Auburn

  • St John’s Preschool and Long Day Care
    77 Queen Street, Auburn NSW 2144

  • 0436 810 637  or  02 9166 8984  or  02 9166 8985

  • scecs.auburn@syd.catholic.edu.au

  • Hours: Monday – Friday: 7:00 am – 6:00 pm

  • Ages: 3 to 6 years old

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Our Policies
Our Charter

We are proudly rated as Exceeding the National Quality Standards!

I believe from birth every child is unique, competent & capable. As a team, St John’s Preschool & Long Day Care Auburn takes a holistic approach to create and nurturing secure, respectful & reciprocal relationships with children. These positive experiences give children a sense of belonging, the confidence to form friendships, be intellectually curious, and resilient members of society.

We value the family as the child’s first and most influential teacher and welcome the insight they offer into their child’s personality, culture, abilities and interests. Through collaborative partnerships with families, Educators can provide the best support and meaningful learning experiences for their child.

We respect the diverse backgrounds, views and values of the families who use our service. They have many personal skills and interests and we welcome their contribution to our service. We support each child to develop a strong and affirmed sense of themselves and their family, to accept differences and to develop an awareness of what is fair and equitable.

I hold the value of ‘service’, to build meaningful relationships and connections with our local community to extend children’s learning.  I will promote and encourage Catholic Precinct including the school, parish and local community play a collaborative part to provide the best possible upbringing for our’ children.

Respectfully,

Cindy Adams
Director – Early Childhood Teacher
Speaks English, Cantonese, and Mandarin

St John’s Early Childhood Service Philosophy

Children: We believe that the early childhood years is the most crucial time of a child’s life, therefore, we strive for each child to feel safe, secure and respected with their rights honored and protected. These elements are the foundations of our service pedagogy. “When children feel safe, secure and supported they grow in confidence to explore and learn.” (p.20 EYLF)

Educators: We believe each educator is to be valued and respected as an individual. Their skills, knowledge, values, beliefs and expertise are all fundamental to a collaborative professional working environment. Embracing this culture of acceptance within the team supports and encourages educators to develop and grow both personally and professionally. We believe building collaborative partnerships with colleagues both within the service and externally will create a welcoming and nurturing environment to work in. ‘Management, educators, and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills (NQS 4.2.1).’

Emergent Curriculum & Learning Environment: We believe that children learn best through intentional teaching and spontaneous experiences. The educational program aims to be both child-centred and inspiring to maximise opportunities to enhance children’s interests, knowledge, capabilities and skill development that is unique to each child. Choices about curriculum directions are based on children’s  evolving interests, strengths and goals. Children are empowered to set their own learning as they participate in active peer discussions, sharing their thoughts, hypotheses and opinions about their world. Collaborative team teaching is an essential component of our program with detailed and regular observation of the child in various “learning contexts”. This is how we gain a true perspective of the “holistic child”. Our approach is reflective of co-operative planning where children, families and educators work together in the best interests of the child as partners in each child’s education and care, promoting a reciprocal exchange. 

National Quality Standards & Early Years Learning Framework:  We believe the National Quality Framework should be embedded in the educator values, beliefs and evident throughout our pedagogy. We believe these practices will ensure the wellbeing and future development of children whilst in our care as we focus on their early years. As educators we recognise the importance of professional growth and are committed to further training, skill development and career progression. ‘Professional standards guide practice, interactions and relationships (NQS 4.2.2).’

Community: We believe the young children of today are the future of our nation and  the whole Catholic Precinct including the school, parish and local community play a collaborative part to provide the best possible upbringing for its’ children. The service aims to build meaningful relationships and connections with its community to extend children’s learning. “As children move into early childhood settings they broaden their experiences as participants in different relationships and communities.” (p 25 EYLF)

Families: We believe communication and collaboration between families and the service is of utmost importance, providing opportunities for engagement to cater to families varied cultural and linguistic backgrounds. Families are encouraged to be involved in all aspects of the service. Educators actively seek information and feedback to guide curriculum decision making and ensuring it is meaningful and relevant to all children and families. Both verbal and written forms of communication including meetings, surveys, emails and questionnaires are utilised by educators and families to gain knowledge of individual children’s interests and experiences,ensuring the curriculum planning is centred on relevance for each child. “Children are more likely to be confident and involved learners when their family and community experiences are recognised and included in the early childhood setting. This assists them to make connections and to make sense of new experiences.” (p 33 EYLF).

St John’s Early Childhood Service Philosophy – Developed 30.10.19

Current 2020 Fees

Preschool & Long Day Care (8 hr session)

  • 8:00am to 4:00pm
  • 3-6 year olds – $70.00*

Preschool & Long Day Care (11 hr session)

  • 7:00am to 6:00pm
  • 3-6 year olds – $90.00*

2021 Fees (effective 1 January 2021)

Preschool & Long Day Care (8 hr session)

  • 8:00am to 4:00pm
  • 3-6 year olds – $80.00*

Preschool & Long Day Care (11 hr session)

  • 7:00am to 6:00pm
  • 3-6 year olds – $100.00*

*daily fee will be reduced if families are eligible for Child Care Subsidy

The majority of families in our services would not pay the full daily fee because they receive Child Care Subsidy (CCS) from the government.

Other Fees

  • Special Events: Families will be notified, these may be for events such as incursions at the services
  • Dishonour Fee: If direct debit is declined, families will be notified by SCECS that a family deposit may be debited and bank fees charged.

Late Fee For Pick-Ups After Service Closing Time

    • 0-15 minutes late: $20.00
    • Every 5 minutes thereafter: $10.00

*Fees are subject to change, however, you will be notified in writing two weeks prior to any fee changes.

Absent Fees

Initial Absence Days

Like most early childhood services and preschools, your child’s place is reserved when they are away so the day still needs to be paid for. Each financial year, the Family Assistance Office will pay your child’s CCS entitlements for the first 42 absence days. These absences can be for any reason, including public holidays, and the initial 42 days must be used before any additional absences can be claimed (please see below).

Additional Absence Days

You may receive CCS for absence days after the initial 42 days each financial year. For all absences beyond the first 42 absent days, CCS will only be paid if you are able to provide evidence to demonstrate the absence has occurred under permitted circumstances. There is no limit on these days, but you will be required to provide documentation to support the absence.

Exceptional Absence Days

You may receive CCS for an additional 20 exceptional absence days after the initial 42 absence days per financial year. These entitlements can be claimed without evidence if documentation is provided for 31 of the initial 42 absence days.

No Charge for Public Holidays

If a public holiday falls on the day of a permanent booking that you hold, you will NOT be charged for this day.

Taking Holidays

Normal fees apply for all absences (including Public Holidays) that fall on a usual day of attendance.

Withdrawal from Care

Families provide two week’s written notice to cancel your child’s booked attendance at our services. The two weeks’ advance payment we hold will be applied to your notice period. If your child does not attend their last usual days, full fees will apply. This means that CCS will not be applied.

Child Care Subsidy

All families are eligible to apply for Child Care Subsidy (CCS). It is income tested and usually paid directly to the childcare services to reduce the fees that eligible families pay. Families can apply for the CCS online or in person through Centrelink. Once you have contacted Centrelink, you will need to provide the centre with your Parent and Child Customer Reference Number (CRN) to claim CCS.

Centrelink Office. Ph: 13 61 50.

When registering with Centrelink please quote the following provider number:

Centre name: St John’s Preschool & Long Day Care Auburn
CCS Service ID: 190 032 561H

Fees – Direct Debit

All fees are paid by Direct Debit. Fees are paid fortnightly in advance. Payments will be debited from the family’s nominated account, or as otherwise advised. Strict regulations are followed to ensure that this information is confidential. At the beginning of each term, a notice will be emailed to families, outlining the dates that the Direct Debit will be processed.

Please ensure you have sufficient funds in your account to cover your fortnightly childcare fees. If you have insufficient funds when your Direct Debit is due, please contact the Centre in writing by close of business on the Wednesday of the Direct Debit week. Direct Debit rejections incur a dishonour fee payable by the parent (see current Schedule of Fees above).

SCECS fortnightly Direct Debit payment system is designed to make payments easy.

Download the 2020 SCECS Direct Debit Calendar here

Download the 2021 SCECS Direct Debit Calendar here

Need to change your payment details?
To update your nominated bank account or credit card details for direct debit payments, please send your updated details to the SCECS Management Team at scecs@syd.catholic.edu.au

Late Payments

Parents are encouraged to discuss any difficulties they may have in paying fees with your SCECS Director. Applications for arrangements in the event of financial hardship should be made to SCECS in writing. If no previous arrangements have been made regarding late payment of fees, SCECS is entitled to terminate the child’s placement after giving one week’s written notice.

In the event that fees are late due to direct debits being declined because of insufficient funds, SCECS will send one reminder email. At the end of two weeks, the child’s placement will be ended and the family’s deposit debited.

In the event of reminder letters being issued more than twice in any 2 month period, SCECS reserves the right to terminate a placement without further reminders.

Invoice / Statements

Invoices/statements are emailed fortnightly.

  • Importance of Early Learning

    The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes essential to young children’s learning from birth to five years of age, as well as their transition to school. It’s part of the Australian Government’s National Quality Framework for early childhood education and care.The framework has a strong emphasis on play-based learning, recognising the importance of communication and language (including early literacy and numeracy) and social and emotional development. There are five learning outcomes defined by the EYLF:

    • 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.
    The National Quality Framework (NQF) was the result of an agreement between all Australian governments to work together to provide better educational and developmental outcomes for children.  The NQF introduced a new quality standard in 2012 to improve education and care across long daycare, family daycare, preschool/kindergarten, and outside school hours care.The National Quality Standard (NQS) is a key aspect of the National Quality Framework (NQF) and sets a high, national benchmark for early childhood education and care.The NQS brings together the 7 key quality areas that are important to outcomes for children:

    1. Educational program and practice
    2. Children’s health and safety
    3. Physical environment
    4. Staffing arrangements
    5. Relationships with children
    6. Collaborative partnerships with families and communities
    7. Leadership and service management

    Learn more on the ACECQA website

    Educators and psychologists are in agreeance that the single most important period in a child’s development occurs from birth to age six. Evidence shows that participating in a high quality early education program delivers lasting health and educational outcomes preparing children for school and beyond.

    Facilities & provisions

    Operating hours vary between services.  Generally our services are open from 7:00am to 6.00pm, Monday to Friday, 50 weeks a year. We’re not open on weekends or public holidays. We recommend checking with your local centre about their operating times.

    SCECS provides breakfast, morning tea, lunch, afternoon tea and a late snack (when required).

    We provide for a qualified onsite Chef catering for each child and providing fresh, nutritious and healthy meals. Meal time is a special time for children and staff to come together and enjoy a diverse range of cuisines.

    Yes, nappies are included for 0-2 year olds.  Children of other ages requiring nappies and who are not toilet training, should bring them along to the service.

    Enquiring about care

    Toilet training usually occurs between ages of 18 months – 3 years.  We work in partnership with families to encourage and implement toilet training when you feel your child is ready, based on their individual stage of development and need.

    At SCECS we are an inclusive environment who provides for children with additional needs and is available to every child.  For specific advice on how we could best accommodate your child/ren, you should speak with the Director at the SCECS service you are interested in.

    Yes you can join the waitlist.  We will require your baby’s surname and for their first name, write ‘baby’.  We also require an estimated date of birth. Once your child is born, please contact us to update your details.

    New enrolments

    Before enrolling online, we love our families to visit and experience our service firsthand. Come in a have a private tour where you get the opportunity to meet our amazing staff and discuss your personalised needs with the Centre Director. They’ll then be able to help with your enrolment and tailor your transition into the service, supporting your child’s settling in process.

    Every child will be different.  Some children settle quickly, while others can take longer. Children who attend three or more days per week, are more likely to settle sooner than children who attend less days. Our caring team will work with you and your child/ren to make the transition smooth.

    Families are welcome at anytime. Families are encouraged to come on their first day at the time they would normally be dropping off their child, so they become used to the routine.  

    We also encourage dropping children off no later than 10am as it assists your child’s connection to the service and familiarity with the routine of the day.

    We provide everything children might need during their day, however children should come with the followed labelled with their name:

    • A water bottle
    • spare clothes (for some of our messy experiences)
    • any comforters (sleep blanket etc) that your child may like to help them feel settled
    • Sun Safe hat, covering your child’s face, neck and ears
    • Bibs – if required
    • Dummy – if required
    • Sleep sheet and/or blanket
    • Bottles, formula and/or expressed milk
    • Any medications – please speak with staff further regarding how to provide these
    • Barrier cream
    • Wipes
    • Nappies

    Don’t leave it too late.  We want to ensure that every child has care and that you don’t miss out, so remember to put your child’s name down on the waitlist early and confirm your requirements as regularly as possible.

    If there are no vacancies at the service, you can join the waiting list. These waitlists are regularly reviewed and families are contacted once a place becomes available.

    Ages vary between services.  SCECS caters generally from 6 weeks to school age.  Please check with your local SCECS service to confirm the ages they accommodate.

    After you have submitted your online enrolment, we will:

    • Call you to arrange a time to visit the centre
    • Understand yours and your childs needs
    • Confirm your enrolment or add you to the services waitlist

    SCECS provide child-friendly sunscreen, however if your child has sensitive skin please feel free to provide your preferred brand.

    Existing enrolments

    Transitions into an older room are based on developmental readiness and availability.

    Fees, benefits & the Child Care Subsidy (CCS)

    SCECS closes for public holidays. If your scheduled booked day falls on public holidays, fees will still apply as staff and operating costs still need to be covered. The Australian Government’s Child Care Subsidy (CCS) covers up to 42 absence days a year, which includes public holidays. So unless you exceed this quota, you will be eligible for the CCS discount on public holidays.

    Yes, fees still apply for sick days. The Child Care Subsidy will cover up to 42 absence days a year with no documentation and unlimited sick days if you’re able to provide a medical certificate or similar.

    Normal fees apply for all absences (including Public Holidays) that fall on a usual day of attendance.

    The Child Care Subsidy (CCS) is a payment offered by the Australian Government for which you may be eligible. To find out if you are eligible for CSS visit the Department of Human Services website humanservices.gov.au

    Depending on your personal circumstances, there may also be other government funding available.

    There is a refundable holding deposit of two weeks fees in advance.  This will be refunded if care is no longer required.

    You will have 72 hours to complete and return the paperwork along with your child’s birth certificate, direct debit form, immunisation records, Medical Action Plan (if required) and other associated documents.  If we do not hear from you within this time, the hold on the position will be removed.

    You will need to accept the enrolment, complete and send the

    • Direct Debit Form
    • Immunisation Records (from Centrelink)
    • Child’s Birth Certificate
    • Medical Action Plan (if applicable)
    • Other associated documents

    As gathering these documents together can take time, please ensure that you have these available prior to submitting your request for enrolment online.

    The Child Care Subsidy (CCS) is the main way the Government assists families with their child care fees. The CCS helps parents/carers by funding childcare for children aged 0 – 13, if parents/carers, work, train, study and/or volunteer.  Find out more by visiting: https://www.humanservices.gov.au/individuals/services/centrelink/child-care-subsidy

    There is a different fee dependant on the service you attend and the room that they are enrolled in. There is a different fee for Nursery, Toddler and Preschool age groups. You can visit www.scecs.nsw.edu.au, search for your service for details or call us at anytime.

    Immunisation

    SCECS requires children to be fully up-to-date with their immunisations, or be on a catch up schedule, or have a medical exemption to be enrolled into care.  Documentation supporting the child’s immunisation position, must be provided at the time of enrolment. Children who are not vaccinated will not receive the Child Care Subsidy and are not eligible for enrolment.

    The following are acceptable to prove immunisation:

    No other documents will be accepted and the enrolment cannot be confirmed without one of these.

    Our staff

    The NSW Government requires ratios of one educator per four children for children under two years, one educator to five children for children under three years, and one educator per ten children for students under six years.

    SCECS works to this as a minimum and in most circumstances employs more staff to children than this minimum standard.

Our Staff

Winnie Wong
Early Childhood Teacher

I aim to provide children with appropriate assistance and scaffolding so their learning can be extended further than what they could have achieved independently.

As a teacher of young children, my philosophy is based on theorist, Lev Vygotsky. This highlights the importance of the social environment for learning. Also, different environments throughout children’s early learning stages may influence their behaviour in varying degrees.

My philosophy is child focussed and is informed by Vygotsky’s theory of sociocultural development. Vygotsky suggested that play actually facilitates cognitive development. Children not only practice what they already know-they also learn new things. In order to help them grow in self-confidence, I help children to develop a positive self-concept. The vehicle to effectively help develop self with young children is play. I believe that children learn through play. I provide opportunities for children to explore, discover, create and imagine. I aim to provide children with appropriate assistance and scaffolding so their learning can be extended further than what they could have achieved independently.

The first aspect of my philosophy is the belief that education should be child centred and that children should be provided with opportunities to learn through social interactions. Vygotsky’s theory of socio-cultural development was based on the concept that learning occurs through social interactions between children and their environment, this includes interactions with parents, teachers, playmates, classmates and significant objects. The other key aspect of Vygotsky’s
theory is the Zone of Proximal Development which contains skills that are not yet fully developed but which can be developed with appropriate guidance and support.Whether children are practicing what they have learned in other settings or are constructing new knowledge, play has a valuable role in the early childhood classroom.

I believe the environment plays a major role in the success of an early childhood program. In their development and learning, children learn from their observation and social practices. The learning environment should enhance the children’s interests in all developmental domains. The environment should take into consideration the social skills, communication skills, physical abilities or challenges, and learning styles of the children being served.

I consider families a vital aspect of my program. Parents who are able to spend time in the playroom occasionally are more aware of the details of their child’s day. Thus, I enjoy forming a partnership with all the families and forming a close bond with the children. My passion is working with children and I love to see them grow into respectable citizens. I believe children are rich in potential. They are strong, beautiful, powerful, and competent. I will create a rich and meaningful curriculum and emphasise the importance of respect, equality and diversity. In implementation of practices, I will respect the rights of children and
recognise them as active citizens to provide flexible routines to meet their needs and interests.

The most important is that as a teacher, I will support the rights of each child to play and learn in an inclusive early childhood program to the fullest extent consistent with the best interests of all involvement.

Alisha Cox
Administrative Assistant

I believe all children have the right to a safe, secure, supported and loving environment, where they are able to develop their knowledge through play based learning.

As the Administration Assistant I aim to provide all families with a homely and warm feeling when they enter the service, where families feel comfortable to express themselves. I believe all children have the right to a safe, secure, supported and loving environment, where they are able to develop their knowledge through play based learning. We look forward to having you part of the St John’s Preschool & Long Day Care family.

Nicole George
Administrative Assistant

(Maternity Leave)

Working in administration throughout my career in the childcare profession, I have a strong passion for assuring that all children, families and staff have a sense of belonging and freedom to express themselves. In my current reception role at St John’s Early Childhood Service, I seek to ensure that everyone’s needs are met and to support the smooth operation of the service.  I endeavour to help all children, families and visitors feel welcome and connected.

Vicky Kim
Educator – Diploma

My role is to provide a variety of learning opportunities for the children to experience, explore, investigate, discover and learn.

As an early childhood educator, I believe that every child is unique in his or her strengths. I strongly believe that every child is a competent learner from birth who can be resilient, capable and confident. My role is to provide a variety of learning opportunities for the children to experience, explore, investigate, discover and learn. I think each child develops in individual ways.  I think it is vital to understand and acknowledge each child is different in learning styles.   I believe that children should be offered numerous opportunities to encounter many types of materials, many expressive languages and work actively with their hands and emotions.

My practice is based on a Reggio Emilia Approach.   It is recognised around the world as a high quality, child-centred early year’s pedagogy. As an early childhood educator, I am passionate about providing intentional teaching through play based curriculum to enrich children’s learning experiences.

Cassandra Ghazawy
Educator – Certificate III

I believe that it is in the early years that children thrive in an environment where they feel safe, secure and supported to assist them in their development.

“Children learn in an environment where they have lasting and trusting connections with others. This establishes a sense of security, a sense of belonging which creates a secure base for the child to then explore the world.” (John Bowlby)

Hello, my name is Cassandra Ghazawy. I have been working in Children’s services for three years and it has brought me many experiences and knowledge. I have a Certificate III in Early Childhood Education and Care.

I believe that it is in the early years that children thrive in an environment where they feel safe, secure and supported to assist them in their development. As an educator I will strive to ensure that every child feels safe, secured and protected by engaging in play with them and providing a welcoming environment. Children need the assurance of being loved and cared for while they are enjoying an educational environment. Teaching children is my passion. Security and trust are very important components as well, of my relationship with each child. As an educator I value each child’s strengths, interests, skills, abilities and knowledge. I believe that children learn through play and it provides opportunities for the children to explore, discover, create and imagine. A child’s participation in an organised early childhood education program assists in the development of their cognitive abilities, and also helps with enhancing social and emotional skills while interacting with their fellow peers. I look forward to meeting everyone and get to know each child’s strengths, interests, skills and abilities.

In my spare time, I like to further progress my knowledge and understanding of Early childhood services by researching and reading up on new materials. I also like to spend quality time with my family by travelling to new places.

TBC
Educator – Certificate III

Pinal Patel
Cook