Kiddie Academy Mudgee
About Kiddie Academy Mudgee
National Quality Standard Rating
This ratings chart displays how our service is improving quality for your child. All services across Australia will be assessed and rated against the National Quality Standard to improve quality and outcomes for children. More information about how our service is improving in each quality area is available from our staff members.
Meeting the National Quality Standard
- Educational program and practice 75% 75%
- Children’s health and safety 75% 75%
- Physical environment 75% 75%
- Staffing arrangements 75% 75%
- Relationships with children 75% 75%
- Collaborative partnerships with families and communities 75% 75%
- Governance and leadership 75% 75%
- 6 weeks to 1 year
- 1 year to 2 years
- 2 years to 3 years
- 2.5 years to 3 years
- 2 years to 3 years
- 3 years to 4 years
- 4 years to 5 years
What we provide
- Nappies and consumables
- Morning tea
- Afternoon tea
- Late afternoon snack
Our philosophy has been inspired and guided by our knowledge of current research, The Early Childhood Association Code of Ethics, The National Quality Standards and The Early Years Learning Framework for Australia – Belonging, Being and Becoming.
- Belonging – acknowledges children’s interdependence with others (family, a cultural group, a neighbourhood and a wider community) and the basis of relationships in defining identities.
- Being – recognises the importance of the here and now in children’s lives.
- Becoming – reflects the process of rapid and significant change that occurs in the early years
At Kiddie Academy we value and believe in a homelike atmosphere within a caring and stimulating environment in which all children can feel safe and secure.
We believe all children, families and Educators have a right to be treated with fairness and equity, have the same opportunities for participation and are accepted as valued members of the community, Relationships are important to a child’s health, wellbeing and development.
A variety of perspectives about child learning
Through current theories, professional knowledge and understanding of child learning and developmental practices we aim to enrich each child’s experiences so that they develop a sense of self-achievement.
Through implementation of the Early Years Learning Framework and the National Quality Standard, we build on children’s interests and knowledge as individuals within the group and wider community.
The program considers the whole child and the interrelated nature of development and learning. The program, including routines, is organised in ways that maximise opportunities for each child’s learning and is developed in response to observations and documentations of children’s strengths, abilities and interests.
We encourage their self-help skills and promote a positive attitude to encourage high self-worth, as we believe if a child is confident they will have the ability to do anything they set their minds to, now and into the future. This encourages lifelong strong emotional intelligence that gives children the ability to cope with life’s challenges.
The importance of play
We believe children learn best through play based experiences in which they are actively engaged with people, objects and representations. Play is the means by which young children develop their physical, intellectual and emotional skills. As they play, they learn to socialise, to consider others and the give and take of human relationships.
Developmental play enables children to learn through concrete “hands-on” experiences such as doing, experimenting, predicting, achieving and making mistakes
The environment that stimulates growth and development through play also helps extend and promote the adaptability and creativity of the child.
We believe that families are children’s first and most influential educators. Learning outcomes are more likely to be achieved when early childhood educators work in partnership with families. Families come from a diverse range of cultures with differing practices, values and beliefs and these are to be respected and honoured by the centre, educators and program.
Children's place in the community
We acknowledge the valuable contribution that the community in general can make towards the holistic development of each child. We do this by fostering links between the children, their families and the broader community.
Diversity, fairness and social justice
We support the principles of social justice. All children and families of all abilities, from religious, cultural or linguistically diverse backgrounds are treated equitably and are valued and included in all aspects of the Centre and the community.
We believe all children, families and Educators have a right to be treated with fairness and equity, have the same opportunities for participation and are accepted as valued members of the community.
We acknowledge and respect the many differing social and cultural backgrounds of children in our care and the experiences these bring from the home environment.
Respecting the needs, feelings and property of others is a mutual practice which assists in the development of compassion in others regardless of age.
We provide an anti-bias program as this encourages children’s awareness of similarities between people, and it teaches them respect for individuals regardless of gender, religion, culture, race, physical or intellectual abilities.
Our philosophy is a living document and it is made available to everyone involved in the centre. All staff are supported to know, understand and contribute to our philosophy. In order to ensure the philosophy continually reflects current understandings about the way children develop and how child care informs their experiences, we perform periodic collaboration with parents, children, management, staff, the wider community and all other stakeholders.
Good morning, families! We have just been informed by Lauren James (Surveillance Officer, Public Health Unit, Western NSW) that while we reported a gastroenteritis occurrence on 12 January and 16 January, they have deemed to be not an outbreak. We will continue to monitor the health of our children
Developmental Milestones – 8 to 12 months
Developmental Area Observe Physical pulls self to standing position when hands held y raises self to sitting positionsits without supportstands by pulling themself up using furniturestepping movements around furnituresuccessfully reach out and grasp toytransfers objects from hand to handpicks up and pokes small objects with thumb and fingerpicks up and throws
Developmental Milestones – 4 to 8 months
Developmental Area Observe Physical plays with feet and toesmakes effort to sit alone, but needs hand supportraises head and chest when lying on stomachmakes crawling movements when lying on stomachrolls from back to stomachreaches for and grasp objects, using one hand to grasp eyes smoothly follow object or personcrawling movements
Developmental Milestones – Birth to 4 months
Developmental Area Observe Physical moves whole bodysquirms, arms wave, legs move up and downeating and sleeping patternsstartle reflex when placed unwrapped on flat surface/when hears loud noisehead turns to side when cheek touchedsucking motions with mouth (seeking nipple)responds to gentle touching, cuddling, rockingshuts eyes tight in bright sunlightable to
Kiddie Academy Mudgee
26 Melton Road
Mudgee, NSW 2850
02 6372 7220