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Educational Program

At Young Scholars, we believe that children learn and develop through their play experiences.

Children in our programs have the opportunity to engage in a wide range of activities, that stem from their individual and group interests. These activities allow children to engage in one on one situations with staff or small and/or large groups with other children and help to develop their social, emotional, cognitive, literacy, physical and mathematical skills.

Providing for Individual Needs

  • Each child is allocated to a specific room (based on age/developmental abilities) and an allocated teacher observes their focus children.
  • Blocks of time are scheduled in which children can explore and learn at their own rate in areas of individual interest.
  • Themes in which the children have shown interest form the basis for flexible programming by staff.
  • The regular program also caters for individual differences in its daily and weekly application.


  • Activities are necessarily varied to maintain children’s interest.
  • A degree of repetition may be required in some activities to allow children at different ages and developmental levels to master specific skills.

Evaluation of Activities

  • Progressive evaluation of activities and their outcomes takes place daily in order to maintain and develop enjoyable and interesting programs for children.

Providing a Variety of Resources

  • Play and learning opportunities are altered and enhanced by the use of different materials and equipment each day.
  • The use of different books, puzzles, art and craft materials and other open-ended activities are used to maintain children’s interest.


  • Whilst spontaneous learning cannot be foreseen, the provision of free-play time facilitates such learning both individually and in groups.
  • Spontaneity cannot be pre-planned so outcomes of free-play cannot be set out in program documents.
  • Being freed of adult-directed activities often encourages children from different developmental stages to make progress in social and cognitive skills.
  • Independence and self-esteem is achieved through the wooden unit block shelf, writing centre, bathroom (teacher observed) and home corner (which fosters self-help skills and free choice). The children choose and work through activities on their own but with the availability of staff guidance. Variation is provided through discussion and altering materials as children’s interests develop.

Specific Activities

  • Certain games provided at the centre to foster self-help skills and choice-making.
  • To maintain interest levels, variation is provided through discussion and changing materials at appropriate times.


  • Children are provided with support, assistance and guidance from team members when moving to another room (e.g. from the 2-3 room to the 3-4 room).
  • A note is sent home regarding the transition process and team members seek feedback from parents regarding the transition period.
  • The transition remains flexible and incorporates suggestions from staff, families and the children.
  • Familiar routines are followed to better integrate children into their new room. (e.g. games, songs, rhymes)
  • The transition is considered a valuable learning experience.


  • Each child is observed on a regular basis throughout the year, in all developmental areas.
  • Evaluations are made on a regular basis to see whether or not we are giving the children what they need and enjoy.
  • Electronic portfolios of children’s work aid in communicating to parents their child’s progress, giving parents the opportunity to contribute ideas to their child’s individual learning.
  • Spontaneous learning is on the daily program and is evaluated weekly.


Event Calendar – Norwest




Assessment & Rating

All Young Scholars Early Learning and Education Centres will undergo an Assessment and Rating process governed by ACECQA.

The National Quality Standards (NQS) consists of seven quality areas, each containing standards and elements, that children\’s education and care services are assessed and rated against.The main objective of the assessment and rating is to ensure that children who attend a child care service have stimulating, positive experiences and interactions that facilitate their learning and development

The seven quality areas covered by the National Quality Standard are:

  1. Educational program and practice
  2. Children\’s health and safety
  3. Physical environment
  4. Staffing arrangements
  5. Relationships with children
  6. Collaborative partnerships with families and communities
  7. Leadership and service management
There are five rating levels within the national quality rating and assessment process of which the service is then awarded either one:
  • Excellent rating, awarded by ACECQA
  • Exceeding National Quality Standard
  • Meeting National Quality Standard
  • Working Towards National Quality Standard
  • Significant Improvement Required


If you require further information about the NQS please visit the acecqa website