  • Work with parents / guardians and support them in their parenting role.
  • Establish partnerships with early intervention and prevention services.

All educators complete annual child protection training. Educators are required to report all allegations or incidents of harm according to C&K policy and legislation requirements.

Positive Behaviour Guidance

Guiding children’s behaviour is integral to both the philosophy and curriculum of our service. 

 “Guidance will teach children self-regulation skills so that they acquire the ability to manage their impulses or emotions. In doing this, it will avoid imposing external controls on children as this deprives them of a fundamental human need for autonomy.”  Porter, 2010

Just like most skills, behaviour is learned and developed in social situations. Our specially designed early childhood programs and resources enable our educators to guide and promote your child’s social and emotional wellbeing. Our educators will aim to build a relationship with your child and family in order to create a safe, supportive environment for learning. Our educators will engage your child in experiences which model positive language and social behaviour, and offer them the opportunity to develop a positive self-image, and understanding of others.

A behaviour guidance approach:

  • Supports children to develop socially and emotionally within a learning community.
  • Supports children to care for themselves and for others including developing empathy and kindness, understanding their emotions and those of others, and learning how to cooperate and be part of a group.
  • Involves giving children a sense of agency and potency; a sense they can make a difference to themselves, their world and can act on their values. 

Educators, who prioritise nurturing relationships and thoughtfully plan and consider the program and environment, provide children with the conditions to develop skills and understandings needed to interact positively with others.

A positive behaviour guidance approach has a significant effect on children’s learning. If educators feel any child requires further support in building their social and emotional skills, they will work with them and include your family through this process.

Rosewood's daily fees are:

  • up to $26.10 per day 

Government subsidies may be available - if you are eligible, you may have low or no out of pocket fees. Please contact your Director to find out if you are eligible.

For more information, please refer to our 2021 Statement of Fees (PDF)