Operating since 1952, Helen Paul Kindergarten provides quality early childhood education through its three year old and four year old group kindergarten programs.
Our primary focus is the wellbeing of every child. We are dedicated to creating a happy, safe and secure environment for every child. We provide our children the attention they need to grow and develop into happy, healthy people and be confident for school.
Helen Paul Kindergarten offers children a positive, stimulating and supportive environment in which to learn. Our kindergarten is regularly upgraded with equipment and resources to enhance the children’s varied interests. We also optimise our program activities by utilising local facilities including the adjacent park, sports oval and scout hall. Helen Paul Kindergarten is a community run kindergarten with strong ties with the local community and schools including Hampton Primary School, Moorabbin Primary School, St Marys Primary School and St Joan of Arc Primary School.
Our highly skilled team ensure that the educational programs are delivered in a warm and nurturing way that addresses the individual needs of each child and their unfolding identities. We are committed to providing programs that allow children to learn through play by engaging in experiences that are relevant and challenging for them. We are proud to be a SunSmart and nut free kindergarten and follow a healthy eating policy.
Helen Paul Kindergarten is delighted to have achieved the rating of exceeding the National Quality Standard for its service through the Department of Education and Early Childhood Development (DEECD) Quality Assessment process.
In 1952, during the “baby boom” that followed the end of World War II, the kindergarten on the corner of Ludstone Street and Chislehurst Road, in the middle of a new housing commission area, could not cope with the increasing number of pre-schoolers. The Department of Health Supervisor, Miss Helen Paul, advised the committee to establish another kindergarten. In gratitude of the great interest she took in the establishment of this kindergarten, they asked her permission to name the new kindergarten after her.
In 1985, after 38 years of operation, Helen Paul Kindergarten became incorporated as an Association. Over the years the program has been adapted to meet changing community needs. However, the tradition of placing the children at the centre of the kindergarten’s programs and policies continues as strongly as ever.
CARLY | 4YO Teacher "Curiosity and creativity are such a wonderful part of childhood and my programs aim to foster, nurture and encourage these dispositions in children."
MEREDITH | 4YO Teacher "What I love most about being an Early Childhood Educator is knowing that I am a part of the foundation on which a child’s education is built."
NAOMI | 3YO Teacher "Children's literature, nature based play and how environments are set up continue to be of great interest to me, especially in terms of how this effects children's play."
LUCY | 4YO Assistant "Everything you need to know about life you can learn at kinder: being kind to each other, sharing, taking turns, asking if our friends are OK, looking after the environment and having fun."
ANNE | 4YO Assistant " I love watching and facilitating the growth and development of the children, especially sharing my interest of stories and singing."
HOLLY | 3 & 4YO Assistant "I especially enjoy cooking with children, working on big floor puzzles, playing ball games on the grass and reading stories to them."
LESLEY | 3 Assistant "Working at Helen Paul Kinder is always fun and every day is rewarding in some way. I feel very lucky to have a job that I enjoy so much."
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.