Premium service for your child and family offering best practice care and education within a loving family environment

Real 1:4 ratio of child to educator, no larger groups, therefore, lower noise level, reduced exposure to illness, and an overall low volume of people in the spaces. ( not 60 -120 a week)
Tailored Orientation programs for each family

Amazingly dedicated and high quality Educators through our selection and ongoing support, training and networking.

Continuity of care for your child and family. The same Educator for your child ensures they develop a strong relationship of trust and care. As this educator builds such close relationships with your child they are able to ensure the educational program is very individual. This program is focused on the needs and extensions that the Educator can identify by knowing your child so well. There are no change of shifts and rosters, no staff coming and going on breaks, leave, planning times, RDO’s, etc. 25 years industry experience in Early childhood Education and care services

Central enrolment book in online
Easy direct debit accounts for payment weekly.
Head office for all enquiries
Flexible care arrangements with the educator are available.

The early year’s framework is an essential tool in developing the programs for the children of KIDS family day care.

These Principles are categorised under collaborative, effective and reflective practices. We view the collaborative approaches as a vital aspect of high quality care, as we believe they focus on utilizing all influential relationships. We believe that effective approaches to Early Childhood are fundamental as each child is unique in all aspects of their individual self and their world. In regards to reflective practices, we believe that it is essential for Early Childhood Educators to consistently evaluate their own practices ensuring continual professional development and high quality care.

The EYLF sets out five areas of learning that we believe can be used as a guideline for Early Childhood Educators to develop each child as a whole. We recognise the importance of each area itself, but also focus on the integration of the learning areas as they complement each other. This integration is often evident in a child’s learning journey as they are able to utilize aspects of identity, community, wellbeing, learning and communication through play. KIDS has 25 years of experience and a specialists in program development and planning to assist all of our educators to provide high quality care and education and feel supported, encouraged and professionally stimulated.

We respect that Early Childhood Educators have varying curriculum approaches that reflect their own personal philosophies. We believe that the Framework can be used in conjunction with all curriculum approaches, as the purpose remains the same, to provide a high quality program that develops children in a holistic manner.

Each Family day care Educator and the way they operate their programs are as different and individual as are the children we teach, but we all have the same basic early childhood aim and compassion for our children. The curriculum will be similar in some ways to others, but teaching style, strategies and structure may be slightly different. The differing needs, interests and levels of development of the children will determine what is happening in the program and where it is going.

The program is planned by :
Individual observations and backgrounds. This is where the interview process is very beneficial so as we can get a good overview of the children and families before they commence. Throughout the year the educator will be recording individual observations of each child regarding their levels of development in social/emotional skills, language, fine motor and gross motor skills, and cognitive abilities.

Objectives and goals :
These are formed by assessing the observations and background of each child and getting to know the children. These are broken down into Overall – per year, Long term – per term, and Short term – per week. This allows us to see how the child is progressing step by step and how the curriculum is meeting their needs.

Evaluation and critical reflection:
This is the last step of the cycle which then moves back to observation and background for each planning cycle. This is where we look at how the program aspects are working toward the objectives. We then look at what may need to be changed, extended or altered.

Other aspects of program planning included :
Topics of interest – these are used as coat hangers to hang the developmental goals on and give purpose and structure to the planned activities along with including events and important topics in the community into the program. These are based on input from the children and families about their interests and educational goals as well as the Educator guiding them and introducing new areas that they may be interested in. Parents provide information on the formal background and interest sheets as well as informal chats. Parent involvement and input is integral to the program.

Excursions/incursions – this is to give the children concrete experiences related to what they are learning about in the program. These also give an opportunity for the children to gain an understanding of the codes of behaviour required to go on safe and enjoyable outings in the community and to become connected and involved with the community.

Structure, rules and limits, routines with flexibility – This creates order and flow within the program. Allowing children to practice skills, in a safe secure environment which are required in society to operate successfully. It gives them a way in which to pre-empt what will happen next in their day.

Lots of FUN – Children learn through play and fun. Enjoyment of learning is what we aim to foster to give them a great educational start.

KIDS Educators like to include lots of opportunities for the children to explore, assess, discover and discuss within their programs. They enjoy teaching the children to experiment with all aspects of the world around them. Often the Educators will initiate their interest in topics through the use of movement and music, group discussions, stories (both reading and telling) and all whilst having fun.