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Priority of Access

In accordance with Federal Register of Legislation (Sept 2016) - A New Tax System (Family Assistance) Act 1999, there are children that are given priority for placement within the kindy.

1. A child at risk of serious abuse or neglect. 

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

Meaning of satisfies the work/training/study test

             (1)  An individual satisfies the work/training/study test if:

                     (a)  the individual has recognised work or work-related commitments; or

                     (b)  the individual has recognised training commitments; or

                     (c)  the individual has recognised study commitments.

3. Any other child. 

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

ˉ Children in Aboriginal and Torres Strait Islander families.

ˉ Children in families which include a disabled person.

ˉ Children in families on low incomes.

ˉ Children in families from culturally and linguistically diverse backgrounds.

ˉ Children in socially isolated families.

ˉ Children of single parents. 

Sibling Enrolment Policy

At Fuji International Kindergarten we have a policy that caters for siblings on the waiting list. After giving children who have a priority of access, we will give first preference to siblings of the children that are CURRENTLY ATTENDING Fuji Kindergarten. If your child leaves (i.e. goes to school) please remember we have to give preference to the families that are here.


The Service is open from 7.30am to 6.30pm Monday to Friday. We are in operation for 51 weeks of the year. PARENTS AND CHILDREN ARE NOT ACCEPTED INTO THE SERVICE OUTSIDE THESE HOURS. Caregivers cannot accept children before 7.30am and the service will not be staffed after 6.30pm for insurance purposes.


Our Service takes responsibility to provide a service of high quality and effectiveness which promotes the people in our Service to work with children and young people. This enables employees to promote their wellbeing and to protect them from harm.

Fuji educators are chosen for their ability to develop programs which meet individual needs and interests of each child and which nurture every individual’s self-esteem, self-reliance and competence through the use of solid learning experiences.  We put emphasis on the importance of keeping abreast of current trends in Early Childhood Care and Education. The programs followed EYLF which promotes Being, Belonging and Becoming and QKLD Queensland Kindergarten learning Guidelines is provided to appropriate age group. Staff participates in professional development seminars which are available throughout the year.  Each individual age group in the Service is staffed by an Educator and Co-Educators, Teacher and Co-teachers who work together to plan, implement and evaluate activities which are appropriate to the developmental needs of all children in the group, including those with disabilities and special needs. Our programs also reflect the multi-cultural nature of our society, by providing an unbiased, culturally enriched, supportive environment of each child/family’s beliefs and needs regarding foods, diets, religion and language.   

All Educators/Teachers are allowed child-free preparation time each week to assist them with the time-consuming task of program planning.  During these times, the qualified floater (qualified educator member who is available on a “floating” basis to all rooms) acts as Educator in each room, so the educator/child ratios are maintained.

Staffing of Service

Staff/educator to child ratio is maintained accordingly to The Early Childhood Education and Care Regulations, on the following basis;


Momo Room Group Size 8

Staffed by one Educator and two Co-Educators

Ume Room Group Size 12

Staffed by one Educator and two Co-Educators

Bara Room Group Size 15

Staffed by one Educator and two Co-Educators

Kiku Room Group Size 20

Staffed by one Educator and three Co-Educators

Yuri Room Group Size 22

Staffed by one Educator and one Co-Educator

Sumire Room Group Size 22

Staffed by one Teacher and one Co-teacher

Satsuki Room Group Size 22

Staffed by one Teacher and one Co-teacher 

There must be an Educator of each group where the maximum number of children in any of the above groups is more than half of the maximum; the Educator must have a Co-Educator.  There is often a “third person” or “floater” used in the class rooms on occasions when the classes are full to their maximum.

Link to NQF: Quality Area 4 Staffing arrangements

Standard 4.1 Staffing arrangements enhance children's learning and development.

Element 4.1.1 The organisation of educators across the service supports children's learning and development.

Quality Area 6 Collaborative partnerships with families and communities

Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role.

Element 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions.

Quality Area 7 Governance and Leadership

Standard 7.1 Governance supports the operation of a quality service.


Source: Ed. & Care Services National Regulations 2017, ACECQA.

Reviewed December 2020