Why start your own Family Day care

mentorship

Mentorship and support

Our educators receive are guided by experienced mentors and offered professional development opportunities to ensure high quality early childhood education and care.

Committed to Quality and Safety

Committed to Quality and Safety

Read our commitment to Quality and Safety- key focus areas that are vital to improve the educational/developmental outcomes ensuring the safety, health and wellbeing of children attending education and care services

Frequent and Open communication with Families

Frequent and Open communication with Families

We are committed to open and frequent communication with families to keep them updated on the education and care of their child.

Committed to Quality and Safety​
Child-Centered​
Promoting Child Safety​
Collaborative Partnerships and development focused​

Committed to Quality and Safety​

Little Tinkers Family Day Care’s Commitment to quality and safety is guided by the national quality standard. The National Quality Standard (NQS) sets a high national benchmark for early childhood education and care and outside school hours care services in Australia.

Research shows quality education and care early in life leads to better health, education and employment outcomes later in life. Quality education and care shapes every child’s future and lays the foundation for development and learning.

Our commitment contains three focused areas which are linked to the seven quality areas of National quality standard. Our goal is to delivery quality learning experiences for children, empower our educators though mentorship and support along with building collaborative partnerships with families and communities.

We use parent feedback and coordinator home visits to ensure each educator meets our quality standards in line with the focused areas below

We set clear expectations from our educators around quality and safety, this is also communicated through our policies and procedures along with a code of conduct. We conduct regular home visits to determine if an educator is meeting our expectations, if low quality feedback is received and satisfactory improvement is not made educators may lose their employment with us.

Committed to Quality and Safety​

Little Tinkers Family Day Care’s Commitment to quality and safety is guided by the national quality standard. The National Quality Standard (NQS) sets a high national benchmark for early childhood education and care and outside school hours care services in Australia.

Research shows quality education and care early in life leads to better health, education and employment outcomes later in life. Quality education and care shapes every child’s future and lays the foundation for development and learning.

Our commitment contains three focused areas which are linked to the seven quality areas of National quality standard. Our goal is to delivery quality learning experiences for children, empower our educators though mentorship and support along with building collaborative partnerships with families and communities.

We use parent feedback and coordinator home visits to ensure each educator meets our quality standards in line with the focused areas below

We set clear expectations from our educators around quality and safety, this is also communicated through our policies and procedures along with a code of conduct. We conduct regular home visits to determine if an educator is meeting our expectations, if low quality feedback ins received and satisfactory improvement is not made educators may lose their employment with us.

Child-Centered

Children are at the centre of everything we do — We believe that Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program and whether  you’re a educator, a parent, or a little tinkers family team member, We all play a role in shaping young children’s behaviours. we have a shared goal of creating the best learning experiences for children, and we are committed to do so.

  • Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators in accordance with the Approved learning framework
  • All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning
  • Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.
  • Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
  • Respectful and equitable relationships are maintained with each child.
  • Each child is supported to build and maintain sensitive and responsive relationships
  • The design of the facilities is appropriate for the operation of a service.
  • The service environment is inclusive, promotes competence and supports exploration and play-based learning.
  • Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
  • The dignity and rights of every child are maintained.
  • Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
  • Children are supported to collaborate, learn from and help each other

Child-Centered

Children are at the centre of everything we do — We believe that Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program and whether  you’re a educator, a parent, or a little tinkers family team member, We all play a role in shaping young children’s behaviours. we have a shared goal of creating the best learning experiences for children, and we are committed to do so.

  • Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators in accordance with the Approved learning framework
  • All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning
  • Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.
  • Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
  • Respectful and equitable relationships are maintained with each child.
  • Each child is supported to build and maintain sensitive and responsive relationships
  • The design of the facilities is appropriate for the operation of a service.
  • The service environment is inclusive, promotes competence and supports exploration and play-based learning.
  • Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
  • The dignity and rights of every child are maintained.
  • Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
  • Children are supported to collaborate, learn from and help each other

Outside time is part of the daily program for all children.

Time spent in the outdoors should be an important part of the daily program for all children, including babies. The outdoor environment provides children the space and freedom for large and loud movement play, through which they gain a wide range of gross and fine motor skills. Our educators will support all children to interact with the outdoor environment by planning quality experiences to promote engagement and maximise learning and development.

 

Promoting Child Safety​

We are committed to Embed child safety in our organisations everyday thinking and practice and respect the rights of every child to live, learn and grow in an environment of safety, whilst still encouraging appropriate risk taking. Our Educators, Educator families, staff, Educator Assistants and volunteers are all fit and proper persons and have completed appropriate training.

Our Service will take reasonable steps to ensure compliance with child safe standards and has a commitment to child safe standards by embedding them in our core values and code of conduct

  • Each child’s health and physical activity is supported and promoted.
  • Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
  • Effective illness and injury management and hygiene practices are promoted and implemented.
  • Healthy eating and physical activity are promoted and appropriate for each child.
  • At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
  • Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
  • Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.

Our Educators, Educator families, staff, Educator Assistants and volunteers are all fit and proper persons and have completed appropriate training. Educators and other adult household members or regular visitors to the Educator’s home must undergo a Criminal Record check and Working with Children Check.​

Promoting Child Safety​

We are committed to Embed child safety in our organisations everyday thinking and practice and respect the rights of every child to live, learn and grow in an environment of safety, whilst still encouraging appropriate risk taking. Our Educators, Educator families, staff, Educator Assistants and volunteers are all fit and proper persons and have completed appropriate training.

Our Service will take reasonable steps to ensure compliance with child safe standards and has a commitment to child safe standards by embedding them in our core values and code of conduct

  • Each child’s health and physical activity is supported and promoted.
  • Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
  • Effective illness and injury management and hygiene practices are promoted and implemented.
  • Healthy eating and physical activity are promoted and appropriate for each child.
  • At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
  • Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
  • Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.

Our Educators, Educator families, staff, Educator Assistants and volunteers are all fit and proper persons and have completed appropriate training. Educators and other adult household members or regular visitors to the Educator’s home must undergo a Criminal Record check and Working with Children Check.​

Collaborative Partnerships and development focused

One of our key focus is the continued professional development of educators and all staff along with a commitment to form collaborative relationships with families and communities. Collaborative relationships, transparency with feedback and supporting quality learning are all ways for us to showcase the professionalism of our educators and their work with families.

  • Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.
  • The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.
  • The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing.
  • Effective partnerships support children’s access, inclusion and participation in the program.
  • There is an effective self-assessment and quality improvement process in place.
  • Our service builds relationships and engages with its community.

Collaborative Partnerships and development focused

One of our key focus is the continued professional development of educators and all staff along with a commitment to form collaborative relationships with families and communities. Collaborative relationships, transparency with feedback and supporting quality learning are all ways for us to showcase the professionalism of our educators and their work with families.

  • Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.
  • The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.
  • The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing.
  • Effective partnerships support children’s access, inclusion and participation in the program.
  • There is an effective self-assessment and quality improvement process in place.
  • Our service builds relationships and engages with its community.

Inquire Now

I love being a part of WeeCare. When parents come to tour, they already have trust in my program before we have even met.

Mrs. Fonseca

Happy Sapplings Treehouse Little Tinkers

info@littletinkersfdc.com.au
Victoria, Australia
+61 423 526 675
Instagram Facebook-f

Useful Links

Recent Posts
Our Blogs

We acknowledge Aboriginal and Torrent Strait Islander peoples as the traditional custodians of the land and Our service acknowledges and pays respect to their elders, past and present.

All Rights  Reserved to Little Tinkers