Sadleir/Miller

  • St Therese Early Childhood Service
    96 Cartwright Avenue, Sadleir NSW 2168

  • 0436 813 701  or  02 8107 9989  or  02 8107 9990

  • scecs.sadleir@syd.catholic.edu.au

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

  • Ages: 2 to 6 years old

Booking request/Enrol Now
join the waitlist
Our Policies
Our Charter

My name is Anitha Arul and I am the Centre Director of St Therese Early Childhood Service. It is with much honour and gratitude that I  uphold this esteemed position. I have 19 years experience in the Early Childhood field and have grown to love this profession more and more.  I was a primary school teacher back home in India. I have a Diploma in Children’s Services and a Bachelor of Teaching (0-5) obtained in Australia. I am very passionate to work in this play based curriculum and educate our future citizens, be it our  next prime minister, a space scientist or a pedagogical practioner. My optimistic and positive attitude in this field has allowed me to embark and embrace this learning journey together with our young learners. Research has proved the first five years of a child’s life is so crucial and families play a vital role as they are our first and foremost resource pertaining to their child.

At St Therese Early Childhood Service, we continually aim to provide you with  the best quality, affordable and  flexible  education and care, in a stimulating and engaging learning environment. We have great professionals, who all strive to work towards one goal of educating , caring and nurturing your children’s growth and developmental learning. Our strong play based approach in our stimulating environment encourages children to freely explore, discover, imagine, problem solve and become resilient individuals now and in their future.

“Play gives children a chance to practice what they are learning” – Fred Rogers.

Play is serious business for a child. Another important aspect for my team and myself  is working in  utmost collaboration and partnership with our families, children, educators and other stakeholders.

At St Therese Early Childhood Service, we promote play based teaching and are committed to provide the highest quality care and education, where by our children develop academic skills and enhance other domains of learning holistically. Throughout my 19 years of this journey I have strived to deliver strong play based  pedagogical practices. I am a conceptual and a community leader who takes pride in delivering  the needs of the community and developing ways to communicate effectively.

I warmly welcome you and your children and extended families to St Therese Early Childhood Service. You have entrusted us to be part of your child’s life, so let’s work together in partnership and collaboration for the betterment of your children not only academically but spiritually.

“A word or a smile is often enough to put fresh life in a despondent soul ”  – St Therese of Lisieux

Warmly,

Anitha Arul
Director – Early Childhood Trained Teacher

St Therese Early Childhood Service Philosophy

At St Therese Early Childhood Service, we believe that we are founded on the teachings of Jesus Christ, enriched by the gospel. We strive to achieve a “Holistic, all-encompassing” learning environment that is steered by the approved “Early Years Learning Framework, the National Quality Standards and our reflective pedagogical practices”.

Children: We believe children are capable, resourceful and important members of the community. Children’s perception of the world around them is shaped by the experiences and interactions we engage them in. We believe play is an essential method of this engagement as it has a powerful influence on children’s social, physical, emotional and cognitive development. Learning in a play-based environment  creates a setting that allows children to “just be” and caters for individualised learning. Our programs are organised to cater to children’s interests, enhance learning and provide meaningful opportunities for creativity, imagination, curiosity and negotiation. We believe play should be both intentional and spontaneous, stimulating, empowering and challenging whilst building upon children’s knowledge and understanding of the world around them.

Environment: The learning environment at the service is shaped by a wide range of factors governed by both nature and nurture. The indoor and outdoor environment is dynamic to engage, capture the interests of our children, stimulate their imaginations and promote creativity. We continually enhance the aesthetics and learning experiences by incorporating natural elements, allowing children an opportunity to interact with the environment as it becomes the third teacher. The service continually fosters this engagement through nature along with sustainable practices, giving children consideration and connection to the natural world around them.

Community:  We believe that each child, family and educator are unique and value the diversity that they bring to the service. We continually develop respectful partnerships with both children and families within the context of our Catholic Precinct encompassing the school, parish and local community. Children and families are welcome to participate in the spiritual practices at the service as we believe this creates a community united in the fellowship of the Catholic faith.

Educators: We continually observe and value the processes of inquiry as our children develop new understanding by encouraging them to be self guided, ask questions and problem solve. We value the individual abilities of each child and strive to create a service of excellence through inclusive practices that are reflective in the mission of Jesus Christ. We believe each educator’s culture, beliefs, abilities and language should be acknowledged beyond a recognition of differences and more importantly integrated within our practices. Educators continue to develop this sense of cultural competence by understanding and effectively engaging with children and families across various cultures at the service.

St Therese Early Childhood Service Vision – Developed 30.10.19

Preschool & Long Day Care (8 hr session)

  • 8:00am to 4:00pm
  • 2 year olds – $78.00*
  • 3-6 year olds – $70.00*

Preschool & Long Day Care (11 hr session)

  • 7:00am to 6:00pm
  • 2 year olds – $98.00*
  • 3-6 year olds – $90.00*

*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.

Public Holiday Fees

Our services are closed on public holidays, however fees still apply if any of your usual days of attendance fall on a public holiday. CCS will usually be paid for public holidays, unless your initial 42 absence days have already been used.

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.

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 2019 SCECS Direct Debit Calendar here

Download the 2020 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

Marcy Guevara
Early Childhood Teacher

Fifteen years ago in my last year of high school I put my passion into practice and commenced studies in Early Childhood Education.

Looking back on my lovely work history, I must say that I have been so blessed to have worked with so many amazing educators and unique personalities within age groups ranging from 0 to 16 year’s. Teaching children with diverse cultural backgrounds and having the opportunity to teach a second language was so fruitful. High school teaching for students with challenging behaviors has broaden my understanding of reflective learning. Working with children in a school with mild to severe disabilities gave me joy and new tools of teaching within a multidisciplinary team. Lastly babies, toddlers and preschoolers the one major passion of mine which ties everything together. A second home, a place where we can all be artist, singers and dancers. An environment full of laughter and intentional and spontaneous spaces of learning. A happy and loving place where we can all enjoy nature and read about “All Thinks You Can Think”.  A place where we learn from one another and extend on the learning that occurs.

Having a Diploma in Children’s Services and a Bachelor in Early Childhood has given me great knowledge which I always put into practice but my learning does not stop there. Educating children within a team in collaboration with families, children and the community is something which I hold close to my heart and a place where I feel I belong.

“Love starts when we push aside ego and make room for someone else” Rudolf Steiner.

Marcy Guevara, Early Childhood Teacher

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 Therese Early Childhood Service family.

Kathy Abood
Educator – Diploma

“Discovery learning where the environment provides the answers but the child makes the connection” – Jerome Bruner.

I believe in seeking the best out of each individual child. Our children are unique individuals that are exploring and discovering the world around them and their identity. Your child is my priority, I respect, nurture and promote their playing allowing your child to be in a safe, secure and supported environment. Children are independent and capable learners,  it is important to allow them to challenge their abilities and knowledge  to further their skills.

Rose Tafao
Educator – Certificate III

I aim to support children to develop to their fullest potential, develop their spirituality and love for learning.

St Therese Early Childhood Service has given me the opportunity to practice the beliefs and values of our Centre Philosophy. I am passionate about providing a nurturing, secure and loving environment to children, accepting differences, supporting others and being part of a team that fosters important steps in their early years. I aim to support children to develop to their fullest potential, develop their spirituality and love for learning.

“It is no longer I who lives, but Christ who lives in me” – Galatians 2:20.

Lena Papalia
Cook

During Meal times I find great satisfaction when I see the children eating and enjoying their meals- this is the time I can communicate with them about their day and the meal they are eating.

My name is Michelina (Lena) Papalia, I am the centre cook for St Therese Early Childhood Service. I have worked in the industry for 5 years, I have my Food Handling and Nutrition and Menu Planning certificates.

I find great enjoyment cooking healthy and nutritional meals for the children daily. Every Thursday Children are involved in a Masterchef experience where we cook a different recipe. During this experience the children learn about the ingredients and more importantly about nutritional benefits.

We have a fresh vegetable garden that the children love to plant and look after. This is a great time to talk to Children about the different vegetables we use in our meals and they get to see the process of harvesting, cooking and eating them.

During Meal times I find great satisfaction when I see the children eating and enjoying their meals- this is the time I can communicate with them about their day and the meal they are eating. This is truly rewarding to me.

Tu Tu Tran
Educator

As an educator of young children, I believe all children are unique as individuals who develop at their own pace. All children should be encouraged to develop a positive self-concept.

My name is Tu Tran Tran and I am excited to be the Diploma qualified educator at St Therese Early Childhood Service. As an educator of young children, I believe all children are unique as individuals who develop at their own pace. All children should be encouraged to develop a positive self-concept.

I believe all children have the right to be provided with a safe, healthy and caring environment where their interests and abilities are nurtured and provided for through varied simulating and exciting activities. I believe children should be provided with time and space that allow them opportunities to explore and question the environment they live in and be able to learn through play. I value and respect the collaborative relationships between families and educators who will work together to support the child’s development. As the teacher of your child I will value and encourage family’s participation and contributions to the centre’s program and practice.

I am looking forward to getting to know your children’s abilities, interests and skills to guide their learning to achieve their highest potential. Please do not hesitate to come and talk to me about your child’s learning and development or if you have any thoughts or ideas regarding our emergent curriculum.

Princess Joy Taccad
Educator – Working towards Early Childhood Teacher

I believe that it is through play that children channel their thinking and learning that is central to their holistic wellbeing (DEEWR, 2009).

I am currently working towards my Bachelor of Early Childhood Education and Care. I have been in the industry for almost 3 years and I have learnt that as an early childhood teacher, you are not only teaching children, you are also teaching other people you work with, the parents, the community and especially, yourself.

I believe that it is through play that children channel their thinking and learning that is central to their holistic wellbeing (DEEWR, 2009). I acknowledge that by enriching the environment, both indoors and outdoors, children are inspired to enhance their sense of wonder, and develop positive attitudes towards learning. I commit to learning about, respecting and responding to each families’ uniqueness including their culture, customs, and language. I advocate for young children’s spirituality. I believe that this is of central relevance and importance to who they are and who they will become. I commit to enhancing children’s greater understanding of the importance of community and their place within this community which contributes to their sense of being, belonging, and becoming.