It is the responsibility of the Centre and Educators to plan an appropriate program with wide range of individual and group experiences providing equal opportunities for boys and girls to develop to their full potential. There is a balance between quiet activities, free play, supervised exercise and educational activities.

To achieve the best Developmental Learning Outcomes our Centre follows Early Years Learning Framework (ELYF), Our Early Years Learning Framework provides opportunaties for all children to explore their world around them. Children are provided with choices where they can direct their own learning and interest.

All planning is endeavoured to foster the social, intellectual, physical and emotional growth of each child. The program also provides a routine and consistency, which offers security to young children. We encourage parental support, opinions and involvement with the Centre's program.


Our curriculum is based on National Curriculum Early Learning Framework.

Children are encouraged to be active learners in the education process thus achieving goals of learning and discovery.  They are also encouraged to participate in role playing, problem solving, taking initiative and interacting with their peers, educators and their environment. We strongly support the development of language through shared literature experiences. 

Our learning environment is based on structured and flexible activities allowing children to play while exploring their indoor and outdoor areas.  This enables children to experience and enhance all areas of development by having fun, forming and secure relationships and promoting positive encouragement for their work.

Also we are following Early Year Learning outcomes:

  • Children have a strong sense of idenity
  • Children are connected with and contribute to the world
  • Children have a strong sense of wellbeing
  • Children are confident and involved learners
  • Children are effective communicators

During sessions children will have opportunities for involvement in experiences that support writing skills, alphabet and mathematical skills, learning about nature, science, technology and diversity. Children will become confident involved learners and effective communicators.

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Children with additional needs:

Educators plan specifically for children with additional needs using observation of their existing capacities and limitations. If the child is receiving support from other professionals, (paediatricians, psychologists or physiotherapists) educators work closely with them.


Nannas Kindergarten sessions are provided from Monday to Friday.

All sessions start: AM: 9:15 -11:30 (including morning tea and outdoor playtime) PM: 3:00 - 5:00 (including afternoon tea and outdoor playtime)


Transition programs are varied to suit the needs of the children.