STAFF

EDUCATORS: To be appointedMrs Jill AdamsMrs Natasha Hallam

SESSION TIMES: Subject to enrolments we anticpate the Kindergarten will be operating from Monday to Friday during 2016 The grouping of the children will be on a rotational basis which means that each child will attend for 3X 5 hour sessions each week.

DAYS ATTENDED:

PREPARATION SESSIONS: Monday, Tuesday, Wednesday, Thursday and Friday p.m.

What are preparation sessions needed for?

Preparing aids/equipment for the children to use Programme planning All facets of the daily running of the program. Teachers meetings Visiting children at home Updating individual records on children's development Administration Shopping for the kindergarten ; the list is endless.

But most importantly, this is a time when you can come and see me to talk about your child’s progress or share any concerns and issues. Although you can always speak with me at the beginning or end of a session, it is not always easy to converse in detail as I need to be watching and working with the children, so make a time and come to see me in my preparation time.

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Red (A) Blue (B) Yellow(C) Green(D) Orange (E)

Monday Monday Monday Tuesday TuesdayTuesday WednesdayWednesdayWednesdayThursdayThursday Thursday Friday FridayFridayAll session Times will be held from 8.30a.m. to 1.30p.m.

KINDERGARTEN FEESThese are on a half yearly basis and payable to the Treasurer, who is responsible for the collection of fees. There is a locked fee tin in the foyer and all fee envelopes (named) should be placed in the tin.

FEES FOR KINDERGARTEN YEAR 2014

HALF ADVANCE TOTAL YEAR PAYMENT

DISCOUNT

3 sessions per week = $800.00 $400-00 $750-00 **Discounts apply for full fees paid within the first four weeks of Term

1 only**

FEES FOR HEALTH CARE CARD HOLDERS :

Health Care Card/Pension Card: Fully subsidised (no fee payable)

The Government subsidy for Health Card Card holders will be $1317-00 per child. Thus fees this kindergarten year (for all elligible Health Care Card holders) will be fully subsidised by the Department of Education and Early Childhood Development.

TERM DATES 2016

Term One: 28th January to 24th March(Children commence on 31st Jan)Term Two: 13th April to 24th JuneTerm Three: 11th July to 16th SeptemberTerm Four: 3rd October to 20th December

PRIVACY LEGISLATION AND INFORMATION COLLECTION.

All Parents/Guardians will be requested to fill in an information sheet prior to commencement of the Kindergarten Year. This sheet will ask questions that are pertinent to your child’s health and any relevant

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health issues, as well as issues pertinent to guardianship, custody and persons to be notified in case of an emergency and very general family information that is often helpful to us in the initial settling in period.

The information that you provide will be treated with the utmost confidentiality and will only be viewed by the Director, Assistants and Department of Education and early Childhood Education, unless otherwise instructed. However, any life threatening illnesses or serious health issues pertaining to the child, will normally (unless otherwise instructed by you) be revealed to Emergency Staff also.

Any information gathered pertaining to your child may be viewed and/or changed by yourself at any time.

Please read carefully the Warracknabeal Memorial Kindergarten Inc. Privacy Policy Statement attached to your Information sheet.

WHAT IS KINDERGARTEN?

Kindergarten is often the child’s first experience of living outside the family, and is an outward extension of the home. We believe therefore that families are an integral part of our Kindergarten and that you all feel welcome to be a part of the session whenever you wish.

When first starting kinder a child needs the reassurance of his/her parents to help feel secure in this new situation so please stay for as long as you feel necessary for your child. Your understanding of the kindergarten will be increased through active participation with children and staff so we can work together to provide consistency between home and kindergarten.

THE PROGRAMME

Planning and preparing for a group of children is one of the teachers main tasks. Each fortnight a programme is planned to meet the children’s needs and interests. Each teacher knows the principles of early childhood development and uses both short and long term planning based on individual observations/snapshots to do this.

In 2009, the Victorian Government introduced the Victorian Early Years Learning and Development Framework , a document which comprises a set of Principles which underpin all Programming in an

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Early Childhood setting. Our Centre uses this Framework as an implicit basis for planning along with a philosophy of emergent curriculum where the role of Staff is to support children’s knowledge and skills to build on their development by encouraging children to follow their interests. The Framework identifies five learning outcomes for all children from birth to eight years.

These outcomes have a broad view of the kind of knowledge, dispositions, and skills all children need for them to become confident and happy through their life.

OUTCOME 1 : Children have a strong sense of IdentityHaving a strong sense of identity means that children can:

• build secure relationships with friends, family and other people in their lives

• interact with others in a constructive and respectful way

• reach out and communicate their needs for comfort and assistance

OUTCOME 2: Children are connected with and contribute to their world.Being connected with and contributing to the world means that children can:

• explore their world by making new friends• learn about fairness and how to live independently

and with other people• understand the natural environment

OUTCOME 3: Children have a strong sense of WellbeingHaving a strong sense of wellbeing means that children:

• have good mental and physical health • are confident • understand the benefits of strong social, emotional

and spiritual wellbeing OUTCOME 4: Children are confident and involved learnersBeing a confident and involved learner means that children:

• Enjoy learning • Are curious, confident and creative• Show persistence to keep trying• Use their imagination to solve problems• Can use technologies to find new information

OUTCOME 5: Children are effective communicatorsBeing an effective communicator means that children:

• Interact verbally and non-verbally with other people• Enjoy reading and being read to• Enjoy singing, talking, counting and rhyming • Can see patterns in numbers and shapes

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Confidence within individual children is more naturally developed as children become the initiators, controllers, enforcers and negotiators of who they are and their role in the environment.

This confidence leads to greater strength in decision making and choices, problem solving, peer relationships, development of skills and concentration in children and sets the foundation for future learning.

Within the program clearly defined limits and expectations, developed in consultation with the children and continually reviewed, brings about ownership and responsibility for both individual and group outcomes.

Literacy and Numeracy Learning.

Literacy and Numeracy learning is an important focus at kindergarten and is woven into all elements of the children play. Opportunities to interact with printed materials through reading stories, researching information in non-fiction books or on the internet, singing songs, building with blocks and planning or thinking about symmetry , identifying how many beads will fit on the piece of string or how many blocks we will need to make the tower as tall as us, are just a few examples of the way that we daily integrate literacy and numeracy learning into the curriculum.

Literacy and Numeracy learning are daily events where concepts of print and mathematical concepts are also often reinforced in small and large group discussions. This is a slightly more formalised approach to literacy and numeracy learning which provides children with an opportunity to share their knowledge with their peers and to think in a slightly more abstract manner about concepts learned through concrete interactions with materials.

Surrounding children with opportunities to be immersed in literacy and numeracy is one of the most important things we can do for our children. As educators and parents it is vital that we provide opportunities for children to see us as literacy and numeracy users- reading papers or books, making shopping lists, setting the table, measuring amounts of ingredients as we cook, talking about concepts such as half full or full, or pointing out words in the environment or letters in familiar names. It is about just sharing what we do on a daily basis to reinforce concepts that will set the foundations for successful learning outcomes.

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Learning Through Play.

Play provides children with opportunities to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and learn. In these ways play can promote positive dispositions towards learning.

As Early childhood educators, we will adopt many roles in play with children and use a range of strategies to support learning. We engage in sustained shared conversations with children to extend their thinking. We offer a balance between child led, child initiated and educator supported learning whilst creating learning environments that encourage children to explore, solve problems, create and construct.

We also work with the children to promote and model positive ways of relating to others. We actively support the inclusion of all cildren in play, help children to recognise when play is unfair and offer constructive ways to build a caring, fair and inclusive learning community. ENVIRONMENTS - INDOOR/OUTDOOR

The environments that are created within our Kindergarten encompass both indoor and outdoor areas and impact directly on the implementation of programs.

Environments are being created that are aesthetic, inspirational and warm. Where children feel comfortable to learn, and are stimulated, they are more likely to approach an experience without anxiety or unrealistic expectations. This then gives unlimited opportunity for discovery and exploration.

An environment that is non threatening is an environment that allows the children to interact at their own pace, allowing free exploration of self and interactions with a wealth of diverse resources in the environment.

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Therefore time is taken in considering how the resources are presented visually, using real things that reflect children’s everyday living environment. The environment is no longer abstract to the child’s experiences, but is moving closer to creating a comfortable link between home and the Preschool.

The Preschool environment instills respect. It values the different ways the individual learns, values one another’s differences, interests and ideas, promoting respect for self, others and the world around us, not simply preparing a child for school but for lifelong learning.

AT KINDER YOU MAY SEE That the children’s play is frequently noisy. Young children can’t

be quiet or sit still for long, they need to talk and move about as they work.

That the children are putting on their own smocks, overalls, shoes and socks. While it takes more time, they are learning to be independent.

That a child watches on. We accept this as some children need to watch before they join in.

That the teacher shows affection to the children. Young children need support and approval from adults.

That the children have frequent disputes. The teacher stands by to see if they can settle it themselves or if they need to offer suggestions.

That the children co-operate more willingly because the teacher gives positive direction such as “Keep the sand in the sandpit” rather than “Don’t throw sand.” When a child is asked to pack away the teacher asks “how many blocks they can carry?” rather than “pack up”. The child makes the decision themselves and is more co-operative.

KINDERGARTEN AIMS AND OBJECTIVES

Throughout the year we support: children to have a strong sense of Identity- the children feeling

safe, secure,respected, valued and cared for

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children to be connected with and contribute to their world- that they develop a sense of belonging to groups and an understanding of reciprocal

children to have a strong sense of wellbeing – strong in their social and emotional wellbeing

children to become confident and involved learners- children develop dispositions for learning, and skills for prolem solving and enquiry.

children to become effective communicators- children can interact verbally and non verbally, express ideas using a range of media and begin to understand how symbols and patterns work

BUSH KINDERGARTEN

Bush Kindergarten is a new program and is offered over Terms Two and Three during the Kindergarten year. The children and educators travel by bus to a bush site every second week and spend one full session at the site. No tools, toys or art materials are taken with us. The children just interact with what nature has provided. Educators utilise the natural environment to create many teachable moments for the children- to explore, discover, investigate, research, imagine and problem solve.Most importantly without the distraction of routines or lots of play resources, and the subsequent need to work out equitable ways of sharing these resources we can just focus on enjoying each other’s company. There are no pressures on any of the resources as there are plenty for us all. It is all about listening, caring and responding to each other. The program helps children develop great respect for the natural environment and a connectedness to their local bush. It offers us all an opportunity to increase our knowledge of our world and develop an awareness of the impact of human activity on environments and the interdependence of living things.At our Kindergarten, we believe strongly that children are naturally curious and want to explore their surrounds. Engaging in a program model such as ‘Bush Kinder’ strongly supports our beliefs, values and philosophy. 

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DIVERSITY

The Warracknabeal Kindergarten respects diversity in all its facets. Respecting diversity means within the curriculum valuing and reflecting the practices, values and beliefs of individual families and communities. It also means valuing children’s different capacities and abilities and respecting children’s different home lives.

The way to value diversity is to learn about and understand what is important to all members of our Kindergarten community. It is important that we all learn together to build a learning community at our Centre.

We recognise that diversity contributes to the richness of our society and it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowling and being. (EYLF 2009 P.14)

ATTENDANCE Due to Government regulations children must only attend the session times they are allocated at the start of the year. They are unable to attend on other days or sessions on a convenience basis. However, from time to time for excursion reasons we may ask the children to attend at a slightly different session time.

ARRIVAL AND DEPARTURE

Please note that sessions start at 8:30am. We greatly value the time prior to a session for final preparation and planning and thus appreciate your respect of this. The Children’s Services Regulations require the children to be signed into and out of kindergarten each day. Parents or authorised persons must come into the foyer and place in the attendance book, their signature. Your child will only be able to go home with you or other people you authorise, and have notified Staff about. If someone other than yourself is to bring or collect your child, please make sure they are aware of times and signing in and out.

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NB. If a child is left at the kindergarten after a session, the staff cannot take the child home as they are not covered legally.

NEWSLETTERS/NOTICES

A kindergarten newsletter is sent out on a regular basis as are notices when the need arises. Each family has a small pigeon hole in the foyer for notices with their child’s name on an individual hole. Daily notices will also be written on the whiteboard at the entrance, so please check the board as well.

SHIRE OF YARRIAMBIACK

The Shire of Yarriambiack is a Cluster manager for all Kindergartens within the Shire. In that capacity they are the employing body for all Staff for which they receive government grants, however as is the case in all Kindergartens, the grant monies received do not cover all wage expenses and therefore there is a shortfall which is the responsibility of the Committee of Management. The Shire is responsible for the building maintenance however the day to day management of the Kindergarten operation is managed by a Committee of Management.

KINDERGARTEN COMMITTEES

The Committee of Management is responsible for managing the day to day business and fundraising for the Centre. Being involved in the Committee is a great opportunity to become involved with your child's education right from the start and to gain a detailed understanding of how the kindergarten works. It is also an opportunity for parents to make a positive contribution to the day to day management of the kinder, working closely with professional staff allows parents to learn about preschool education, forming a strong basis for the early years of formal eduction.

CHILDREN’S BORROWING LIBRARY

From the start of Term 2 the children are able to borrow story books, which are from the Wimmera Regional Library Service. Each group

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has a set day to borrow books for a weeks duration. Children need a separate library bag to protect books. Even a plastic shopping bag will be fine. If books are lost or destroyed we ask that the book be replaced. Such borrowing offers a wide selection of books which will vary your home library.

CLOTHING

We ask that children wear everyday clothes to kinder, not good clothes. We provide the children with art smocks for art work, but it is not always possible to stay clean as we have many messy activities. Children need to be able to play without fear of what Mum will say when she sees dirty clothes. If your child does get dye or paint on their clothes soak them in cold water and this should help remove the marks. (Hot water sets the marks). Please name any clothing and shoes that may come off for various reasons during a session. THONGS are NOT to be worn to kinder as they are very dangerous when climbing and running. They are also not allowed for insurance reasons.

TOYS

In general we discourage children from bringing toys to kinder. It is very difficult for a young child to share, especially when it involves something that is special. Also with many children wanting to play, toys may become damaged or broken.

SNACK AND LUNCHSnack and Lunch times are very important aspects of the program. It is not just a routine, but a valuable learning experience for all children. At our Kindergarten, children are free to eat their snack whenever they wish to. Similarly Lunch. There are designated eating areas both inside and outside the building and children are free to select a place they feel comfortable.

We believe that children gathering in smaller groups to enjoy snack time together, encourages quieter more social and meaningful interactions, without interfering with other children’s needs, play, interests and ideas. It also allows for a smoother flow throughout the session

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It allows for children’s individual nourishment needs. A more flexible snack time acknowledges and meets all children’s individual needs. The early start to the Preschool morning may mean that some children’s bodies are not ready to eat much before leaving home, for some children, especially those who travel on a bus, it may be a long time since breakfast.

In both of these situations children may need to eat on arrival others may need to eat smaller amounts more frequently throughout the day. Likewise he child who enjoys a big breakfast may wish to snack later when ready.

All these situations impact on the way children are able to function throughout the session. A child who is hungry displays high levels of frustration, decreasing tolerance levels and the ability to concentrate and focus on task is affected.

Meetings the children’s individuals needs promotes and encourages more positive behaviour. There are noticeable increases in levels of persistence, and concentration and the general ability to handle day to day issues and events as they arise.

These practices create a sound basis for children’s future eating habits. Children become more aware of recognising their bodies needs such as the functions in their own energy levels, which directly influences their decision making skills, like when to eat and drink and how much to consume.

Snacks will need to be packed individually in a small container so that children can easily identify either snack or lunch. Some examples of healthy snacks could be as follows:Examples : Fruit Vegetables

Pear CarrotApple Lettuce

Orange Beans Kiwi Fruit Celery Grapes Peas

Watermelon Tomatoes Strawberries etc Beetroot etc

Dried FruitsSultanas Cheese Sticks

Currants CheeseApricots Meat - SlicedApples etc.

NB: We ask that NO cakes, biscuits, muesli bars, roll ups, nuts, chips, sweets, or breakfast cereals etc.

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be included in lunch and snack boxes. The Early Years Learning Framework and the Victorian Early Years Learning and Development Framework stress the necessity to promote the eating of healthy food alternatives, and certainly our rating as a Centre rests on our ability to promote healthy food options in children.

MORNING SNACK:We have noticed that children often like to eat something very early in the session- often just as a lovely social introduction to the morning or because they have either missed bereakfast or eaten vey early in the morning. We strongly encourage children to eat only pieces of fruit or vegetables at these early times and request that all families ensure that there are some fruit or vegetables for their children each day.

MINIMIZE PACKAGING- NO WRAP POLICY

At Kindergarten we also aim to build the children’s knowledge and understanding of sustainability issues. A large contributor to our future sustainability is the management of our rubbish and minimisation of this. Thus we request that wherever possible, children’s lunches are only packed in washable containers- not packages, which require disposal. Generally the foods that we buy in packages are less healthy options also, so this practice will support our nutritious foods policy.

ANAPHYLAXIS

Anaphylaxis is a severe and life threatening reaction to an allergin either in the environment (such as bee stings) which can be absorbed through the skin or in foods which may be ingested or absorbed. Increasingly this condition is experienced by children and in severe cases, can be fatal.We therefore request that children do not bring the following foods into the kindergarten.

Peanuts Tree nuts Fish products

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Egg or Egg products

If your child has an anaphylactic reaction to any substance we do need to maintain an Epi-pen ( and if possible the reccommendation is for Centres to have 2 Epi-pens) on all occasions your child will be attending. An anaphylaxis management plan will also need to be provided for Staff.

TODDLERS

You are most welcome to bring your younger child/ren when on duty, however as

there are so many things that little hands like to touch and play with, we do

ask that if your toddler makes a mess you help clean it up.

KINDERGARTEN PHOTOS

Every year the kindergarten has a professional photographer take group and

individual photos of the children. There is no obligation for parents to purchase

the photos. These are usually taken in Term 3.

PARENTS TALENTS/SKILLS

If you have any talents, skills or a special hobby, we would greatly welcome you to come along and share them with us at Kindergarten. This is such an important aspect of Kindergarten where we draw on our community to facilitate, support, extend and aid our learning.

BIRTHDAYSBirthdays are pretty special things when you are a four year old. We celebrate birthdays at Kindergarten by singing the Birthday song and sharing in a Birthday sparkler. The sharing food is not advisable given the prevalence of sometimes undiagnosed allergies in children.

SPECIAL CLOTHING

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Your child will be provided with a hat for outside play during summer. The wearing of hats is a part of our sunsmart policy and therefore we will expect all children to abide by this. During winter could you please provide your child with a coat for outdoor play, as unless it is pouring rain, we will always play outdoors for part of the session. KINDER BAG

Your child will need a bag for kinder so that your child can bring his/her lunch box and snack to Kindergarten and take their art work home in. This bag needs to be fairly big as often there is much to take home. Either a cloth bag or school bag is fine.

ROSTERS

1. Kinder Duty:Each term we formulate a roster where by we ask parents to come to Kindergarten to assist staff during the session. On these days we may ask you to help with a little cleaning, sweeping, cooking with the children, supervising activities, reading a story, washing dishes, putting notices in pockets etc. or we may not have any specific jobs, in which case you will just be able to enjoy the children. This is a great chance for you to be involved with what is happening at kinder and even if we do not have any specific jobs, you may be sure that an extra pair of hands is always greatly appreciated, so please don’t think you are wasting your time. And most importantly, your children also think it is pretty special to have Mum/Dad come in and help out.

2. LaundryAt the end of each week the smocks, tea towels, ect all need washing and at the end of term the dress up clothes, blankets etc are sent home also. We ask parents to do this once a year.

3. GardenThe Committee makes up a roster with one family rostered on every weekend to look after our garden. The yard needs constant attention with such jobs as watering, mowing, pruning, digging over the sandpit and cutting edges etc. Also we have several pets who appreciate feeding and watering.

4. CleaningAs a means of reducing our fees we ask each family to clean the Kindergarten once per year. This involves vacuuming or sweeping and mopping the floors and possibly a little dusting etc. and is usually carried out after the Wednesday session.

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FATHERS /SPECIAL FRIENDS NIGHT

As most Dads find it difficult to get along to kinder on a regular basis we have a Father’s Night. This gives the children a chance to show Dad what they do at kinder. It also gives staff the chance to meet Dads. This will be held sometime during Term One or Two.

GRANDPARENT/SPECIAL FRIEND DAY

This is run on the same principle as Father’s Night but it gives Grandparents a chance to come and have a look around and get involved in activities with their grandchildren. For those without grandparents close by they can bring along a Special Friend instead.

SCHOOL BUS TRAVEL

Travelling to Kindergarten on the Department of Education Bus lines is accessible, however it is extremely important that all families familiarise themselves with the Yarriambiack Shire Council Cluster Bus Procedure and complete the attached notification. This notification MUST be returned to the Kindergarten PRIOR to children accessing the school bus system.

Permission to travel on the school bus to the Kindergarten is obtained from the Coordinating School- the Warracknabeal Secondary College.

TOWN BUS TRAVEL Children may also travel to Kindergarten on the local town bus, however families are required to contact the bus service to obtain permission to travel by bus and to organise their child’s bus travel.

As per the ‘Department of Education School Bus policy and Procedures’ bus drivers must follow, children travelling by bus MUST be a minimum of 4 years of age.

All families of children accessing the Town Bus MUST complete the attached notification found on the ‘Town Bus Procedure’ and return it to the Kindergarten PRIOR to the child accessing the Town Bus.

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ENTRANCE TO THE CHILDREN’S CENTRE.

Entrance to the children’s centre and Kindergarten will be through the main entrance facing Werrigar Street. Parents will then have to access either the Child care facility or the Kindergarten through a locked door which can be unlocked with a key code similar to the Hospital. The code will be issued to parents at the commencement of the Kindergarten year.

EVACUATION PROCEDURES

In case of emergency, the children will be evacuated from the Kindergarten to the Primary School Oval. Children will be maintained there until parents or an authorised person can collect child.

Please note: Emergency evacuation procedures will be detailed on a chart in the passage to the playroom

HEALTHPlease keep your child home from kinder for 24 hours at least after a bout of vomiting and/or diarrhoea.

Children with heavy colds should also stay home.

We have spare clothes at kinder in case your child should have an accident at the toilet or in the playground.

If your child is allergic to anything please notify us of the allergy.

There are certain regulations which apply to particular diseases.

Below are a few of the more common diseases and the required action.

Please note that it differs in some cases to school requirements. Please notify us as soon as a disease is confirmed so we can let other parents know.

DISEASE PATIENT TO BE EXCLUDED CONTACTSChicken Pox Until fully recovered or at least Not to be excluded unless

5 days after the eruption first child suffers with immune

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appears. Deficiency, or receiving chemotheraphy for their own protection.

School Sores Until sores are fully healed. Not to be excluded

The child may be allowed toreturn earlier providing thatappropriate treatment has begunand that on exposed surfaces such such as scalp, face, hands or legs areproperly covered with moisture proof dressing.

Measles For at least 5 days from the Non-immusined contacts

appearance of the rash or must be excluded for 14until receipt of a medical days from the first certificate of recovery from appearance of rash

in the infection. last-occuring case, unless

vaccinated within 72 hours of first contact.

Mumps Until fully recovered Not to be excluded

Rubella Until fully recovered or Not to be excludedat least 5 days after onsetof rash.

Ringworm Until appropriate treatment Not to be excludedcommenced.

Scabies Until appropriate treatment Not to be excluded

commenced.Meningococcal Exclude untiladequate carrier Not excluded if receivingInfection eradication therapy has been carrier eradication therapy

completed

HEAD LICE

We sometimes have a few cases of head lice at kinder. Lice are easily passed from one head to another and you often find that the children with the cleanest hair are more prone to lice infestation. I would recommend that girls with long hair keep it tied in a pony tail as this does seem to reduce the likelihood of transmission. Lotion is available from a chemist. If your child has lice please notify staff so other

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parents can watch out for eggs. Children with head lice must be kept at home until treatment has been carried out.

Please note that we will be implementing a head lice control program, which will be included in your confidential enrolment form. Please complete this as it will assist us greatly to control this annoying problem.

WRITING NAMES

If your child is wanting to learn to write their name, please make sure you show them in lower case letters not capitals. Some children are very keen to write their name while others are not interested. Don’t worry if your child is not interested, in time they will become keen. Making a child learn their name when they don’t want to is not a good ideas as it often tends to put children off from wanting to learn. All children are individuals and develop at their own rate. They need to be able to do this without being pressured to achieve. The following is the script used at school so please use this when teaching your child.

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Looking forward to a happy and rewarding year

Warracknabeal Memorial Kindergarten Inc.11 Werrigar St

Warracknabeal Vic03 53 981747

Email: warracknabeal.kin@kindergarten.vic.gov.au

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