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 enable our children 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 and 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

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. We provide a child centred program where children are supported to make decisions, take responsibilities and direct their learning. We utilise intentional teaching practices and value the development of critical thinking skills through meaningful interactions and experiences. 

We recognise parents as their child’s first and primary teachers and endeavor to develop positive and culturally inclusive relationships and participation in our centre’s decision making processes.

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.

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 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.

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. 

We value our local community. 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. We value building upon these relationships and engaging with our local community services and organisations. 

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. 

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 Designated Supervisor Early Childhood Teacher Mrs Linda Beale Graduate Diploma of Early Childhood Education Children call her Mrs Beale
Both Groups Designated Supervisor 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.

Our program is guided and supported by our educator's knowledge and understanding of our curriculum documents:

  • The Early Years Learning Framework (EYLF)
  • C&K's Building waterfalls 
  • The Queensland and Kindergarten Learning Guidelines

Belonging, Being & Becoming - The Early Years Learning Framework for Australia (ELYF) is the national framework for early childhood education and care. This document provides the foundation for future success in learning for Australian children. The ELYF has five key learning outcomes to assist in and guide curriculum decision making and assessment to promote each child's learning:

  • 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

Building waterfalls and The Queensland and Kindergarten Learning Guidelines framework recognises the value and richness of play as a catalyst for children's learning and their ongoing engagement in meaningful experiences. They describe an approach to living, learning and teaching that communicates:

  • Children as competent and capable
  • Families as each child's first and primary educators
  • Teachers as knowledgeable and respected educators of young children
  • Early childhood education settings as inclusive and sustainable living and learning communities

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.

Children with Additional Needs

We are supportive of the inclusion in our centre of children who need additional attention, care or assistance. We believe that the inclusion of children with additional needs can be a mutually enriching experience for all children and their families.

Parents, Management Committee and Educators have a shared responsibility to support the inclusion of children with additional needs and must strive to address and overcome any barriers for their successful inclusion, positively and creatively.

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:

  • $24.50

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 2019 Statement of Fees (PDF)