Programs and Philosophy

Programs planned and delivered by qualified teachers

Hughesdale Kindergarten is funded by the Victorian Government to provide a kindergarten program that is planned and delivered by a qualified early childhood teacher. We offer a developmentally appropriate program aimed at meeting each child's individual needs.

Hughesdale Kindergarten operates two 4 year old groups, both attending 15 hours per week.  There are two 3 year old groups attending twice a week for a total of 4 1/4 hours per week.

 

Program times - 2019

 

Green Group 4/5 year olds:     Monday 8.00am - 12 noon

                                                     Tuesday 11.00am-4.30pm

                                                     Thursday 8.00am-1.30pm

 

Red Group 4/5 year olds:         Monday 12.30pm-4.30pm

                                                     Wednesday 11.00am-4.30pm

                                                     Friday 8.00am-1.30pm

 

Yellow Group 3/4 year olds:     Tuesday 8.15am-10.15am

                                                      Thursday 2.15pm-4.30pm

 

Blue Group 3/4 year olds:         Wednesday 8.15am-10.15am

                                                      Friday 2.15pm-4.30pm

 

 

Program times - 2020

 

Green Group 4/5 year olds:     Monday 8.00am - 12 noon

                                                     Tuesday 11.00am-4.30pm

                                                     Thursday 8.00am-1.30pm

 

Red Group 4/5 year olds:         Monday 12.30pm-4.30pm

                                                     Wednesday 11.00am-4.30pm

                                                     Friday 8.00am-1.30pm

 

Yellow Group 3/4 year olds:    Tuesday 8.00am-10.30am

                                                     Thursday 2.00pm-4.30pm

Blue Group 3/4 year olds:        Wednesday 8.00am-10.30am

                                                     Friday 2.00pm-4.30pm

 

Mission Statement

Hughesdale Kindergarten celebrates belonging and builds life skills.

 

At the heart of Hughesdale Kindergarten, and the values which underpin all our work, is quality. Fundamental to this is the implementation of the Early Years Learning Framework and our recognition of children as successful, competent and capable learners. We value the importance of Early Childhood Education. Kindergarten is the first step to formal education, which plays a vital role in a young child’s life and their family.

 

Hughesdale Kindergarten understands the importance of treating children, staff, parents, committee making decisions that reflect a long term commitment to the viability of the Kindergarten and believe such decision making will ensure the Kindergarten remains part of the local community.

 

Hughesdale Kindergarten is staffed by dedicated, qualified professionals who constantly endeavour to deliver the highest possible levels of care in Early Childhood Education through the provision of innovative services to children and their families. All staff members are offered extensive training opportunities which foster ongoing professional development and excellence.

 

The rights of the child are paramount at Hughesdale Kindergarten. We recognise the fundamental importance of equity, diversity and inclusiveness in our society and are a strong advocate for the provision of accessible and equitable Early Childhood Education to everyone.

 

In practise, our Kindergarten is an active participant in the Governments National Quality Agenda, which upholds that Early Childhood Services should be inclusive of all children, recognising physical, cultural and linguistic diversity, particularly embracing and valuing the Australian Aboriginal and Torres Strait Islander cultures.

 

Philosophy

Our educational Philosophy is strongly influenced by the Early Years Leaning Framework, “Belonging, Becoming and Being”.

 

Children are connected to family, community, culture and place. Development and learning takes place through relationships and participation in everyday life.

 

 We respect each child as a unique and capable individual. Each and every child has the right to quality education and care, regardless of race, religion, socio-economic status, family structure, lifestyle, disability and gender. We are committed to respecting the diverse background of all our children and weaving these backgrounds into the fabric of our kindergarten, so that our Kinder is a place of belonging to all.

 

 We will ensure our practices promote cultural competence, where our Kindergarten community honours differences, appreciates cultural and strives for all participants to feel a sense of belonging. To achieve this sense of belonging, we are aware that children’s prior experiences, as well as their current experiences, will impact on their ability to feel secure, confident and connected. We need to acknowledge that learning is continuous and transitions between settings influence a child’s sense of belonging, being and becoming.

 

We want children and families to experience a sense of belonging.  We will strive to develop strong relationships with families and with each other, so we all feel a sense of connectedness and the stong sense of self that comes with being a valued group member.

 

We recognise the significance of the here and now in children's lives. We want them to enjoy life, to enjoy being.  We want children to feel positive, to regulate themselves, to experience strong relationships and enjoy life's joys. We also want them to be resilient and to meet challenges.  We want to equip children with skills to enjoy life now and in the future.  We want make children positive people, who will continue to become active participants in society.

 

We want to develop secure, respectful and reciprocal relationships and to work in partnerships with families. We will strive to have empathy and be responsive to family needs, and to provide support when required. We will encourage families to engage in meaningful participation within the program as learning is an on-going cycle that requires input from families so outcomes can be achieved.

 

We understand that children need a flexible play based program curriculum that provides experiences for different learning styles.  We understand that children learn through collaboration and communication with other children and adults and through interacting with both physical and social environments.  We will provide a rich, stimulating and nurturing environment that has the potential to stimulate imagination, promote creativity and enhance aesthetic development.

 

We believe children need opportunities to practice and consolidate their skills in key learning areas including: language and literacy; creative and expressive arts; maths; science; social and emotional development and work towards learning outcomes as expressed in the EYLF and the VEYLDF - "Being Belonging and Becoming"

 

The educators at Hughesdale Kindergarten will bring fundamental, personal qualities to the kindergarten environment such as empathy, respect, warmth and passion for learning.  We are committed to open and constructive communication with families which include discussions, child portfolios, daily reflections and newsletters.

 

We believe in the importance of nurturing established relationships with community organisations, council and local schools.  We will use the established channels of communication with committee, council and the community to encourage a meaningful community spirit of Hughesdale Kindergarten by inviting families to be actively engaged in all elements of our program.

 

We will ensure that there are equal opportunities to celebrate the differences and similarities between ourselves and others in the community.

 

We encourage you to part of the adventure here at Hughesdale Kindergarten.  Experience the Belonging, enjoy the Being and look forward to the Becoming.  Together we can make a difference

Quality Framework

 

What is it? 

The National Quality Framework was introduced in January of 2012, and applies to most long day care, family day care, preschool (or kindergarten) and outside schools hours care services.

 

Why was it introduced?

The National Quality Framework was introduced to raise quality and drive continuous improvement and consistency in education and care services through:

  • a national legislative framework

  • a National Quality Standard

  • a national quality rating and assessment process

  • a new national body called the Australian Children’s Education and Care Quality Authority.

 

What does this mean for our kinder?

The National Quality Framework stipulates that a kindergarten program must be based on an approved learning framework and delivered in a manner that accords with the approved learning framework.

 

About the approved learning framework

The Early Years Learning Framework is part of the Council of Australian Government’s (COAG) reform agenda for early childhood education and care and is a key component of the Australian Government’s National Quality Framework for early childhood education and care. It underpins universal access to early childhood education and has been incorporated in the National Quality Standard in order to ensure delivery of nationally consistent and quality early childhood education across sectors and jurisdictions.

 

The Early Years Learning Framework describes the principles, practices and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school.

 

The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.

Quality Improvement Program

 

We believe in continuous quality improvement at Hughesdale Kindergarten. Staff, Management Committee and Families are involved in writing and contributing to our Quality Improvement Plan.

 

Our Quality Improvement Plan is available on request to parents of a child enrolled at our service or those who are seeking to enrol.

 

On the 1st January 2012, the National Quality Framework was established and aims to raise quality and drive continuous improvement and consistency in education and care services across Australia. For more information see www.acecqa.gov.au Australian Children’s Education and Care Quality Authority 

 
 

Outcomes

In terms of learning outcomes, we want:-

 

CHILDREN TO HAVE A STRONG SENSE OF IDENTITY - OUTCOME 1

  1. children feel safe, secure and supported

  2. children develop their emerging autonomy, inter-dependence, resilience and sense of agency

  3. children develop knowledge and confident self identities

  4. children learn to interact in relation to others with care, empathy and respect

CHILDREN TO BE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD - OUTCOME 2

  1. children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

  2. children respond to diversity with respect

  3. Children become aware of fairness

  4. children become socially responsible and show respect for the environment

 

CHILDREN TO HAVE A STRONG SENSE OF WELLBEING- OUTCOME 3

  1. children become strong in their social and emotional wellbeing

  2. children take increasing responsibility for their own health and physical wellbeing

 

CHILDREN TO BE CONFIDENT AND INVOLVED LEARNERS - OUTCOME 4

  1. children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

  2. children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesing, researching and investigating

  3. children transfer and adapt what they have learned from one context to another

  4. children resource their own learning through connecting with people, place, technologies and natural and processed materials

 

CHILDREN TO BE EFFECTIVE COMMUNICATORS - OUTCOME 5

  1. children interact verbally and non-verbally with others for a range of purposes

  2. children engage with a range of texts and gain meaning from these texts

  3. children express ideas and make meaning using a range of media

  4. children begin to understand how symbols and pattern systems work

  5. Children use information and communication technologies to access information, investigate ideas and represent their thinking

 

 
 

Transition Statements

 

In 2009, the Victorian Government introduced a compulsory end of year transition statement that must be completed for every child starting school.  These Transition Learning and Development Statements consist of a part for the families to complete and a section for the Early Childhood Educator to complete.

 

The Statement will:

  • Summarise the strengths of your child as they enter school

  • Identify their individual appraches to learning and interests

  • Indicate how your child can be supported to continue learning

 
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