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This padlet is provided by Kids and Traffic, it is full of resources and activities you can do with your child/ren to keep them safe around roads.

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Staying Healthy in childcare, 6th edition, 2024.

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National Families Week Activity

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Meet Our Team

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Parent survey forms are now available for families to complete, they are located on the sign in/out shelf. alternatively, you can write feedback here!

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Fine motor skills & environments for play

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We hope you had a happy and safe Easter long weekend!

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Reading with Preschoolers

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Mem Fox, an Australian writer of children's books and an educationalist specialising in literacy, advocates reading with children for 10 minutes a day, which roughly equals three books a day. If you read 3 books a day to your child from birth, they would have heard around 5000 stories by the time they reach the age of five. Even if you only read half that many, or a third, that is still a wonderful amount of sharing, bonding and learning that is taking place.

The benefits of reading to children are many. The human brain is most open to environmental influences in the first few years of life with 90% of brain development occurring between birth and the age of five. Research has shown that children whose parents read to them when they are young learn to speak, read and write more easily. What preschoolers know before they enter school is strongly related to how easily they learn to read when they start school.

What do preschoolers need to know?

Imagine learning to read is like building a house. You would not try and build the walls without first laying strong foundations. Emergent literacy skills, or pre-reading skills, are the strong foundations of reading. Children need to have these early skills before they can learn to read. Emergent literacy skills include:

The ability to recognise and name letters of the alphabet.

General knowledge about print, for example, which is the front of the book and which is the back, how to turn the pages of a book and that (in English) we read from top to bottom and left to right.

The ability to identify and manipulate sounds, also called phonological awareness (the sounds in words).

How do children learn these skills? By being regularly read to and by having access to lots of great books to explore. So try and make time to read at least one book a day.

Why else should we read with preschoolers?

Young children need lots of special one on one time with their parents and caregivers. Reading together is a simple and enjoyable way to take time out from hectic schedules and bond with your children.

Books can help children discover the world around them. There might not be that many dinosaurs roaming the streets but there are plenty in books!

Story time can be one of the most rewarding and memorable moments you can spend with a child, and one that both of you will treasure for years to come.

What do preschoolers like?

Sometimes it just takes one wonderful book to start a lifelong love of reading, but with so many picture books available, how do you find the books that will become your child's favourites, the ones that they will remember as adults and then want to read to their children?

You know your child best. Be guided by their interests. If they are mad about trains, read books about trains. If they are spending their days hunting for fairies, read books about fairies.

All children love predictable books, books that have a pattern, a predictable plot or lots of repetition. These books are a great choice for preschoolers as they can guess what is going to happen next and start 'reading' them to you.

Hearing and using rhyme is a fun way of making sounds, words and stories memorable. Preschoolers love to chant along and participate in the story.

Other characteristics of favourite books for 4 and 5 year olds include humour, suspense, and imagination. If you are still stuck then try well-loved, classic books that stand the test of time, such as 'The Very Hungry Caterpillar', 'Who Sank the Boat?' or 'Possum Magic'.

Ten tips for sharing books with a preschooler:

Sharing a book with a preschooler is a perfect opportunity to enjoy a great story, while helping develop their pre-reading skills. Children at this age learn best through play and experience, rather than formal instruction:

1. Make sure the book is age-appropriate and about something that interests them. To develop children's interest and enthusiasm for reading, books must capture their attention, captivate their imaginations and make them want to return to them again and again.

2. Make reading fun! Use expression and different voices for different characters. Tell your child the words and let them 'read' the part of their favourite character.

3. Read as often and as much as you can. Be prepared to read their favourite books over and over again. If they say "Read it again!" you have found a winner. It may be boring for you but it's essential for their brain development and early learning.

4. Read the title of the book and talk about the pictures. Encourage your child to predict what the book is going to be about.

5. Look at who the author and illustrator are. Do you know any other books by the same people? Make a list of favourite authors and illustrators to look for at the library or bookshop.

6. When you read to your child, run your finger under the words from time to time as you read them. This will teach him that you read from top to bottom and left to right.

7. Ask questions about the story, but make sure there is no right or wrong answer. Ask if there are any words they don't know and explain the meaning of them.

8. Provide a wide variety of reading materials such as non-fiction, magazines, poetry books and joke books. Browse libraries, garage sales and second hand book stores.

9. You don't have to read just at bedtime - read any time of day, anywhere! Keep books near your child's toys or play areas so they are always available. Take a book everywhere - in the car, while waiting for appointments, while travelling on public transport.

10. Visit your local library together and sign-up your preschooler for their very own library card. Let them choose some books to borrow. If they have chosen the book they will be more interested to listen to it.

Other things that you can do:

Encourage family and friends to give books as gifts.

Share books with friends/families with young children, and ask what they are enjoying reading.

Find someone else to read to your child. Most libraries offer free Story Time sessions for young children. You can also borrow some story CD's or audio books.

Make your own books together with your preschooler. Print out photos, write simple sentences on each page and staple together. Preschoolers love a book about themselves!

The preschool years are an important time in developing a lifelong love of reading, so try and make the time to read a book (or three) every day!
(This article is contributed to by Raising Literacy Australia, a not-for-profit organisation committed to enriching Australian lives through literacy.)

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Learn tips on how to read with your preschooler and the many benefits of reading to children.

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Pedestrian safety and road safety for kids

Until the age of 11-12 years, children need active adult supervision to help them safely navigate driveways, cars, roads and car parks. Even children who seem to know all the road safety rules won't necessarily remember to follow them.

Always holding your child's hand when around cars is a great first step. You can also teach your child about road safety, including how to be safe around parked cars and on footpaths and driveways.

Your child will learn about pedestrian safety by watching you, so use safe behaviour around cars, roads, footpaths and car parks. For example:

Always stop, look, listen and think before crossing a road, and use pedestrian crossings wherever possible.

Always cross at the safest point, even if you have to walk further out of your way.

If you're crossing at the lights, wait for the green signal.

Put away phones and other devices when you're walking around roads and cars.

Talking about road safety, pedestrian safety and safety around driveways and car parks

Supervision is the key to road safety, pedestrian safety, and safety around driveways, car parks and so on.

While you're actively supervising your child, you can help them understand why safety rules are important by talking and explaining. This will make it more likely that your child will follow the rules, even when you're not there to supervise.

For example, when you're around roads, driveways, car parks and so on, you can explain to your child why it's important for them to hold your hand, check for cars, cross at pedestrian crossings or lights and so on.

You can also ask your child simple questions to get them thinking about pedestrian and road safety:

Where is the safest place to cross this road?

What do we need to do before we cross the road together?

Why do we hold hands to cross the road together?

When is it safe to cross the road?

What do we look for when we cross the road?

What sounds are we listening for when we cross the road?

Start talking about road safety while your child is still in the stroller. For example, 'Uh oh, car coming. We'll wait until it's gone before we cross'. Keep talking about road safety as your child gets older.

Driveway safety

Young children are particularly at risk in driveways and yards. Toddlers and preschoolers might not yet realise that cars are dangerous. They can also move quietly and quickly. They get absorbed in whatever they're doing, including chasing a ball behind a car. They often don't stop, even if you ask them to.

And it's not just toddlers - older children can get hurt this way too.

Here are driveway safety guidelines:

Before moving a vehicle in a driveway, check that no child is behind, in front of, or around the vehicle. Always do a visual check around the vehicle. Don't rely only on car cameras and sensors.

Never leave young children alone to play near parked or moving vehicles in driveways.

Separate your child's play areas from driveways. For example, you could fence off the driveway or garage so your child can't run towards it.

Get into the habit of waving goodbye to people from inside your home or another safe spot - for example, on the front porch.

Always hold your child's hand near cars, even if you're just near your driveway or walking to the letterbox.

It's worth noting that car parks are similar to driveways in that reversing drivers find it very difficult to see small children behind their cars. You can use similar safety guidelines to keep your child safe around car parks.

Safety getting in and out of the car

If possible, use the kerbside, rear passenger door when getting your child into and out of their car seat. This way, your child will get used to always getting in and out of the car through the safest door - the one furthest away from traffic.

If you have a baby and a toddler, keep your toddler safe inside the car while you're getting your baby out. Once you're all out of the car, hold hands with your child and together work out where cars could come from before you walk away from the car.

When you go back to your car, help your toddler in first, because your baby is less likely to move out of sight.

It's a good idea to activate childproof door locks so your child can't get out of the car until an adult is present and it's safe to do so. Your car manual will tell you where the locks are in your car and how to use them.

Pedestrian safety: walking and crossing roads

You can help children develop pedestrian safety skills and road safety skills by giving them plenty of practice around real roads - for example, by walking with children to and from child care or school, around the block or to the local shops.

While your child is learning, these pedestrian safety guidelines will help to keep your child safe around roads:

Hold your child's hand when crossing roads together and wherever there's traffic or cars. Take special care where there's heavy traffic, high-speed traffic, narrow or non-existent footpaths, or things that block the view, like parked cars and trucks, trees, hill crests or crowded footpaths.

Always cross at pedestrian crossings or corners, wait for the lights, and look in every direction to check there are no cars coming.

Stop at driveways and check there are no cars reversing or entering.

Safe to go solo: knowing when your child is ready

Your child's readiness to cope safely in traffic on their own depends on their development and how much practice they've had around real roads and traffic.

As a general guide, your child is ready to navigate roads safely on their own when your child:

knows, understands and can confidently follow road safety rules

understands that traffic conditions can change suddenly and drivers can do unexpected things

can pay attention to vehicles on the road and work out how far away they are and how fast they're approaching

can choose safe places to cross roads.

You can still help by:

reminding your child to always cross roads at pedestrian crossings or lights

planning a route that keeps your child off roads as much as possible

checking your child stops, looks, listens and thinks before crossing the road

talking about road rules in simple terms

walking and talking together with your child around the streets

making sure your child wears colours that are bright and easy to see.

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You can help children learn road safety and pedestrian safety by modelling safe behaviour, having safety rules, and teaching children safety skills.

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Some children can be fussy eaters, but remember:

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Resources | Office of the Children’s Guardian

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Everything you need to help you become a child safe organisation, including policy templates and samples, resources from our training programs, links to relevant organisations and legislation.

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Woodwork in Early Childhood Education

Pete Moorhouse |

Anyone who has witnessed young children tinkering away with tools in the woodworking area will know just how magical it can be. While absorbed in constructing, children display extraordinary levels of concentration and engagement. Encompassing many aspects of curriculum, the benefits of woodwork for children's development are evident across all areas of learning.

The Return of Woodwork

Once almost eradicated due to fears of litigation, woodwork is now making a comeback in early childhood. This indicates a more balanced attitude towards risk and the growing view that health and safety measures are there to help children do activities safely, not deny opportunity. It is important for young children to experience risk in a controlled environment, promoting the development of self-management and decision-making skills.

The renewed interest in woodworking is also a reaction to our increasingly digital world. We are seeing a new generation of children who learn to "swipe" before they can walk. Children are surrounded by complex technology but this has limited their experience of basic technology. Many children today may never have the chance to use simple tools during their entire education.

Woodwork can be seen as a wonderful alternative, engaging children with real tools and authentic materials. Woodwork also provides children with an experience of making and repairing as opposed to our prevailing culture of consuming and disposing. Globally there has been an upsurge in "making" as is evidenced in the rise of the "maker" movement. Makerspaces and tinkering studios are appearing in cities all over the world, providing spaces where children can be curious, inventive, and develop their creative and critical thinking skills.

Learning and Development

There is something really special about woodwork. It is so different from other activities. The smell and feel of wood, the sounds of hammering and sawing, the use of strength and coordination, all go together to captivate young children's interest. Visiting teachers, observing the woodworking area, always notice the children's deep levels of concentration and engagement, and are surprised to find the same children still working on their creations an hour or two later. They observe children working with their hands, constructing models, and working on projects, but in fact the real transformation is inside the child-personal development is at the heart of woodwork.

Woodwork is a powerful medium for building self-esteem. Children feel empowered and valued by being trusted to work with real tools. They show satisfaction in their mastery of new skills and take immense pride in their creations. This sense of empowerment and achievement provides a visible boost to their self-confidence.

With woodworking, children develop at their own pace and find their own challenges. Once they have mastered basic skills, they move into open-ended exploration-tinkering, discovering possibilities, and then making unique creations. Because children follow their interests, making what they want to make, they have the intrinsic motivation to persevere to resolve problems and learn from mistakes. Their imagination, creative thinking, and problem-solving skills really flourish as they meet and conquer new challenges.

It is extraordinary to see just how much learning is involved in a woodworking session. It encompasses all areas of development, fostering confident, creative children with a passion for life-long learning. Woodworking incorporates mathematical thinking, scientific investigation, developing knowledge of technology, a deepening understanding of the world, as well as physical development and coordination, communication and language, and personal and social development.

Essentially, woodwork is a 'win-win' experience: children greatly enjoy it and remain engaged for extended periods of time and it provides a rich multitude of learning and development. The experience of woodworking-involving hands-on, three-dimensional activity-can be the key that unlocks some children's learning.

Keeping it Safe

Some teachers and parents are surprised that we introduce woodwork to children as young as three, but it must be emphasised that it is a low risk activity when introduced and monitored correctly. We have been successfully woodworking with preschool children for many years. If we believe young children are old enough to do woodwork then they are also old enough to learn about looking after and taking responsibility for their bodies with appropriate safety protection.

Some of the most important health and safety guidelines:

Safety glasses should be worn at all times. With hammering, there is a very small risk that a nail could rebound toward the eye or an item being hammered may shatter. Wearing safety glasses eliminates this risk. Small-sized junior safety glasses are now readily available that fit comfortably on even the smallest of heads.

Ensure all children are given proper instruction on the correct use of all tools. Draw attention to sharp edges and points of tools. Keep a checklist of who has learned to use which tool to ensure all children get correct instruction. Remind children woodwork equipment remains in the woodwork area.

A good sturdy workbench with a vice is essential to hold wood securely for sawing and drilling.

Sawing should be monitored with a 1:1 ratio (adult to child). Wood must always be clamped tightly in a vice when being sawn. Ensure that no children are passing in front of the sawing area while another child is sawing. After use, immediately place saw out of reach (but visible to children).

Check wood for splinters. Avoid very rough, splintery wood. Sand edges after sawing if rough. Caution: Splinters can be a source of blood poisoning. First aid guidance varies so check your local guidelines - common sense would suggest if the splinter is protruding to remove it. Either way parents should be informed of splinters so the splinter site can be monitored for possible infection.

Ensure all nails and screws are picked up from the floor afterwards. A large magnet can work for this and there will be no shortage of volunteers!

Complete health and safety guidance is covered in the new book Learning Through Woodwork.

It is important that we keep our standards of good practice high so that we may continue to keep woodwork safe and provide these rich learning opportunities for all our children. It does take some effort establishing woodwork, gathering tools and resources but when you see the children's enthusiasm, exceptional levels of focus and engagement, and the enjoyment and pride in their work it makes all the investment seem worthwhile.
"Woodwork is not about what children make - it's about the changes that are made within the child" Pete Moorhouse

Recommended tools

Having the most suitable tools makes a big difference and can reduce risk. The four main woodworking tools are:

Hammer: The best hammer is a "stubby" ball-pein hammer. These are now readily available. They are designed for adults to hammer in awkward places but they are a perfect weight for young children. They have short handles so are more controllable and have a large hitting surface making it easier to hammer the nail.

Saw: Saws that cut on the pull stroke are so much easier for young children, being more controllable and requiring less effort. There are many pull saws available these days. I am a huge advocate of Japanese pull saws - these are light, have thin blades, and everyone who uses them is taken aback but how easy they are to use. These are used with both hands holding the handle.

Hand-drill: The best hand drills are those with enclosed mechanisms as there is no chance fingers can get caught in the exposed cogs. Ensure work is clamped when drilling. Short drill-bits are less likely to snap.

Screwdriver: Use a stubby Pozidriv screwdriver. Short-handled screwdrivers are easier to control and the Pozidriv "cross" shape means the screwdriver is less likely to slip out from the screw.

Full details of recommended equipment can be found at: http://irresistible-learning.co.uk/resources/

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This is a free online parenting course.

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Stay calm under pressure. Strengthen your relationship, fix issues before they become real problems, and positively influence your child's skills and development. This full toolkit of tips and ideas really works!

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You choose what works for you - adapt to suit your family, your values

Be confident about handling each new age, stage and situation (and support your child now and in the years to come)

Do it on your phone, computer, or tablet

Videos and fun interactive learning

Earn badges, track your progress and print your certificate

Start being a more positive parent today

Get the online course for parents/carers of anxious children instead

Understand what's within your control to change and influence for your child's benefit

Create the best environment for your child's development

Know how to address child behaviours

Promote new skills and help emotional self-regulation

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Enjoy family life more!

Try it yourself

The Triple P - Positive Parenting Program has been developed here in Australia and is now the world's most widely researched parenting program with hundreds of clinical trials and real-world studies to back it up. Triple P is a toolbox of strategies, skills, and knowledge. It can help you create a closer bond with your child as you support their learning, development, life skills and emotional wellbeing. Triple P can work for you too - and it's online!

Yoshie

"It would have been easy to parent on 'auto-pilot' - doing what my parents had done. Instead I now pay attention, to see and understand what's going on in his mind."

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"Triple P Online gave me lots of ideas. Things I already knew, but it was a reminder."

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"I want to be the kind of dad that uses a positive approach with my kids, and Triple P is all about that. It's just a really great program."

Why is Triple P Online free in Australia?

Delivery of the Triple P - Positive Parenting Program ® to parents and carers of children in Australia is supported by funding from the Australian Government Department of Health and Aged Care under the Parenting Education and Support Program.

Does Triple P really work?

Triple P is one of the few parenting programs in the world with evidence to show it works. There are literally hundreds of trials and studies to show Triple P works for most families, in many different cultures, and in many different family situations. Triple P Online is also the first online parenting program proven to work.

How long will it take me to do the Triple P Online course?

Each module of the Triple P Online Course only takes about 30 minutes to an hour. You don't need to do it all in one block, either. Some people prefer to just do ten or fifteen minutes a day. There are 8 modules in Triple P Online. The Fear-Less Triple P Online course has 6 modules. There's also an extra Parenting During Uncertain Times module in each, to help with issues related to the COVID-19 pandemic. The Triple P Online for Baby program has 7 modules. So whichever program you choose, if you start today and do one or two modules each week, you'll be finished in about a month! Of course, it's totally up to you. If you want to take it more slowly, take a break, or go back and revisit a previous module, that's all fine too.

Is my data safe?

Triple P International takes your privacy and data protection very seriously. We have rigorous IT security systems and procedures. We don't share your information with any third-party marketing organisations or unauthorised personnel. Your email address and region are visible to our administration team. Your progress may be visible to a system administrator in case you need to change your email address. All other family information within the program is anonymised. If you'd like more information, please review our privacy policy.

Should both parents do the course?

It's helpful, but not essential. Triple P is used very successfully by single parents. When more than parent, step-parent or carer does the course it helps everyone work as a team to make changes. This includes grandparents and other family members, and even ex-partners, if they also care for your children. It makes it easier to communicate better about parenting, argue and disagree less, and support each other more. If you want both parents to have their own workbook and certificate, you need to request two access codes.

I've got a question that's not covered here

One of the great things about Triple P is that it's not about telling you what to do in every situation. It's about helping you feel confident that you can work out what to do. This will be based on what you learn about child development and the strategies you've picked up, and your ability to review and refine. So if your question's about parenting, we suggest you go ahead and do the program! If it's about something else to do with Triple P, you may want to try contacting us using this website's contact details, via our social media channels, or through your local Triple P support service.

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Online program, research-backed | Positive parenting strategies

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Be a positive parent and make the most of each moment with proven strategies - Triple P Online

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How much sleep does a preschooler need?

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How Much Sleep Do Preschoolers Need?

Preschoolers need about 10 to 13 hours of sleep each day, including naps. Set regular bedtimes, wake-up times, and nap times for your child. If your child no longer takes naps, schedule some quiet time during the day.

Do Preschoolers Still Need a Nap?

Many preschoolers get all their sleep at night and may give up their afternoon naps. For preschoolers who still need to nap, set a regular time and have a consistent naptime routine. Most sleep about an hour.

Kids may need to nap if they are:

not getting enough sleep at night

rubbing their eyes or looking tired

cranky, whiny, or moody

hyperactive

Active preschoolers may need some time during the day to slow down. Even if your child doesn't take a nap, try to set aside some quiet time for relaxing.

How Can I Help My Preschooler Sleep?

Having a regular bedtime routine and a quiet, comfortable bedroom can help your child sleep well. A relaxing routine may include going to the bathroom, changing into pajamas, brushing teeth, and reading a book. Turn off all screens at least 1 hour before bedtime and keep TVs, computers, tablets, phones, and video games out of the bedroom.

Make the bedroom quiet and restful. Let your child choose a special toy or blanket to sleep with. Turn on a nightlight if your child is afraid of the dark. Do not lie with your child until they fall asleep or let your child fall asleep somewhere other than their own bed. This can make it hard for kids to fall asleep on their own.

Make sure your child gets plenty of exercise during the day. This can help kids sleep better.

What if My Child Has Sleep Problems?

It's common for kids this age to not want to go to bed and to wake up in the middle of the night. Preschoolers may have nightmares or night terrors, and there may be many nights when they just can't seem to fall asleep.

Having a nightlight and choosing a favorite stuffed animal and blanket to sleep with can help kids feel safe.

If your child wakes at night and calls out to you, try not to answer right away. Give your child a chance to fall asleep without your help. If your child is afraid or gets very upset, go in and offer comfort. After comforting and returning your child to bed, say that it's time to go to sleep. Keep your visit short.

If your child cries when you leave, wait a few minutes before going back in the room. If your child gets out of bed, calmly take them back to bed.

If you have questions or concerns about your preschooler's sleep, talk with your doctor.

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Preschoolers need about 10 to 13 hours of sleep each day, including naps. Set regular bedtimes, wake-up times, and nap times for your child. If your child no longer takes naps, schedule some quiet time during the day. Many preschoolers get all their sleep at night and may give up their afternoon naps.

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download resources factsheets sids sudi safe sleeping guide parents sudden infant death information statement evidence based advice parents health professional maternal health nurse midwife

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Red Nose Australia - Resources and Factsheets

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Resources and Factsheets from Red Nose: the latest evidence to help keep your baby safe

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We acknowledge the Traditional Owners of Country throughout Australia and recognise their continuing connection to land, waters and culture.
We pay our respects to Elders past, present and emerging on whose land we live, learn, walk and play.

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kidsafe Australia | Keeping Children Safe

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We acknowledge the Traditional Owners of Country throughout Australia and recognise their continuing connection to land, waters and culture. We pay our respects to Elders past, present and emerging on whose land we live, learn, walk and play.

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Sleep and Rest Policy Guidelines

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Early Connections offers developmental supports and services to families who have a child with a disability or additional needs.

Families can access our supports and services through an NDIS funding package.

We create a team around your child based on Early Childhood Intervention (ECI) Best Practice. Our team understands the vital role families play in children's lives and partners with you to help your child learn, grow and thrive. If you are concerned about any part of your child's development, at any age, it is important to get help early.

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Early Connections| NDIS Disability Support Mid North Coast

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Early Connections offers education therapy and support for families with children who have a disability or developmental delay.

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Mission Australia provide funding, coordination and support to six partner organisations including Uniting; Child Care Services Taree & Districts Inc; MSS; Karitane; Tresillian and CatholicCare Social Services Hunter Manning. The following activities are currently being delivered through Communities for Children:

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First Steps Count Child and Community Centre - Mid Coast 4 Kids

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Clare Brennan is the Transition Manager overseeing the building of the First Steps Count Child and Community Centre (FSC), a unique facility in Taree, providing an integrated model of service delivery, coordinating programs and services for children, young people and families as well as serving as a thriving community hub.

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Our communityour resources A few words from our convener, Bree Katsamangos Mid Coast 4 Kids is a community driven initiative, designed to respond to the needs of children, young people and families on the Mid Coast. A collaboration of passionate, skilled, experienced individuals, we are committed…

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Where this service is available

Parramatta - 1 Fennell Street, Parramatta, NSW, 2750
Seven Hills - 13/197 Prospect Highway, Seven Hills, NSW, 2147
Newcastle (Mayfield) - 13 Valencia Street, Mayfield, 2304
Newcastle (Maitland) - 354 High Street, Maitland, 2320
Tamworth - 3/126 Marius Street, Tamworth NSW 2340
Moree Plains Shire - Suite 8, 147 Balo street, Moree NSW 2400
Taree - 3A 225-227 Victoria Street, Taree NSW 2430
Port Macquarie Hastings - 60 Home Street, Port Macquarie NSW 2444
Coffs Harbour - Suite 1 169-171 Rose Avenue, Coffs Harbour NSW 2450
Grafton - 1/144 Fitzroy St, Grafton NSW 2460
Lismore - Suite 1, 36-38 Conway Street, Lismore NSW 2480
Tweed Shire - Suite 22, 75-77 Wharf Street, Tweed Heads NSW 2485

All offices are available Monday to Friday 9:00am to 5:00pm

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GIVING OUR KIDS THE BEST START

First Steps Count Child and Community Centre is a community hub for children (aged 0-12) and their families, providing a safe, welcoming place to access the supports they need, when they need them. The Centre brings together a range of child and family health and wellbeing services to ensure our kids are given the best start in life.

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First Steps Count Child and Community Centre is a community service hub for children and their families in Taree and across the Manning Valley.

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Please fill out our enrolment form on OWNA

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Enrolment Form | Nabiac and District Preschool | 37 Nabiac Street, Nabiac

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Our schools education program has been designed by teachers for teachers to support the implementation of mental health and wellbeing curriculum

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Free resources to help you implement the SAFE Series protective behaviours program.

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Welcome to Good for Kids, Good for Life, an initiative of Hunter New England Health Services.

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The National Law and National Regulations outline the legal obligations of approved providers, nominated supervisors, and educators and explain the powers and functions of the state and territory regulatory authorities and ACECQA.