Term 1, Week 9

27 March 2025

From the Head of the ELC

The Importance of Early Intervention  

Dear parents and carers,

Early intervention in early childhood education plays a pivotal role in identifying and addressing areas of additional need in young children. These formative years are a critical window of opportunity for supporting children to reach their developmental milestones, as brain development is most rapid during this period. Early intervention programs tap into the plasticity of the young brain to foster optimal development of nerve cells and connections. 

By identifying potential challenges or delays early, educators and families can collaboratively implement strategies and interventions that provide the child with the best possible chance to thrive across all areas of development—cognitive, social, emotional, physical, and language. 

Timely intervention ensures that children receive the specific support they need to overcome challenges, build upon their strengths, and close developmental gaps. For example, a child struggling with speech development may benefit immensely from early speech therapy, while a child showing signs of sensory processing difficulties might benefit from occupational therapy. In general, quality early intervention programs can support children to: 

• move their bodies and meet motor milestones 

• communicate and socialise with others 

• understand and manage their emotions 

• think, learn, make decisions, and solve problems 

• be as independent as possible with everyday activities 

• participate in their families and communities 

• get ready for school 

• keep up with their peers. 

Early identification of developmental challenges will help children achieve the best possible outcomes (Source: activeability.com.au)

In our ELC setting, we believe and acknowledge that parents and carers are a child’s first and most enduring teacher, and view their insights into the child’s needs, dispositions, and unique characteristics as invaluable information. We also believe that as educators we play a vital role in identifying any early intervention needs as we are uniquely positioned to understand and assess children’s developmental progress during their most formative years. How we identify potential challenges involves taking time to observe, gather data, and collaborate with team members to examine the information and address the additional needs of a child, respectfully and effectively with the child’s best interest at heart. 

We have a duty of care to inform parents about any additional support their child might need and guide them to explore intervention options. It is imperative a strong partnership is formed between parents, educators and any allied health specialists as part of the intervention process. Working together ensures a consistent and cohesive approach to supporting the child, both at home and in our ELC setting. 

Open communication, respect, and trust are at the heart of this partnership. We believe regular discussions about a child’s development, and shared goal setting, will empower parents to take an active role in their child’s development. This collaborative approach ensures that every decision is made with the best interest of the child, fostering a nurturing environment where the child feels supported, understood, and encouraged to achieve their full potential and flourish in all aspects of their development. 

What’s Happening This Term

ELC Quality Improvement Plan 

We welcome your feedback, ideas, and thoughts on our strengths and any areas of improvement we can work on. The Quality Improvement Plan (QIP) Hub is located in the piazza. The QIP consists of the following seven quality areas: 

1. Educational program 

2. Children’s health and Safety 

3. Physical environment 

4. Staffing arrangements 

5. Relationships with children 

6. Collaborative partnerships with families and communities 

7. Governance and leadership 
    

The QIP is a platform to define who we are as a community, demonstrating how the ELC will continue to improve and refine what we do, and how we do things in pursuit of greater quality. We envision a QIP that will emanate ‘quality’ that is unique and contextual to Newington ELC. 

We kindly ask that you engage with us in this space by looking at each of the Quality Areas, which are clearly displayed to guide your feedback on: 

• What are our strengths? 

• What improvements can we make? 

ELC Parent Teacher Interviews: Monday 7 April to Thursday 10 April  

Term 1 ELC Parent Teacher Interviews will be held in person at the ELC on the following days: 

 
Possum Class 

• Monday 7 April – 7:30am to 10:00am 

• Tuesday 8 April – 7:30 am to 10:00 am 

• Wednesday 9 April – 3:00 pm to 6:00 pm 

• Thursday 10 April – 3:00 pm to 6:00 pm 
      

Goanna Class 

• Tuesday 8 April – 3:00 pm to 6:00 pm 

• Thursday 10 April – 7:30 am – 10:00 am 

Eagle Class 

• Monday 7 April – 3:00 pm to 6:00 pm 

• Wednesday 9 April – 7:30 am to 10:00 am  
   

Please book interviews through the College Community Admin Portal on New Spaces.  The link can be found here.  A brief instruction guide can be found here: New Spaces – Parent ICT Guide – scroll down to Beyond the Basics and access instructions through How to book Mentor/Teacher Interviews. 

Interviews will be held for 10 minutes. We kindly request you arrive on time to ensure all interviews run smoothly. 

Please note that all bookings must be made by 4:00 pm on Monday 1 April. We request that you take the time to diarise your appointment as access to the booking system will not be possible after this time.   
 
Should you need support with booking appointments, please contact Stephanie Christofides at the ELC on 9568 9555 or email elc@newington.nsw.edu.au   

Anaphylaxis Prevention

ELC will be a NO EGGS/NUTS/SESAME Zone on Thursdays & Fridays. 

Please be informed we have children at the ELC who have anaphylactic reactions to eggs, nuts, and sesame. We kindly request that you avoid packing in your child’s lunch any of these allergens (in any form) on Thursdays and Fridays.  

We also request that birthday cakes/cupcakes you provide for your child must not contain eggs, nuts, and sesame if brought in on Thursdays and Fridays. 

We thank you in advance for your cooperation.

Holiday Programs

During Wyvern House term breaks, the ELC provides 2 weeks duration of Holiday Program. When there are 3 weeks of Wyvern term break, the last two weeks will be allocated for the ELC Holiday Program.  

The Holiday Program outline for each term break will be available to families a week before the program starts. Children can attend the ELC in their normal clothes and are not required to wear uniforms during this time.

Chapel Thought  

As we move through Lent and approach the season of Easter I’ve been reflecting a lot this week on the symbol of the Cross, the central symbol of our faith. 

For Christians, the Cross reminds us of Jesus’ death and resurrection. It’s the most recognisable symbol of our faith seen in all places of worship and often worn as a personal item of devotion. The Cross has even moved into popular culture, Hot Cross Buns being a perennial symbol of this season with the emblematic cross across the top. 

But as we reflect on the Cross, we must remember that historically this was a symbol of deep brutality and extreme punishment in the Roman Empire. Crucifixion was a painful and humiliating punishment in the ancient world reserved for the most extreme of criminals. 

Yet at Easter we see our Saviour, Jesus Christ, undergoing such brutal punishment; an innocent man willingly undergoing this so that we can be closer to God. In this act the Cross is transformed from a symbol of pain and suffering into a symbol of Love, the all-encompassing love of God that knows no bounds. The Love that includes all people, no matter their background or experience, a love that welcomes and accepts all people. 

As we move towards Easter and we see the symbol of the Cross throughout our daily lives, may we see it as a reminder of God’s all-embracing love; a love that we celebrate at Easter time. 

– Pastor Richard La’Brooy

 

Co-Ed Scholarships for Year 5 2026 Now Open

Become a part of history with the Pioneer Scholarship, created to celebrate Newington College’s transition to co-education and support girls and boys who are ready to lead, innovate and inspire. This is more than just a scholarship—it is an opportunity for trailblazers who are eager to make a lasting impact.  

This scholarship is available to existing and prospective students (both boys and girls) currently in Year 4 (entering Year 5 in 2026). This prestigious opportunity is designed for students with a balanced range of achievements who will benefit from the outstanding opportunities at Newington College while enriching our vibrant school community. 

Current and new students can apply here. 

 

Child Safeguarding Hub 

Student safety and wellbeing continue to be at the centre of everything we do. They have a right to feel safe and be safe. Their wellbeing is our most fundamental concern and as a Child Safe Organisation, we are dedicated to this criterion. 

To enhance Child Safeguarding at Newington, in September 2022, we established a Child Safeguarding Committee to oversee the development and monitoring of systems, policies and process that implement the child safe standards.   

The Committee is comprised of key staff members integral to Child Safeguarding at Newington. The Committee manages several Child Safeguarding initiatives and engages external experts to advise on best practice on various aspects of child safeguarding, including safe recruitment, student voice, engaging parents, staff training and risk management. 

One of the initiatives Newington’s Child Safeguarding Committee has been working on is the Child Safeguarding Hub, a unique and innovative resource that puts the College at the forefront in its commitment to student safety. This hub is available here on New Spaces and contains valuable resources and tools for parents and carers. 

To find the parent hub on New Spaces head to: 

New Spaces > Parent Services > Child Safeguarding for Parents and Carers

Staff Profile

This week, we hear from Hana Kitamura who is a Religious Studies Teacher at Lindfield. Hana has been teaching at Lindfield for 7 years.

Q. Why teaching? What is it you enjoy about teaching?  

A. I enjoy getting to know the students and seeing them grow throughout their primary school years. I feel very privileged to see my first Kindergarten cohort graduate Year 6 this year!

Q. What is something people don’t know about you?  

A. It was after spending a year in Tanzania that I decided to become a teacher. 

Q. What is one of your best memories of being a student?

A. Living in the boarding house in the senior school and playing Saturday sports and training with my friends.