Ever since our eldest child started at the centre many years ago, I speak glowingly about sending our kids to Belrose Kindergarten. The combination of great long serving staff and relatively small number of children is wonderful. Every day my daughters experience a wide range of activities that give them great joy. They are learning so much about the world around them, confidence in themselves, friendship, and academic foundations. The staff truly know and care about my children, catering activities to delight and challenge them. The consistency, family values, and community spirit equates to a happy and safe environment that is evident in our children as they begin to explore and develop their own identities outside of the home. From teething through toilet training, health concerns, and daunting development stages, I have found the centre very open and easy to talk to, proactive, helpfully suggesting ideas from their great wealth of experience, and supportive of our own preferences, working with our family in providing fulfilled early years for our children

Julie, parent 

We have been bringing our youngest child to Belrose Kindy for 2 years and never regretted it. We wish we had brought our first son here because he would have loved it too. The outdoor play area is beautiful and sits under a huge jacaranda tree with lots of coverage and the indoor area doesn't feel too big and overwhelming for little people. I love the way that the whole family is involved in running the kindy and as such, the staff turnover is virtually non-existent, this was very important to me as I left my first child at a big, clinical daycare centre that seemed to have staff turnover every 3 months - just as my child formed an attachment to someone, they would leave! I can not fault Belrose Kindy, it always feels like you are leaving your child with your own family and friends you trust.

Nicole and Mathew, parents 

A big thankyou to all the staff that have looked after Riley. Belrose Kindergarten really is a special place , a shining light in amongst all the new and huge day care centres. Simon and I often comment that we are glad we are not starting out with Riley now as I just don't think he would have had such a positive experience at the big centres. All of you have done an excellent job with Riley and while we don't know what the future holds for him, we do know that he is a very happy and personable. As he laughs, jumps and skips around the place having a good time. We all know that Kindy played a great part in getting him to that stage.

Jo, parent 

When we started our son at Belrose Kindergarten when he was 13 months old, we were, as first time parents, quite anxious about leaving him with someone else (or perhaps that was just mum). We could not be happier with the care provided to our son. All the staff at Belrose Kindergarten have been wonderful and supportive. Our rather shy boy has developed into a very happy and confident child and we believe the Belrose Kindergarten environment and staff have significantly contributed to that. There are going to be a few tears shed at the end of the year when we say goodbye as we head off to school (or perhaps that will be just mum, again).

Katrina and Dylan, parents

Turtles - 6 weeks to 2 years

The youngest children are made to feel safe and secure by following their routines from home, to allow continuity of their eating, sleeping, nappy changing, and play time. There is a focus on the relationship between the carer and child and on encouraging a safe, loving and stimulating environment. Educators use sign language to communicate with the very young children. They are encouraged to use all their senses as they share the joy of new discoveries. 

Guppies – 2 years to 3 years

For this age group the educators understand that independence and autonomy are a natural next step and they guide the children as needed. The centre’s program is flexible as the needs of children at this stage vary a great deal. Children are encouraged to develop friendships, and to build social skills including turn taking and sharing. There is plenty of sensory learning as educators help children build their ability to focus and stay on task. The team seeks to provide positive support to help children become confident about their abilities.

Seahorses – 3 years to 4 years

The children in this group are given more opportunities to interact as their social skills develop. Educators also focus on the idea that actions have consequences, which is developed as they build confidence and independence. The children begin to build concentration skills and undertake group activities in which the concepts of turn taking and listening are further developed. The centre offers a flexible program to ensure they can accommodate all the individual needs.

Dolphins – 4 years to 6 years

This program helps prepare children for what they will encounter once they head to school. There is a particular focus on school readiness, where the children develop the skills needed to feel confident and feel a desire to learn. The children are given opportunities to follow instructions and simple rules and to accept consequences for their actions. They are also encouraged to have an active approach to learning and problem solving.

The programs at Belrose Kindergarten are created by Early Childhood Teachers, are child-centred and are based on the children’s individual interests, strengths and needs.  

With a play based approach to learning and a stimulating environment, the children are encouraged to investigate and explore. A positive sense of self and a lifelong love of learning are developed through play, as there is no right or wrong way to do it.

Educational program: the children enjoy a high quality educational program, where their individual learning and development is supported through the provision of an inclusive, safe and secure environment.

School readiness: this preparation begins from the moment of enrolment. For the three to five year olds, a semi-structured learning environment is delivered by  qualified educators. Experiences include language, literacy and numeracy; planned and spontaneous experiences; and developing skills in social emotional competency in preparation for school.

Group experiences: the educators use a variety of planned and spontaneous experiences, as well as small and large groupings to support the children’s critical thinking, extend upon identified interests, facilitate emerging language and literacy development and offer music and movement experiences.

Routines: the children enjoy flexible routines that give them the time and opportunity to explore and develop life skills. Routine times are an important opportunity for education and development, and the educators also discuss home routines with families both on enrolment and on an ongoing basis. 

Munch and Move: this is a joint initiative between the New South Wales Department of Health and the New South Wales Department of Family and Community Services. The program promotes healthy eating and healthy lifestyles within the education and care services sector, focusing on the support and development of children’s fundamental movement skills through play-based games.

Play-based learning: this supports children to make sense of their world, supports a positive learning attitude, and sets children up for success by teaching them relevant skills. These positive attitudes to learning (imagination, openness, curiosity, enthusiasm, concentration, resilience and persistence) cannot be replicated through rote learning.

At Belrose Kindergarten the educators are focused on maximising children’s potential, by providing the best level of care, emphasising the autonomy of the child, and recognising the importance of play.

Belrose Kindergarten’s most important asset is the dedicated team who work there. They offer consistency of care, which is maintained through careful staff rosters, ensuring the best possible experience for the children.

For children with additional needs, educators try to make the transition as easy as possible by finding out as much as they can about the children. The more they know, the better they can provide for them.

I enjoy reading, sport, going to the beach and spending time with my family. I am passionate about getting to know each child for who they are and catering to their specific needs. I have a special interest with children who “think outside the square”. I believe that children learn best when they are comfortable and happy within themselves, and that this starts with positive relationships with educators and then peers. 

Rhian, Director

Through my experience with my own children I have learnt how anxiety and depression affects our children’s learning along with ADHD, Dyslexia and speech delays. The journey our children take us on as parents is quite a learning curve, which has also helped shape me as an educator who supports not just the children but also the parents. I believe in providing children with an environment which ignites their passion whilst introducing all learning and developmental areas. I believe that children’s sense of being, belonging and becoming is essential for them to grow into a confident, happy and healthy child. 

Samantha, Assistant Director