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Building a foundation for life and nurturing your child’s potential


The Robyn Jane Children’s Centre is a not-for-profit parent-controlled incorporated body, providing high quality flexible long day care and kindergarten to families within the Healesville community. The Centre seeks to provide stimulating, positive experiences and interactions for all children in care, fostering all aspects of their development. The Centre will encourage the children’s independence and autonomy.

We affirm that the children, parents and staff of the Centre have the right to be treated with respect and dignity. Families of children enrolled at the Centre are recognised as the primary caregiver, with the Centre co-operating in providing care. Staff, parents and children are committed to nurturing a supportive community environment that is sensitive, inclusive and responsible to our community’s environmental, cultural and social diversity.

The Centre gives priority to the needs of the people who live or work in the Shire of
Yarra Ranges community.


Our purpose is to provide a community based, not-for-profit, parent managed service offering early childhood education, care and support to children and their families.  Our team of educators, together with Centre management aim to implement best practice, focused on providing children with opportunities to maximise their potential and support children developing positive life-long dispositions towards learning.  Best practice will reflect the principles of the National Quality Framework (2012), the National Early Years Learning Framework (2009), the Victorian Early Years Learning and Development Framework (2009), the Early Childhood Australia Code of Ethics and the United Nations Convention on the Rights of the Child (CRC).

We understand the needs of children, families, educators and community are constantly changing, therefore we are committed to being responsive to those needs through active engagement and communication with children, families and educators. We also undertake ongoing evaluation of the Centre, its programs and all aspects of its operation.

Learning Environments

  • Supporting children in the ways they connect with the natural environment, promoting awareness of environmental and sustainable practices
  • Rich in sensory and natural learning experiences
  • Welcoming, warm, safe and caring to develop and celebrate emerging interests
  • Stimulating and responsive, where positive encouragement and behaviour guidance promotes pro-social behaviours, making learning possible


  • Giving children choices and respecting their decisions and individuality
  • Leading child centred practice based on children’s strengths and interests
  • Recognising children as capable, competent, co-contributors and acknowledging them as active participants in their own learning
  • Providing critical reflection of all aspects of practices to enrich decision making about children’s learning

Learning through Play

  • Recognise children learn best through play
  • Provide stimulating, open-ended resources for intentional, guided and spontaneous play and interest
  • Acknowledge interaction, sensitivity and attachment are essential elements in providing opportunities for children to realise their potential
  • Provide an emergent curriculum which is play based and supports children’s active participation and learning which is responsive to children’s, family’s and educators’ emerging interests and strengths
  • Provide opportunities to: imagine, create, reason, master skills, have meaningful experiences, solve problems, explore, discover and express themselves


  • Collaboration, open communication and trust between children, families, staff and community
  • Children, parents and educators are acknowledged as partners in a learning community that promotes the wellbeing, education and development of all children
  • Supporting children’s good physical health, happiness and self-esteem to promote positive mental health and wellbeing
  • Educators will support children in a “community of care” where relationships, empathy, responsibility and a sense of community are encouraged and valued
  • Recognition of the expertise of families in shared decision-making for the care and education of children

Belonging, Being and Becoming

  • All children, families and staff feel a strong sense of belonging, ownership and pride
  • Recognition of the uniqueness of each child and family, and the need for children to develop an understanding of themselves and others
  • Positive engagement to create strong relationships within the local community
  • All children are provided with a sense of Belonging; recognise and value their Being and support and encourage their Becoming

Equality, Diversity  and Respect

  • Respecting individual diversity and cultures of children and families
  • Recognition and understanding of Aboriginal and Torres Strait Islander communities perspectives, values, beliefs and practices
  • All children treated as equals with no judgement or bias
  • Collaboration with other organisations and service providers to enhance children’s learning and wellbeing and to strengthen partnerships with families
  • Educators are supported in their continued professional learning and development and will engage in evaluation and critical reflection of the Centre’s philosophy, policies, and practices to enrich decision making regarding children’s learning and development.