• The midday meal is prepared in the PCH kitchen and transported to the Centre ‘ready to serve’. The meals are varied, balanced and nutritious. The weekly menu is displayed for your information.

  • Breakfast is provided only to those children who arrive at the Centre before 7.30am; children who arrive after this time should be given breakfast at home.

  • Morning and afternoon snacks are provided each day, consisting of fresh fruit, cheese, yoghurt or bread with various toppings. A ‘late’ snack is offered to children who remain at the Centre after 5pm.

  • Meals are ‘social occasions’ and are planned to meet children’s nutritional needs, are appetising, provide variety in colour, texture and taste and promote healthy eating habits.

  • Children are encouraged to make healthy choices, try a variety of foods, but are never forced to eat.

  • Please ensure that any food allergies, strong dislikes and special dietary preferences are recorded on your child’s ‘Daily Information’ sheet and discussed with Educators. Parents are welcome to provide their child’s food if preferred.

  • A Special Diet Form may be required. It is the parent’s responsibility to inform staff of any changes.

  • Due to some children suffering severe allergic reactions, it is important that snacks, food or drinks are not brought to the Centre or left in children’s bags as it may inadvertently cause harm to another child. The Centre is ‘nut aware’ for this reason.

  • Parents may choose to provide meals and snacks for children who have special preferences or requirements.

  • Children are to bring a drink bottle each day and encouraged to drink water throughout the day. Milk is offered at snack times. Juice or cordial is not provided and parents are strongly discouraged from providing it in bottles.

  • The Centre policy on nutrition reflects the recommendations from the Commonwealth Government ‘Get up and grow’ program and the children’s menu is reviewed regularly with the PCH Dieticians and Catering service.

Breast Feeding & Baby Bottles

We support and encourage the continuation of breast-feeding whilst your baby is in our care. Breast feeding mothers, who are feeding on demand, can be telephoned / paged when their baby requires a feed, or we can give expressed breast milk (EBM). Please discuss your preference with your child’s primary educator.

The Centre policy on offering EBM, (as it is a ‘bodily fluid’) states;

  • EBM bottles must be clearly labelled as “EBM” with the child’s name and date expressed in permanent marker and an ‘Authority to give EBM’ form is to be completed by the parent, and checked prior to the feed by 2 educators (as for administering medications).

  • EBM feeds will be heated by the water bath method only, not in the microwave and any EBM remaining in the bottle at the end of a feed will be discarded.

Formula feeds - Parents are requested to provide bottles that are clearly named using a permanent marker and formula is to be premade by the parent. Please also ensure that bottle tops and dummies are clearly named.

Solids - a range of foods are provided, (from smooth puree to mash and finger food) and are only introduced following consultation with parents. Parents are welcome to provide their own food when solids are being introduced if they prefer.


  • Children’s birthdays are a special day that many families like us to celebrate. As we have children attending who have serious allergies (e.g. to nuts, eggs, milk) if you wish to provide a cake, please ensure there is an ingredients list attached.

  • Cup- cakes are preferred, please ensure that the cake does not contain any nuts or nut products, cream or alcohol is plain and simple, suitable for young children. A fresh fruit platter is a healthy option if you prefer.

  • Parents who have children with special dietary requirements are asked to
    provide some ‘special treats’ to be kept in our freezer for these special occasions.

Toilet Training

  • Please indicate on your child’s ‘Daily Information’ sheet what assistance your child requires with their toileting.

  • It is important that we work in partnership with parents in meeting children’s toilet training needs and we encourage parents not to commence any toilet training until the child is indicating some clear ‘readiness’, e.g. telling you when they have wet their nappy, remaining dry for lengthy periods.

  • Consistency and a positive approach is important for children learning to use the toilet. Please discuss your plans with educators and read our ‘Tips and hints for toileting.’

  • Additional changes of clothes / pants/ or the provision of pull ups may be requested during this period.

Sleep/Rest Time

Sleep and rest times are a part of the daily routine for the children. Please discuss your child’s current sleep patterns and how they settle, with educators. Providing a comfort toy or cuddly blanket may be helpful in settling children to sleep.

  • Babies sleep times will be according to their individual need and tired signs, similar their own routine.

  • Older children are encouraged to rest from approx. 12.30pm-2.00pm.

  • Some children need to sleep, others may rest, those not sleeping will be offered quiet activities after they have had a short rest.

  • Parent wishes regarding their child’s sleeping routine will be adhered to as much as is possible. Remember however, there are many distractions and children’s sleep patterns may be different in child care to at home.

  • The cot rooms are monitored and sleeping babies are checked at 15 minute intervals.

  • At no time will a child be forced to sleep or to be kept awake.

  • Educators will consider such factors as the SIDS guidelines, cultural needs and requests from parents when tailoring individual children’s sleeping routines.

What to Wear

It is important for children to be in regular comfortable clothing that does not restrict their enjoyment or participation at the Centre,

  • Please dress your child in clothes that you do not mind getting grubby with paint, mud, sand or glue etc.

  • Please provide your own nappies, at least 4 per day, either disposable or cloth.

  • Please provide a full set of spare clothes in your child’s bag to change into should the need arise. In changeable weather it is helpful to have a few options of layers.

  • Clothing should provide protection from the sun as much as is possible (please always include a hat) and avoid singlet tops.

  • Children are encouraged to remove their shoes when outdoors or wear rubber soled shoes that are flexible. This allows them to run and climb more safely and to develop the muscles in their feet.

  • Your child’s bag and all items that can be removed, (e.g. hat, shoes, sandals, shirts, jumpers, cuddly toys, blanket etc.) should be clearly labelled with your child’s name.

  • Please provide a plastic bag in your child’s bag each day for wet or soiled clothing.

  • Each room has a lost property box. Please check this occasionally for items that you may have left. Items not collected are eventually kept for use as spare clothes or given to charity.

Personal Toys

  • Please only bring ‘necessary’ security toys with you (i.e. dummy, comfort rug, sleep teddy etc.) and ensure these toys are clearly labelled with your child’s name.

  • Other toys are not to be brought into the Centre as great distress is caused for children if their own toys become lost, broken or played with by other children.

  • Whilst every care is taken, the Centre can take no responsibility for broken or lost toys that do not belong to the Centre.

  • Children can sometimes accidentally put Centre toys into their bags or pockets and take them home. Please return these on your next visit, as this is an opportunity to discuss with your child ‘ownership’ - is also very costly for us to replace ‘lost’ items.

Children’s Curriculum

  • Our Philosophy is reflected in our play based learning approach. Our programs are developed from careful observations of the children and reflect their interests and strengths. They are based on the Early Years Learning Framework and are influenced by aspects of several learning and developmental theories.

  • Play based learning has been widely acknowledged throughout the world as one of the most important ways that children learn and develop. Long periods of uninterrupted play, rich and stimulating environments, experiences that challenge, extend and engage children and educators that are receptive and supportive of the children in their learning are fundamental to our program planning.

  • We believe that play allows children to create, explore, imagine, improvise, discover and make decisions as they develop their physical, cognitive, social and emotional strengths. It enables them to make connections between prior experiences and new learning, assisting the development of concepts and relationships. From a very early age, they are able to engage and interact with the world around them, learn to master their world, overcome their fears and develop the confidence and the resilience needed to face future challenges.

  • We see children as capable and competent learners and children who develop resilience are more equipped to have a go, to solve their own problems, to manage disappointments and to discover that risks are not necessarily dangerous, but something to be managed.

  • The role of our Educators is to create supportive environments where children can ask questions, solve problems and engage in critical thinking. Children are encouraged to make choices, to explore their environment and try new experiences. Our Educators act as facilitators of children’s learning and enrich their learning experiences as they guide and model, listen, extend, engage in conversation.

  • Our routines and play experiences will provide children with a sense of security and stability, enabling children to predict what will happen next, build their confidence and sense of self.

  • The curriculum process begins with observations (both individual and group) made by all educators. These observations are reflected upon and goals are established for the children, in conjunction with feedback from parents. A program is then planned and implemented with a balance of child initiated and educator supported learning experiences. Parents are informed of their child’s involvement in the program through a portfolio created for each child.

  • Your contribution is vital for us to develop a greater understanding of your child’s current interests and needs both at the Centre and in your home environment. Our Daily Noticeboards are also a great way for you to catch up on the happenings of the day and provide information for you to discuss with your child.

Children with Additional Needs

  • The Centre actively promotes and supports the inclusion of children with additional and complex needs.

  • A risk assessment will be conducted prior to accepting the child into child care to ensure we can meet the child’s needs. Medical Action Plans will be developed with the child’s parents, medical staff and the Director.

  • Inclusion support is aided by the Australian Government who contributes to the funding of the Inclusion Support Program Educators (ISPE’s). Parent consent and a letter confirming the child’s diagnosis and individual needs is required from the Doctor to support the application for funding.

  • Children are supported by the ISPE, who works as part of the team, facilitating the child’s inclusion, with input from the family and any other agencies involved, in meeting the child’s individual needs and goals.

  • Children with Anaphylaxis or Asthma are required to have an Action Plan from their Doctor and to bring their emergency medication with them every day.


Children are supervised at all times at a level appropriate to; their age, needs, curriculum, the time of day and associated risks.

The staff: child ratios contained within the Education and Care Regulatory Regulations are:

0 - 2 years 1:4

2 - 3 years 1:5

3 - 5 years 1:10

A Qualified Educator / Certified Supervisor are responsible for opening and closing the Centre each day. Procedures are in place for checking that the environment is safe in the morning before children go outside and that all children have been collected before closing.

Guiding Children’s Behaviour

Learning appropriate behaviour is part of a child’s social development. Our aim is to help children learn to be responsible for their own behaviour, to develop self-control, to have empathy for others, manage disappointment and to develop an understanding of what is appropriate in different situations.

You are encouraged to discuss your child’s behaviour with the Educators in your child’s room to ensure there are consistent behaviour expectations between home and the Centre.

Limits to children’s behaviour will always be clearly expressed in positive terms and reinforced consistently in a developmentally appropriate way, including using visual cues. The limits will be established according to the developmental level of children.

Wherever possible, problems will be prevented before they arise by using methods such as diversion and providing enough equipment for all to avoid conflict. Developing a supportive relationship with the children encourages them to learn skills in self-control.

At no time will a child receive any form of physical punishment e.g. be smacked, be placed in a room alone, restrained, frightened or humiliated in any way, nor will food or drink be withheld as a form of punishment.

If a child consistently displays unacceptable behaviour the Team Leader will ensure:

  • The expectations of the child’s behaviour are realistic and appropriate to their developmental level.

  • The child understands the limits.

  • There is no conflict between the expectations at the Centre and at home.

  • The child’s needs are being met.

  • The child has no impediments which may cause difficulties with behaviour e.g. dietary problems, poor hearing, poor co-ordination, communication difficulties, illness or emotional distress - or is unwell, hungry, thirsty or tired.

  • That strategies are consistently being followed by all educators in contact with the child.

  • Parent may be invited to meet with the Director and Team members to develop a ‘Behaviour Guidance Management’ Plan.


Occasional biting and hitting are normal behaviours in the development of most children, usually caused by frustration through lack of verbal communication skills. These behaviours will be dealt with using the same positive behaviour guiding strategies that educators use to deal with other unacceptable behaviours. Members of staff are always available to arrange a suitable time to discuss such issues with you and will work with you to address any persistent behaviour problems.


The Centre Policy on taking photographs of children states;

  • Permission is sought from parents on the ‘Parent Agreement’ form.

  • Centre digital and video cameras and memory sticks always stay on-site except for work related reasons, i.e. program planning, excursions and professional development sessions.

  • Educators are not permitted to bring their own memory sticks to the Centre, or to use mobile phone cameras.

  • Educators / students must obtain permission from parents if photos are to be used for training purposes.

  • Photos must not contain children who are not dressed or who are toileting.

  • The Centre can take no responsibility for photographs taken by the general public outside the Centre when on excursions. Photographs taken by others at PCH may be used for publicity.