Catholic Early Learning Centres

Give your child an early education grounded in the teachings of Christ and at the service of society.


There are five Catholic Early Learning Centres in the Diocese of Parramatta at Blacktown South, Emerton, Greystanes, Marsden Park and Stanhope Gardens, providing quality early learning for children 3 to 5 years that:

  • is founded on Catholic values and traditions
  • engages children in experiences that promote their desire for learning
  • encourages younger children’s curiosity and the skills to explore and investigate
  • promotes the development of positive relationships
  • is supported by a safe, nurturing and home-like learning environment

Catholic Early Learning Centres Diocese of Parramatta

Catholic Early Learning Centres Diocese of Parramatta

Catholic Early Learning Centres Diocese of Parramatta

 

 

Catholic Early Learning Centres are proud to provide the best quality early learning start for children -
with higher staff to child ratio and a higher level of staff qualifications than the standard staffing requirements.

 

 

 

 

 


Find a CELC

Blacktown Sth


  8:15am to 3:45pm
  62a Orwell Street Blacktown South NSW 2148
  (02) 8814 8406
  CELCBlacktownSth@parra.catholic.edu.au

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Emerton


  8:15am to 3:45pm
  254 Luxford Rd Emerton NSW 2770
  (02) 9628 7844
  celcemerton@parra.catholic.edu.au

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Greystanes


  8:30am to 4:00pm
  180 Old Prospect Road Greystanes NSW 2145
  (02) 8842 2680
  celcgreystanes@parra.catholic.edu.au

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Marsden Park


  6:30am to 6:00pm
  Cnr Frontier Ave & Northbourne Dr Marsden Park NSW 2765
  (02) 9854 3100
  stlukesmarsdenpark@parra.catholic.edu.au

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Stanhope Gardens


  8:15am to 3:45pm
  160 Perfection Ave Stanhope Gardens NSW 2768
  (02) 9852 0585
  celcstanhope@parra.catholic.edu.au

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About Us

The aim of the Catholic Early Learning Centre’s (CELCs) is to provide young children with opportunities to maximise their potential and develop a foundation for future success in learning through the implementation of a balanced program.

The educational program and practice is influenced by a combination of traditional and contemporary early childhood theory, including the influences of Reggio Emilia and the importance of interacting with, and learning from nature.

Educational theory is embedded in our programs and learning environment and made visible through a CELC specific learning profile. This learning profile, specifies the skills that educators see as foundational elements for children in negotiating successful lifelong learning in the twenty-first century.

Our curriculum incorporates and reflects the principles and practices of the national curriculum document for early years services.

Belonging, Being and Becoming: The Early Years Learing Framework (EYLF) acknowledges that each child will:

  • develop a strong sense of their identity
  • be connected and contribute to their world
  • have a strong sense of wellbeing
  • be a confident learner and effective communicator.

This nationalised learning curriculum forms part of the Australian Government’s National Quality Framework for early education and care services.

Our daily program is guided by children’s interests, abilities, knowledge and culture. Play in our learning space is seen in children’s active engagement with, and manipulation of learning materials, as well as in children’s involvement in investigations and projects. We believe that children organise and make sense of their social worlds through play. By using innovative and play based learning opportunities, children are able to learn through manipulating “hands on” experiences that involve doing, creating, experimenting, predicting, imagining, achieving, and investigating.

Our experienced and qualified educators engage in teaching practices that promote and support young children in their learning and development through intentional and spontaneous learning opportunities. Techniques educators may use to support children in their learning include interacting with children, listening and questioning to prompt and extend their thinking and learning abilities.

Catholic Early Learning Centre’s work in collaborative partnerships with the school community, intervention services and families to provide high quality early learning environment for children in their years prior to formal schooling.

The Early Years Learning Framework is part of the Council of Australian Government’s (COAG) reform agenda for early childhood education and care and is a key component of the Australian Government’s National Quality Framework for early childhood education and care.

The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school. The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning providing the most appropriate stimulus for brain development.

Following the Early Years Learning Framework for Australia, your child will experience a sense of belonging, being and becoming by developing:

  • a strong sense of their identity and wellbeing
  • connections with their world
  • confidence and involvement in their learning; and
  • effective communication skills


In our ministry in Catholic Early Learning Centres, we strive, as a work of love, for the full human development of children, grounded in the teachings of Christ and at the service of society.

All staff members share in the evangelising mission of the Church, as they endeavour to bring culture and faith into harmony in their CELC and their communities. The Parish Priest, parents/carers, children and educators work in partnership to realise this mission.

Our image of the child is that of being competent, intelligent, a co-constructor of knowledge and a researcher actively seeking to make meaning of the world, often in collaboration with others. - Reflections ‘Reggio Emilia Principles within Australian contexts’. Jan Millikan 2003:33.

Philosophy

  • We believing that every child is a valuable and unique individual created by God.
  • We value each child as an individual responsible for their own learning.
  • We believe that children are theory builders and problem solvers, who learn best by making meaning of their world through play, relationships and experiences.
  • We value children as social beings and recognise that they co-construct knowledge with peers, their families and our staff.

Find one of our CELCs from the list below and learn how they bring the Philosophy to life.

Code of Ethics

The Catholic Early Learning Centres (CELCs) in the Diocese of Parramatta adhere to the Code of Ethics of Australia to act in the best interests of all children and work collectively to ensure that every child is thriving and learning.

The Code of Ethics reflect current research and practice and provide the framework for the behaviour and ethical responsibilities of early childhood professionals.

Learn more

 

Parent Information

Children are eligible for enrolment from three years of age. Under Universal Access Funding priority is given to four to five year old children.


Selection Process

To ensure that enrolments are offered equitably each enrolment is assessed through an application and interview/orientation process conducted by the Nominated Supervisor or delegated CELC educator.

Priority is given to children as follows:

Priority 1:

A child at risk of serious abuse or neglect.


Priority 2:

A child of a single parent who satisfies, or of parents who both satisfy, the work/ training/ study test under Section 14 of the 'A New Tax System (Family Assistance) Act 1999'.


Priority 3:

Any other child


Within these main categories priority should also be given to the following children:

  • CELC enrolled children returning for the year before school
  • new enrolments seeking a place in the year before school
  • siblings of children enrolled at CELC/parish Catholic schools
  • children within Catholic parishes
  • children in Aboriginal and Torres Strait Islander families
  • children in families which include a disabled person
  • children in families which include an individual whose adjusted taxable income does not exceed the lower income threshold or who or whose partner are on income support
  • children in families from a non-English speaking background
  • children in socially isolated families
  • children of single parents.

 

Enrolment Procedure


STEP 1:

Expression of Interest


We recommend you contact your local CELC early to avoid disappointment and secure a position as places are limited and fill fast. When a Catholic Early Learning Centre reaches full capacity, children will be placed on a waiting list.

Please note that enrolment in a Catholic Early Learning Centre DOES NOT guarantee enrolment in Kindergarten at a Catholic Primary School.

To ensure that enrolments are offered fairly, each enrolment is considered through an application process conducted by the Nominated Supervisor or delegated CELC educator.


STEP 2:

Orientation


Once a place is offered to your child at a CELC, you are encouraged to visit the centre for an enrolment appointment/ orientation.


STEP 3:

Complete an enrolment form


Parents will be asked to complete and submit an enrolment form that includes all information required under relevant regulatory and legislative frameworks was well as a number of authorisations and health information about your child including:

  • Your child's immunisation history statement
  • Birth Certificate
  • Any Court Orders or Restraining Orders concerning custody of the child (if applicable)
  • Your child’s medical plan along with a completed and signed long term medication form (if relevant)
  • A risk minimisation plan in consultation with the nominated supervisor of the CELC (where applicable)

This helps CELC staff to have background information to provide the best education and care for each child.

Where the parent/carer is of non-English speaking background, arrangements will be made for these forms to be translated into the parent’s/carer’s home language and if necessary an interpreter service will be contacted.

STEP 4

Administration Fee


To complete the enrolment process, you will be asked to pay a one-off administration fee of $40 per child.

Should a parent/carer wish to withdraw their child from the CELC, two 2 (weeks) notice, in writing, of your intention to withdraw your child needs to be given.


  • Fees will be charged at a daily rate and are reviewed annually
  • A non-refundable enrolment fee of $40 per child is payable on application
  • All fees will be paid at least in full two (2) weeks in advance at all times
  • Pay bond before the child commences at the CELC
  • Note that fees are payable when a child is absent from the CELC for any reason and parents/carers should contact the CELC to make staff aware of their child’s absence
  • If you are leaving or changing your days, two (2) weeks’ notice in writing is required. The child’s last 2 weeks in the CELC will be covered by this advance payment
  • Any bank charges related to dishonouring of cheques will be an additional fee charged to the family
  • At the end of the CELC term, parents/carers will be provided with a statement of usage. Parents/Carers can present this statement to the Family Assistance Office in order to claim the child care benefit for register care providers.
  • Please note account balances must be $0.00 in order to claim your child care benefit for the term.

If a child is still at the CELC after closing time, the parent/carer will be phoned and asked to come and collect the child. The parent/carer is issued a warning notice that the child has been collected after closing time. The next occasion the child is collected late, the parent/carer will be charged a ‘Late Pick Up Fee’ in terms of the Fee Policy. We understand that at times there are reasons why a parent/carer may be late e.g. traffic, crisis. This policy has been developed to safeguard children, families and staff. As part of licensing requirement it is illegal to care for a child outside of the approved hours of operation except under extenuating circumstances.

Our Catholic Early Learning Centres value the importance parents and caregivers play in their child’s learning journey. As educators we work collaboratively with parents and encourage them to be active participants in the start of their child’s education. From our experience, we know that when parents and educators work in partnership children develop a stronger sense of care, belonging, support and confidence in their learning.

Staff and parents communicate and work together by:

  • attending social events
  • sharing their culture, talents, skills and experiences within the centre
  • parents becoming members of our committees
  • inviting families to spend time at the centre
  • assisting with and attending working bees
  • providing feedback on policies and procedures
  • discussing issues with staff regarding the centre and their child
  • daily interactions with staff, communication books, photographic documentation and noticeboard information

Catholic Early Learning Centres have a number of policies and procedures that govern various aspects of our School life. These provide the framework within which we operate with relation to a number of key issues.

Catholic Education Diocese of Parramatta also provide advice and recommendations on educational and administrative policies and priorities, and monitors policy implementation.

Our Catholic Early Learning Centres (CELCs) are staffed at higher levels than the regulated staff-to-children ratios and qualifications. This staffing model provides high quality early childhood education and care services within a Catholic context and also promotes day-to-day practices that help form meaningful and trusting relationships with children.

We provide staff that are caring, loyal and capable educators that bring different qualities and experiences to improve the learning outcomes of each individual child.