Register NOW for places in 2019
Register your kindergarten application online at the Bayside Kindergarten Portal at www.bayside.vic.gov.au/kindergarten.
You will need the following in order to apply;
- A valid Visa or Mastercard for online payment of registration fee ($32)
- A valid concession card (if applicable)
The registration period is now open and will close on 30 June 2018.
Offers will be emailed to families in August 2018, along with further instructions on finalising your child's enrolment.
For further information, please refer to Frequently Asked Questions or contact our Enrolment Officers
3YO Enrolment Officer
4YO Enrolment Officer
2018 Places available!
Undecided on your kindergarten plans for 2018?
Come in for a tour! We have regular Kinder tours every Friday at 10am and 10.30am. Call (03) 9598 6416, or email our friendly enrolment officers to reserve a place.
3yo contact Bridgette: firstname.lastname@example.org
4yo contact Nicola: email@example.com
Offers for 2018 – if you have received your letter of offer for a place at Helen Paul Kindergarten in 2018 from Bayside City Council, please complete our Confirmation of Offer form and return ASAP.
Congratulations to the teaching team and community at Helen Paul Kinder on achieving the highest possible quality rating
Statement of Philosophy
Child Wellbeing is achieved through Best practice learning
We are guided in our practice by the Australian Government’s evidence-based National Early Years Learning Framework “Belonging, Being and Becoming”, and also the Victorian Government’s “Victorian Early Years Learning and Development Framework”. We uphold the Early Childhood Australia’s Early Childhood Code of Ethics (2006) and the UNICEF Convention on the Rights of the Child (1989).
The children’s overall wellbeing is our priority, and their emotional wellbeing is a pre requisite for learning. Brain research shows that children cannot take in new information unless they are relaxed, so we utilise humour and a light touch to create a positive climate for learning (Harvard – National Scientific Council on the Developing Child, 2010).
We also believe in the contentment of staff as part of creating an atmosphere of wellbeing at the centre, with the emotional wellbeing of the staff as important as that of the children.
For our whole kinder community – children, parents, friends, relatives and members of the wider community – we aim for a warm, welcoming environment, as a starting point for children’s wellbeing and education.
As early childhood educators, we provide the children with an environment in which they feel they belong – are accepted and valued - to interact with, and influence in their own unique ways, a comfortable and safe place to continue developing their identities.
We operate an indoor/outdoor play-based program with an emergent curriculum, as it respects and supports the ways children learn best. It reflects best practice research that children learn best through play and by engaging in experiences that interest them. We value sustained and purposeful play rather than a set outcome.
A connection with the natural environment - through the use of natural material, enticing outdoor spaces, living plants and creatures - supports children's connection with their world. Our program recognises children as being active members of the community and facilitates time spent outside of our facility to ensure the children develop a love of nature and the environment. We create opportunities where the children need to consider and take measured risks to assist them to grow into capable, resilient adults.
We understand that children learn and express themselves in different ways, so we provide experiences to encourage them to use all their senses and employ various learning styles to meet these needs. Our program supports the development of the whole child in the context of the social and cultural environment they grow up in. Creative thought, social skills and independence are central aims for children’s learning and development at our centre. We value the many delightful and unexpected incidental learning opportunities that occur and follow these up as a focus of learning.
We value times of calm and stillness for children to gaze, wonder and reflect, balanced with the introduction of new ideas, stimulating experiences and inviting materials to inspire and engage the children’s hearts, minds and bodies. We believe that valuable ideas and questions can spring from times of stillness.
It is important to us that all children are happy and have a love of learning.