At the end of 2024, a group of Lipscombe educators met to review our Lipscombe Values. This session was facilitated by Rachael Reisley from Adaptable HR. Rachael helped us to tease out what it is about Lipscombe that we all love, that we think sets us apart from other services, and what it is about our approach that is most important to us. With educators amongst us that have been a part of Lipscombe for over 20 years, and many for over 10 years, it is important that our values are passed on to educators and staff as they join us, and that the Lipscombe culture lives on.

Following some robust conversation (it turns out there are lots of things that we love about Lipscombe!), five values were agreed upon that encapsulated the majority of thoughts. The process, and a draft of the values, have now been shared with other educators and the Lipscombe Board for feedback.

We're excited to share that our updated Lipscombe Values come under the following headings:

• Heart-led
• A Place to Belong
• Stronger Together- 
• Explore and Play

We hope that families agree that these values reflect our approach and accurately sum up Lipscombe.

Once this is formatted we will share it with you!

We know that accessing support services for children can at times be difficult, with long waitlists. We were recently contacted by Ruby, from 'Ruby's Room', to let us know that she has immediate availability for telehealth speech therapy appointments.

Ruby says:

My name is Ruby and I run a telehealth speech pathology clinic to help kids in both metro and regional areas access speech therapy, having grown up regionally myself. 

I am making a special effort to reach out to preschools, OSHC groups, and schools in Tasmania because waitlist duration is high nationally. 

There is immediate availability for telehealth appointments and I would like to let families know. I also help children who are NDIS participants and provide services in a culturally respectful and sensitive way.

Speech Pathologists help preschoolers with:

• Play and social skills

• Using accurate speech sounds

• Using language (early grammar, sentences, gestures) 

• Following instructions

• Language Comprehension (making connections, processing)

• Stuttering

• Supporting for ADHD and Autism

• School Readiness

Thus far, we haven't referred any families to Ruby's Room, so are unable to provide any personal reviews, but if you are waiting to access speech therapy this may be an option. We'd love to hear about your experience if you do.

Recently we updated our Positive Behaviour Support Policy. Supporting children's learning and development through positive interactions and language assists children to learn healthy ways to interact with others, communicate and regulate their emotions, and develop positive self-images. With so much of the brain's development occuring in the first five years, we all know how important it is to get this right from the very beginning!

To view this policy, please click below:

We have also recently reviewed our Out of Hours Contact Policy which includes educators and staff babysitting and housesitting for families. Whilst we understand that it is comforting for families to have someone that their child knows and is comfortable with to care for them after hours, changes to child safety protocols, legal implications, and maintaining professional relationships means that we have had to have a rethink of this. 

To view this policy, please click below:

Any feedback regarding either of these policies would be greatly appreciated and can be emailed to Kelly Ashton at kelly@lipscombechildcare.asn.au

Each month we include an introduction about a few of our educators. We hope this will help families put names to faces and get to know a little more about the people who spend time with your children.

Nakia Bates

Position: Administration Officer

Qualification: Certificate III in Business

Years of Experience: 4 years

Years at Lipscombe: 2.5 years

What I love about my job: The thing I love most about working at Lipscombe is the interactions that I am fortunate to have with children. I enjoy being the first to say “hello” in the morning and last to say “goodbye” in the afternoon. I love the conversations, smiles on children’s faces, and watching them grow. Of course, I also love the organisational side of my job!

About me: I love to dance and have been doing so since I was three. I also love to teach dance, which I have been doing with ages two through to eighteen, for eight years now. When I’m not dancing I enjoy reading.

Ella Hutcheon

Position: Playhouse Educator

Qualification: Working Towards Certificate III in Early Childhood Education and Care

Years of Experience: This is my first year in the profession.

Years at Lipscombe: 3 months.

What I love about my job: Seeing the growth and development of young children and being able to educate and incorporate everyday life into a routine with them.

About me: I love to go camping and get outdoors. I live with my sister and regularly babysit my 8 month old nephew. I have two family dogs and two cats as well as two older siblings.

Rachael Mason

Position: Playhouse Coordinator

Qualification: Diploma of Children’s Services

Years of Experience: 8 years

Years at Lipscombe: 4 years

What I love about my job: The joy that children bring and their individual personality. I enjoy sharing a laugh and having conversations with the children. Strong relationships with families.

About me: I am a grandmother of four girls. I enjoy taking my dog Olive for walks. Cooking is my passion and I love to source local produce. I am always cooking for my family. I have a wonderful husband who is not allowed in the kitchen!

Nerissa Sangwell

Position: Waimea OSHC 2IC and Regular Casual across all programs

Qualification: Certificate III in Children’s Services

Years of Experience: 18 years

Years at Lipscombe: 18 years

What I love about my job: Interacting with so many unique personalities who enrich my life. I enjoy having a laugh with the children and educators. However, the greatest joy I get from my job is the look of accomplishment on a child’s face when they overcome an obstacle or understand a new concept.

About me: I very much enjoy reading… I’ve wasted plenty of Saturdays with my nose in books. I also like the challenge of crossword puzzles.

Over the past couple of months we have welcomed new and returning families to Bumble Bees. The children have settled in well and are thriving in the Bumble Bee environment. We spend lots of time outdoors, offering all children the opportunity to spend time outdoors in the natural environment. Our backyard offers an array of physical challenges, from simply navigating the different surfaces and slight changes in incline, balancing, and climbing in and out of objects such as tyres.

We have recently planted pansies and snow peas in the garden beds. The children love to water the garden, watch it grow, and notice the insects that it attracts. Children literally 'stop to smell the roses', gently touching, collecting and observing leaves and flower petals.

With the warm weather, we regularly offered water play, either in the water trough or by adding water to the sandpit. The children have also enjoyed chalk drawing on the concrete, popping big bubbles, role playing in the cubby house, balls, and the basket ball hoop.

Earlier in the year we offered the children easel paintings using stubby brush and bright coloured paper related to summer with white paint. The children enjoyed making marks on the paper, creating their own painting. We displayed these paintings in the room and hung up some beach balls to create a summer theme. Many families have spent time over the holidays at the beach so we also thought this summer creation would be a nice connection for families and children from home to care.

On the balcony we have set up some physical activities to support gross motor development. We have gym mats, tunnels, and the ball pit to climb into. Many children love to practice their climbing, walking, crawling, and balancing skills. 

Inside we provide blocks, puzzles, books and set up different areas for children to choose an activity. Peg puzzles have been popular this month and our newer books 'Hello Ocean' (Melissa Greenwood), 'I Am Enough' (Grace Byers), and 'I Believe I Can' (Grace Byers).

Every day we play music in the room. Sometimes it's playful music and music from different cultures. Children love music to dance to, listen to and just to have a safe, secure sound in the background. Some music we play encourages children to create their own music by using the musical instruments that we have. Especially the egg shakers which are great for all ages. We have many group times with songs, music, singing and instruments every day.

Recently we have read 'I'm Having a Rainbow for Dinner' (Australian Nutrition Foundation, 2014). The children were intrigued by the idea of a rainbow turning black when children don't eat enough fruit and vegetables. As the children in the story eat more fruit and vegetables, the corresponding colours reappear in the rainbow. The colour naming and recognition that came out of this story was continued on through art opportunities. The children were invited to engage in colour mixing using palettes containing primary and secondary colours, and painting rainbows on arched pieces of foam. The children enjoyed engaging in the scientific process of predicting, experimenting, and discovering the results of colour mixing, whilst also benefitting from the social interactions and language opportunities that came out of the experience.

Another couple of the children's favourite books relate to vehicles and farming. When one of our new little people first started in Playhouse after the Christmas break, a particular tractor book helped him to settle each morning. This has now become a favourite of several children in the mornings at drop off time. It has also inspired farm animal play, conversations about what different animals eat, and how to care for animals.

During the warm weather, discussions about going to the beach and building sand castles, as well as enjoying the addition of water to our sandpit, inspired sand painting. The children painted and dribbled glue onto a page then sprinkled sand over it. Manipulating paint brushes and rubbing sand between little fingers helps develop those small muscles and fine motor skills required for writting in the future. With the wet sand in the sand pit, the children have enjoyed using the diggers to form roads and rivers, and scoop, cart, and dump sand to build castles.

Hairdressing and barber roll play has been popular in the room of late. The children are enjoying blow drying each others, and their educators hair, pretending to trim it using small wooden scissors, and using combs on the dolls hair. This manipulation of resources, once again helps with fine motor development and coordination, whilst building social connections and language.

At Nutgrove we nurture children’s growing independence and support them to learn to responsibly manage themselves and their belongings. Children are encouraged to find their locker tags in the morning and to put their lunch boxes and drink bottles away when they arrive. Whilst these tasks might seem small, learning self- help skills empowers children and boosts their self-confidence. As children learn and become confident in self-help skills, we introduce them to new roles and responsibilities.

Play is the process through which children learn in the early years. Our room is thoughtfully planned to encourage parallel and collaborative play, and social interactions. The provocations that we plan are intentional, inspired by children's interests, conversations with and between children, and observations that we make of children’s play, interactions, and development. We aim to foster children’s natural curiosity and a sense of wonderment.

We will often plan several different experiences for children to explore a subject, allowing children with varying interests to engage in different ways. An example of this is our recent investigation surrounding sunflowers. The children have been watching the sunflowers that we planted in pots in our yard, growing. Many a conversation has been heard between children, and with their educators, relating to their height and the life cycle of a plant. A provocation of sunflowers, seeds, and photos was set up on the art table with paints as an invitation for children to examine and recreate what they observed. Please check out our display of these paintings within the room and discuss your child’s observations with them- this is so important for helping children to feel valued and recognised. We have also provided opportunities for children to use tools to remove seeds from the head of sunflowers, this is a great way for children to strengthen their pincer grip, and we have used sunflower seeds in cooking experiences to help children make the link between what they have observed and how they can be used.

We regularly visit Nutgrove reserve and the beach. We are so lucky to have these natural spaces right on our doorstep. Whilst this is a fantastic opportunity for engagement with the natural environment and the local community, our excursions here have the additional bonus of helping children to learn rules relating to personal safety. Learning to walk in line, hold hands with a partner, and staying with the group are important for children to learn in order to keep themselves safe. This practice prepares children for excursions further afield later in the year.

We often take pencils, paper and clipboards with us for drawing, play parachute games or ball games, and explore the natural surroundings. We also saw the tall ships as part of the wooden boat festival making their way up the river, which lead to the children making pirate hats upon our return to Nutgrove.

At group time the children have been enjoying new story telling resources which have supported the retelling of stories such as ‘The Very Hungry Caterpillar’, as props for singing favourite songs, and for colour, shape, numeracy and name recognition.

We have resumed our visits to Guilford Young Grove aged care facility on a Thursday morning. These visits are the perfect opportunity to develop intergenerational relationships, to develop empathy, and to broaden children’s views of the world. The visits help build connections with our wider community. They are a lovely opportunity for conversations between the generations, for sharing stories, songs and participating in craft experiences alongside each other.

We continue to enjoy cooking opportunities. Some favourite recipes include making herb bread, fruit muffins and banana bread. If you would like to share a family favourite recipe, we would love to hear from you.

“I went to Lipscombe in 1947. It was the best years of my life! I grew up there!!!”
-A resident from the Sandown Residential Care responded with excitement after hearing the Seagulls children are from Lipscombe!

This year, instead of small group visits to Guildford Young Grove aged care facility, we have begun building relationships with residents at Sandown Residential Care. Our first visit included balloon play as an icebreaker, setting the stage for connections between children and residents. One of the most heartwarming moments was when children and residents sang Puff the Magic Dragon together, feeling the power of this iconic piece of music in bridging generations. These visits offer valuable opportunities for children to develop empathy by understanding the differences between themselves and older generations, reinforcing the importance of community and intergenerational learning.

A Warm Welcome to the New Year!

We began 2025 by warmly welcoming new children and families into the Seagulls program. Transitioning into a new learning environment is a significant milestone for young children, and we have been intentional in creating a nurturing and inclusive space where every child feels a sense of belonging. Small group experiences have played a crucial role in fostering familiarity, supporting friendships, and building confidence in our learning community. Through these interactions, children are developing their social and emotional skills, gaining trust in their environment, and strengthening their connections with peers and educators.

From the Garden to the Table!

Our young gardeners have been busy in the garden with their mentor, Sharon.  In small groups the children participate in weeding, watering, and harvesting. By doing so, they are actively engaging in scientific inquiry, developing problem-solving skills, and nurturing their appreciation for the natural world. These experiences promote sensory exploration, encourage adventurous taste-testing, and offer meaningful discussions about nutrition and healthy choices.

March was particularly exciting as we enjoyed fresh cucumbers and apples from our garden—straight from plant to tummy! These experiences not only deepen children’s understanding of food production but also promote a sense of responsibility and care for living things. We continue to try out new recipes at Seagulls to encourage healthy eating, including smoothies, juices, and vegetable slices at mealtime. It is great to see the children becoming more confident in experimenting with different fruit and vegetable combinations. Through cooking experiences, children are not only developing their palates, but also engaging in early mathematical concepts such as measuring, pouring, and counting.

These opportunities offer children rich, hands-on learning experiences that connects them with nature, sustainability, and cultural traditions. Children enthusiastically harvested sunflowers, saltbush and button cup flower seeds to take home, extending their learning beyond Seagulls and into family discussions about plant life cycles. The Lunar New Year celebrations provided an opportunity for cultural exploration as our home grown silver beet was chopped up into delicious chicken cabbage dumplings, offering a meaningful way for children to engage with diverse food traditions.

The warm summer months and the insects around inspired a new creative exploration in the art room. Using our digital magnifying glass, children closely examined insects, sparking discussions on biodiversity and encouraging artistic expression. Their observations were transferred into their artworks, where children used markers to create detailed outlines and dye for bold colors, referencing Aboriginal illustrations as inspiration. These artistic creations reflect children’s ability to observe, interpret, and represent the world around them, highlighting the intersection of science, art, and cultural appreciation- these beautiful pieces are displayed near the back door!

Games such as Bingo, memory, and Spot It! have been a wonderful way to foster friendships, enhance cognitive development, and support self-regulation. Games with rules promote turn-taking, patience, and cooperative play, reinforcing children’s ability to navigate social interactions with confidence. Through playful engagement, children develop skills such as learning how to focus attention and persist when facing challenge.

With the school term back, our Monday Waimea Heights Primary School’s library visits have resumed. We continue to support children's understanding of library systems and encouraging a love of reading. Children are actively learning how to return books correctly, matching them to their designated letters on the shelves. By doing so, this not only supports literacy development but also strengthens pattern recognition and classification skills.

“Can you help me draw a rainbow?”
A simple request from a child led to an exciting inquiry into arching lines, colors, and geometry. This curiosity expanded into shape-matching games, creative artwork, and discussions about colour mixing with books such as Mix It Up by Herve Tullet (2006). These explorations nurture children’s foundational mathematical thinking, enhancing their ability to recognise patterns, making comparisons, and engaging in problem-solving.

The children’s fascination with marble runs has evolved from simple Duplo constructions to complex structures using a variety of materials. This hands-on project has sparked an interest in physics concepts such as motion, gravity, and speed, while also promoting collaboration and turn-taking. The introduction of a timer to support children’s turns taking, which encouraged discussions about time measurement, lead to further inquiries about clocks, reading the time, and number recognition. These explorations lay the foundation for STEM (Science, Technology, Engineering, and Mathematics) learning, fostering curiosity, experimentation, and critical thinking skills.

Looking Ahead:

As we move into the next season, we look forward to deepening our learning experiences, strengthening our community connections, and continuing to provide an environment where children feel inspired, supported, and valued.

Thank you for being part of our journey. We love it when children come in with a book, sharing their life experiences and showing the new discoveries of their learning journey. Your involvement, insights, and support enrich our program and enhance the children's experiences.

We invite families to share their thoughts, cultural traditions, and ideas with us as we continue to create meaningful and enriching learning experiences together!

Being in the midst of the warmer months, much of first term was spent outdoors. The children have spent many afternoons searching for bugs in the garden beds, making dams in the sandpit, climbing trees, and playing group games. On hot days they have made use of the water pump for creating water channels and cooling off. As always, music also features heavily outdoors, with the children requesting music, choosing their favourite songs, and singing and dancing along.

The children also have been enjoying building with the car and train tracks. They have been incorporating items of furniture into their builds to be able to gain height, using tables, chairs, and the stage to create ramps and dips in the track. Exploring trajectory, speed and momentum is something that children love to do, and building, taking apart, rebuilding, hypothesizing, and testing out theories, is something that construction resources like the car tracks, marble run, gravitrax and K’nex all allow children to experiment with. With the K’nex, the children have been making ‘Beyblades’ to compete with one another, spinning them towards their opponents, aiming to knock each others’ Beyblade off the table first.

Art and craft are always a staple in OSHC and children make a beeline for any creative activity that is set up. We’ve been offering chalk pastels, water colour paints, acrylic paints, and collage materials, whilst making sure to provide supplies that inspire children to be creative. We have kept some space free on our display board so that the children can choose to display their artwork for as little or as long as they like. We are enjoying our ever-changing art display.

In the lead up to Harmony Day we provided blank triangles of paper for the children to use to create flags. Some children chose to create the flag of the country from which their family originates, or countries that they’ve visited or are planning on visiting. Other children chose to design their own flags. Many children also created paper chain hearts which they then draw pictures of their friends or family on.

As term one of Outside School Hours Care at Waimea came to a close, we would like to take this opportunity to share with you some of the many activities the children have been enjoying. The main goal for the term was to welcome new children into our program, and to encourage children to rekindle friendships from the previous year, as well as including children that have just joined us.

We spent the first month ensuring children are aware of the rules and expectations of the program for both indoor and outdoor play to keep everyone safe and happy. We also focus on familiarising the children with routines and transitions so that children are aware of what to expect. Through predictability, children feel confident in their surroundings and free to express their ideas and feelings.

We work hard to get to know each child’s personality and preferences and have been exploring different ways to accommodate their passions. We started the year with a ‘getting to know you’ questionnaire for the children, designed to stimulate communication amongst the children on shared interests, likes, and dislikes. This activity has the added benefit of allowing newer children the opportunity to get to know others' by being able to read completed questionnaires on display.

Our group project for Term One was based on Harmony Week celebrations. The theme for Harmony Week in 2025 is ‘We all have a roll to play’, celebrating Australia’s cultural diversity and promoting inclusivity, respect, and a sense of belonging for everybody. Harmony Day fell on Friday 21^st March, which also coincides with the United Nations Day for the Elimination of Racial Discrimination. Australians are encouraged to wear orange clothing on Harmony Day, signifying social communication, meaningful conversations, freedom of ideas and mutual respect. Our project centered around the varied ethnic backgrounds and experiences of our children and families, with children being invited to share experiences and cultural practices with their peers. This concept was very well received by the children and their work is currently displayed in the GP room. We encourage all parents to check out their children’s contributions.

Current interests in Before School Care include indoor ball games, especially dodgeball and indoor soccer, listening to music, colouring-in, and hosting dance parties. We’d like to remind families that breakfast is still available for all children in the morning.

At After School Care popular outdoor activities include summer ball games such as cricket and tennis, listening to music, climbing trees and imaginary play with natural materials, and enjoying a quiet chat in the shade or on the swings.

Inside experiences have mainly consisted of art and craft activities, construction, and cooking. Creative opportunities have included water colour painting, sticker making during Harmony Week, gem art, and geometric drawings. Construction materials are always popular with many of the children using the K-nex to make fidget spinners, whilst the magnets are used in imaginary play, with children creating their own games. Cooking is also a regular request, with the children making their own sandwiches daily as well as baking cupcakes, Mexican inspired wraps, and Brazilian cheese puffs for Harmony Day.

We have had a busy start to 2025 and we are eager to welcome back all children for Term Two. We hope all our families have a safe and restful Easter break and enjoy the school holidays.