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: 2 to 6 years old

Booking request/Enrol Now
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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 Fees

Preschool and Long Day Care (11 hour session)

7:00am – 6:00pm

  • 2 – 3 years old – $125
  • 3 – 6 years old – $120

*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.

Taking Holidays

Normal fees apply for all absences (except for 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 2022 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

Sharon Lambkin
Early Childhood Teacher

I believe each child is a unique and capable learner and as an educator it is my role to develop each child’s strengths, interests, knowledge, skills, and capabilities and areas of need.

My teaching practice is strongly influenced by Ves Vygotsky who considered that cognition is determined by genetic factors and also by acquiring skills that are learnt when socializing with others. He advocated that the child’s learning should be scaffolded by educators who know what might come next in the child’s learning – the proximal zone of development – enabling the child to succeed in acquiring new learning, He also identified the importance of language informing cognitive development.

Like Jean Piaget, I also believe the child should be given free choice play to make their own discoveries when learning, to create and imagine. Although not yet thinking like an adult, the child should be encouraged to be independent.

Learning occurs in socio-cultural contexts (Vygotsky) and the relationships that are developed between peers, educators, families and the wider community impacts upon the child’s learning (Uri Bronfenbrenner). Quality education involves a partnership between all participants (EYLF). Establishing quality reciprocal relationships with parents is vital to bridge connections between the home and school context. As an educator I value the diverse nature of our community and encourage the child to understand, acknowledge and appreciate similarities and differences in other families.

I support the views of Jerome Bruner that the child builds new information by being engaged, active participants in their own learning within a socio-cultural context. Bruner advocates the importance of intentional teaching where the educator facilitates, guides, supports and challenges the child’s learning, encouraging the child to have an active, inquiring mind. The educator’s role is to encourage, aid and allow the student to formulate their own level of understanding, fostering a healthy self-esteem. Educators need to develop awareness and sensitivity to each child’s cultural experiences within the family context.

Like Skinner, I believe that children can be conditioned to behave in certain ways in set environments. The child should be praised for their positive behaviour and efforts. Most often, when negative behaviour is ignored or redirected, this behaviour will stop. I believe that educators should model the appropriate behaviour, rather than displaying an aggressive response to unwanted behaviour. Montessori endorses that children should not be yelled at.
Each child has preferred learning styles and the intuitive educator responds to each child’s personality. Howard Gardiner acknowledges that the child can have multiple intelligences, (linguistic-verbal, logico mathematical, musical, visual spatial, body kinesthetic, interpersonal, intrapersonal and naturalistic) and the child should be given opportunity to learn through the preferred modes.
I value the importance of the child collaboratively learning in small groups. Current research endorses that the child learns best in small group situations, where they have opportunity to engage in dialogue, ask question and gain understanding of other’s viewpoints (Kenneth H Rubin, NSW University. Bakhtin, Vygotsky).

I believe the child should feel loved and secure in the learning environment. Predictable routines and consistent approaches of all educators helps to achieve this. These views are supported by Montessori philosophies. The educator should be responsive to the child and form caring relationships (Erick Erikson), which will in turn encourage the child’s motivation and interest in learning
When assessing the child’s play, I uphold the theories of Mildred Parten, analysing the type of play that the child engages in.
When programming for the child I consider how the child can achieve learning outcomes according to the EYLF curriculum. I also use holistic approaches to teaching, reflecting upon learning in developmental domains of cognition, language, social, emotional, creativity and where possible spiritual growth. As the child engages in the stimulating preschool environment, I endeavor to inspire the child to have a life long love of learning and the confidence in themselves to continue facilitating their own learning.

I believe that ongoing professional development is important. The educator should continually upgrade knowledge and practice in line with current research and educational theories.

Now Hiring!
Early Childhood Teacher

Belinda Macri
Administrative Assistant

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.

Corina Scorpan
Educator – Certificate III

I believe that every child is unique, special and individual in their own way and from birth has the potential to create and learn interesting and beautiful things.

I believe that through play children can develop social and cognitive skills, mature emotionally, and gain the self – confidence required to engage in new experiences and environments. I will give them the opportunity to discover, explore, create, investigate, get to know and learn.

I will value and develop all aspects of each child’s intellectualism, physically, emotionally, and spiritually.

I believe in cultural diversity. I will respect and celebrate traditions, culture, art, music, dance, language and history with children, parents and educators so that the value and difference of each child is understood.

Children need the assurance of being loved and cared for while they are enjoying an educational environment.

I will respect each child of God.

The time spent with children gives me energy and joy to which I feel the magic of the world around me.

Siba Tohme
Educator – Certificate III

Grace Bondoc
Educator – Certificate III Trainee

It is an honor to work in Sydney Catholic Early Childhood Services where we get to share the Good News and cultivate the faith in the children entrusted in our care.

The core value in my life – that pearl of great price – is the imitation of Jesus Christ. To love and serve God who is present in every person that we meet, is an opportunity to build the Kingdom here on earth. In the Gospels, I am enlivened and in prayer, I am strengthened to do God’s work through the education of the children.

Taranjit Singh
Chef

I believe children’s wellbeing and overall development depends on a well-balanced diet.

As a Chef, I enjoy discussing various types of dishes, and cooking ingredients with the children. It allows me the opportunity to talk about vitamins, in a child-friendly way, helping them to build healthy eating habits and making new foods exciting to try. I also provide various cooking activities for the children, to promote interest and build knowledge of different vegetables, fruits and other ingredients.

I thoroughly enjoy receiving feedback from the children about the activities, and the meals I cook. When I hear the children say “this smells delicious,” or “this is so yummy” makes me smile as I know they are enjoying the food I cook.