Welcome to 360 Early Education Rivett. Our service sits in the heart of the Rivett community, right beside the local shops and surrounded by green open space. Children have room to explore, play and connect with nature every day, supported by educators who understand the importance of beautiful, thoughtfully designed environments that help children feel secure and capable.
Our team includes experienced Early Childhood Teachers who live and work on Ngunnawal land. Their knowledge of the local community has shaped our learning spaces and daily rhythms, creating an environment that supports children to build relationships, follow their curiosity and develop a strong sense of belonging.
At Rivett we follow the 360 ethos to nurture children, support families and build community. We value the partnerships we form with families and we welcome ongoing conversations about your child’s learning, wellbeing and development.
Family owned and operated since 2009
We are proud to be rated Exceeding the National Quality Standard — a reflection of our commitment to providing high-quality early education and care where every child is supported to thrive.
Compliance, Ratings & Regulatory Oversight
The safety, wellbeing and rights of children are our highest priority. This service operates in accordance with the National Quality Framework (NQF) and is regulated by the relevant state or territory authority. Our compliance history and National Quality Standard (NQS) ratings reflect how we meet quality, safety and governance requirements. You can view the most current compliance information and ratings for this service below.
▶ Hear our founder Libby explain what it means to exceed the NQS
In the early days of enrolment, your child will show a natural attachment with one of their carers – though it’s likely they’ll think the whole team are pretty awesome. Having a primary caregiver builds the strongest and most secure attachment an educator can provide. You’ll get to know each of the educators, they’ll keep you up to date with your child’s learning journey on a day to day basis, but your primary caregiver will be your anchor at the service. They’re your partners in education, and will work closely with you, getting to know your child’s routines, preferences, learning styles and dispositions.
Infants and toddlers will have these primary caregiving connections nurtured as they grow. Our service is able to provide you and your child with a trusted primary caregiver through first steps, trips to the zoo, scraped knees, dinosaur obsessions, new baby siblings and onto their preschool years.
To sustain our primary carer model from birth to three, our class cohorts are very carefully arranged and consistent enrolment patterns are essential. Transitions are kept to an absolute bare minimum; and we hope you’ll never want to leave!
At 360, learning doesn’t stop at the classroom door. We believe children learn best through real world experiences, so we take education outdoors and into the community. These adventures spark curiosity, build confidence, and create lasting memories.
Bush School: Our Bush School program brings nature into learning. Children visit local parks and nature reserves where they:
These experiences teach environmental awareness and foster a deep love for the Earth. They also encourage physical activity, problem solving, and creativity, all while having fun outdoors.
Swim School: For children aged 3.5 years and above, we partner with a local swim school for weekly lessons. Each session is led by qualified instructors, with our educators providing support and encouragement. Swim School helps children:
Community Adventures: We regularly visit places that connect children to their community, such as:
These outings help children see the world beyond the service and understand how they fit into their neighborhood.
At 360, we advocate for creative expression as a key learning opportunity, fundamental for sharing ideas, understandings and building communicative literacy in both adults and children.
Arts are celebrated in our curriculum. A specialised creative arts educator builds responsive curriculum for each age group and is given the time and resources to implement projects over time. A team of ambassadors, comprised of skilled educators, meets frequently to review, enhance and advocate for creative arts in the community.
These projects culminate in an art trail exhibition, which celebrates the work of the children over the course of the year.
Every child is welcomed to express their ideas through mixed media, and their works are respectfully presented, with annotation, for the community to view and appreciate together!
Science, Technology, Engineering and Maths
Wonder, creativity, and innovation. STEM is the exploration of how the world works, and in a 360 classroom we foster curiosity and questioning through play.
Our inquiry based model for learning sees children ask big questions, and teachers make choices about how to program, provision, stage manage and resource the learning environment to allow the child to find answers.
Children test their theories, problem solve, construct, and build knowledge of what works, and what doesn’t work, to improve their creations.
Children are scientists from birth, and you will see STEM embedded in every classroom.
Developing literacy is a lifelong process that begins at birth. As our world changes, even adults need the core skills to seek information, to interpret new ideas, and to understand how new understandings can be ‘picked up’ and applied to different contexts.
Language and literacy enable us to communicate, to express and understand feelings and motivations. In our services, language development builds the foundations for reading and writing skills, along with ‘textual interpretation’, or, the ability to understand what things mean.
Through spoken story telling, we play with language. We sing songs, we make up rhymes and role plays. We support dramatic play opportunities and join in when invited to show that the children’s play frames have value.
Written words are one way that children can document their ideas, but this doesn’t even scratch the surface of a child’s modes of expression. When they draw and paint, sculpt dough or clay, invent new rules for games, wonder aloud, take photos, imitate, hypothesise, experiment and share their thinking, language is developing.
At 360 Early Education, reconciliation is an ongoing commitment woven through our everyday practice. We understand that meaningful action begins with relationships, listening, and a willingness to keep learning. We recognise that this work must be led by, and accountable to, First Nations Peoples.
Our educators and children spend time on Ngunnawal Country, whether this is at local parks, Nature Reserves, or out at Birrigai. These spaces ground our learning in place, story, and connection to the land. These excursions form part of a continuous journey that children carry back into their classrooms and their homes.
Guiding this journey is our Reconciliation Action Plan, progressed through monthly group meetings. These bring educators and community together to reflect honestly, set goals, and hold ourselves accountable for turning good intentions into embedded practice across all of our centres.
Central to our approach are the community members who work alongside us. We recognise that cultural knowledge is expertise, and so community members on our staff are paid for their contributions to our programs – not expected to share their knowledge as unpaid labour.
We also extend reconciliation into our business. 360 Early Education actively engages First Nations owned companies across the ACT, building reciprocal partnerships and being deliberate about how we elevate Indigenous perspectives through our supply relationships.
Above all, we value meaningful, lasting partnerships with community – relationships built on respect, reciprocity and trust. Reconciliation, for us, is a shared and evolving responsibility, honoured through consistent action, genuine listening, and a deep commitment to working together.
Hi, my name is Laura Retford and I have been working in the Early Childhood Education and Care sector for the past 8 years performing a diverse range of roles. I have experience as a Centre Director and hold a Diploma of Children’s Services.
First and foremost, I am a passionate and enthusiastic Educator who enjoys creating meaningful reciprocal relationships with the children in my care, their families and fellow educators. This has always been very important to me as I am committed to creating an inclusive environment where everyone feels valued and accepted.
My family and I are Weston Creek locals. I am sure I will see some familiar faces during this journey, and I hope to be that familiar face for some of you. I am thrilled to have the opportunity to be a part of establishing this new community at 360 Early Education Rivett.
My name is Kayla, I have been in the sector for almost 10 years. I have my Bachelor of Teaching (Early Childhood) and have been with 360 since the beginning of their first centre in Canberra. I have a passion for inclusive education and brain development in the early years. I am a strong advocate for children’s rights and know that children are capable citizens that will challenge themselves to problem solve, take risks, overcome hurdles as they grow and thrive.
Outside of teaching, you will find me curled up with a good book and my German Shepard (Bear). If I am not reading, you will find me in the shed working on classic cars (or out driving them), we use these vehicles to raise money for Camp Quality and the Cancer Council. Our latest project is getting a car ready for the Box Rally in May 2025 where we will drive a car worth $1300 across outback Australia raising money for the Cancer Council (and hope it survives the 4000km trip). I look forward to getting to know everyone at Rivett!
My name is Beth Sebesfi, I'm a qualified Early Childhood Teacher, with experience with some of Australia's largest early childhood education providers in QLD, NSW and the ACT, where I facilitated management and leadership programs, elevated practice in services that were struggling to meet national standards and improved outcomes for children. I lead the growth of 360 Early Education in the ACT and also carry responsibility nationally for 360 Early Education curriculum development. As an accomplished writer and mother of three young children, my teaching and parenting memoirs have been published nationally and internationally.
Hi, my name is Brynn Hogg. As Operations Support at 360 Early Education, I work closely with service leaders and educators to support a broad range of operational, quality, compliance, and practice-related initiatives across multiple early childhood services. With a hands-on approach, I partner with teams to strengthen systems, embed sustainable processes, and drive continuous improvement that enhances outcomes for children, families, and staff.
I bring extensive experience in educational leadership, curriculum mentoring, and quality improvement, with a particular passion for supporting educators to build confidence in behaviour guidance and inclusive practice. I work alongside teams to develop responsive, relationship-based approaches that support children's social and emotional wellbeing, helping educators understand the purpose behind behaviour and implement strategies that foster belonging, engagement, and success for every child.
Our priority in our youngest rooms is developing nurturing bonds and ensuring consistency between babies’ home life and their time at the service. We understand that babies can be unpredictable – sleepless nights, teething, developmental leaps. We adopt a flexible approach and wherever possible, routines are developed in consultation with families. Each child’s specific and unique requirements, including family preferences are considered and respected. We follow a primary caregiver model and ensure the same educators remain with the same group of children in their crucial early years.
We understand that our toddlers are learning that the world is larger than them and quite complex at times. With a tangible hands-on approach, our team provides engaging routines utilising real-life resources that allow children to discover how the world works and how and where they fit in. We understand that ‘toddlerhood’ is a time rich in transitions – from cot to bed, bottle to cup, nappies to underwear – and strive to support families and children as these skills emerge and expand. We value the input of our parents, as it has been shown that feelings of security and confidence can be enhanced with consistency between the home and care setting. We will develop in consultation with you, an ‘action plan’ to make sure that these transitions are managed well and are enjoyable for your child.
In our Junior Preschool room, learning journeys begin to take the form of extended whole group projects. We brainstorm, discuss, question, research, regroup and synthesise our learning in the form of a display. Projects may run for any length of time – sometimes over months – depending on the children’s level of interest. Children at this age require a sense of independence. Self-help skills are strengthened through the caring of our belongings, toileting independently, serving ourselves and scraping our bowls at meal times, putting on and taking off our shoes, socks and jackets.
In our Senior Preschool room, we more closely focus on school readiness. Our educators are constantly on the lookout for themes which pop up in children’s conversation that may then be taken and built upon in a project. We are only limited by our imagination! Educators observe children’s interests and decide upon the ways to best incorporate the kindergarten key learning areas (English, Mathematics, Science & Technology, Human Society and Its Environment, Creative Arts and Personal Development, Health & Physical Education) into these themes.
Children, educators and parents perpetually offer suggestions to extend on and continue with the program until this interest wanes. Project work is documented through photos, diary entries, displayed work samples and classroom installations and is available for the children to revisit whenever they request to do so.
The reason we have been able to sustain the highest level of accreditation for the past 15 years is that we a family-owned and operated, with a consistent management team that has been in place for over a decade.
Children of all ages embark on excursions to explore our broader community, helping us connect with local initiatives and services. We utilise a minibus and a dedicated Outdoor Learning Coordinator, to allow the children to learn beyond the walls of the classroom. Notable programs at our Macquarie Park daycare and preschool include Bush School and Swim School.
This well-known charity partnered with us to launch the ‘Rough & Tumble Play’ workshop which continues to run in our services today. These sessions are aimed at encouraging fathers and significant male family members to participate in physical play with their children and to understand the neurological benefits that come from it.
Our Parent Advisory Group comprises of families with children enrolled at our service, and it works to enhance our community connections. They oversee fundraising events and offer constructive feedback on our curriculum, philosophy and centre policies. They also share new ideas and initiatives related to programming, physical environments, and centre celebrations.
The safety, wellbeing and rights of children are our highest priority. This service operates in accordance with the National Quality Framework (NQF) and is regulated by the relevant state or territory authority. Our compliance history and National Quality Standard (NQS) ratings reflect how we meet quality, safety and governance requirements. You can view the most current compliance information and ratings for this service here: View Compliance & Ratings
For every child with an allergy, intolerance of healthcare need, we build a plan to put clear, gentle safeguards in place. So your child eats food that is safe for them, at the same table, with the same joy as everyone else. Allergy safety and belonging are not a trade off. Children with dietary needs eat alongside their friends, with food that looks and feels like everyone else's wherever we can make it so.
At 360 Early Education inclusion is a considered, expert led commitment. Several members of our leadership team hold advanced qualifications in autism education, and our Managing Director, Libby Klingberg, is a qualified occupational therapist. We do not, and will not, exclude any child on the basis of diversity, disability, culture or difference.
At 360, we design our environments to be transparent, secure, and supportive of every child’s safety. Our physical spaces and daily routines are structured to ensure constant supervision, accountability, and protection. We use technology and thoughtful policies to maintain visibility and prevent risks, while also fostering a welcoming atmosphere for children and families. Staffing ratios and support are a key part of this approach, ensuring that every child receives attentive care.
We invest in our educator’s ongoing learning to ensure child safety remains a top priority. Regular training, reflection, and team discussions help us stay vigilant and responsive to emerging risks and best practices. Our philosophy is reviewed annually, and we encourage staff to hold each other accountable for maintaining a culture of safety.
We take great care in selecting and supporting our team to uphold the highest standards of child safety. Our recruitment process is thorough and values-driven, ensuring that every educator shares our commitment to protecting children. Ongoing training and clear boundaries reinforce our culture of safety and help us maintain a trusted team.
Our curriculum is designed to empower children with knowledge and skills to protect themselves. We teach children about boundaries, consent, and safe behaviours in a way that is age appropriate and respectful. Our educators foster open communication and encourage children to speak up if they feel uncomfortable.
Safety is led from the top and owned by everyone
Safety we build with you – and concerns we always act on
✓ Nappies and wet wipes
✓ Nutritious meals prepared by an onsite cook
✓ Cot sheets for under 2s
✓ Dedicated sleeping rooms for babies
✓ Sunscreen SPF 50+
✓ University-qualified teachers
✓ School Readiness Program
✓ Parent Communication App
✓ Car parking
✓ Incursions & local excursions
✓ Play-based curriculum informed by evidence-based research
✓ Parent Advisory Group
✓ Family events and community fundraising
✓ Child Safe Organisation
✓ CCTV surveillance
To prepare for your child’s first day with 360 Rivett, we recommend you bring the following items:
✓ School bag
✓ Spare clothes
✓ A wet bag for wet clothes
✓ Sun-safe hat (legionnaires or bucket hat)
✓ Water bottle
✓ Baby Formula for under 2s
✓ Special comforter (e.g. dummies or teddies)
✓ Bed linen for over 2s
✓ Nappy rash cream (if required)
✓ Medication (if required)
Our Rivett childcare centre has five teaching rooms:
Joeys room - 12 children, 0-1 years of age, 4 educators
Geckos room - 16 children, 1-2 years of age, 5 educators
Frogs room, 15 children, 2-3 years of age, 4 educators
Crocs room, 22 children, 2-3 years of age, 5 educators
Wombats room, 22 children, 3-5 years of age, 3 educators
In the ACT, children aged 3 to 5 years are offered up to 300 hours of free preschool. To access this fee-relief, you can nominate this option on your enrolment form. You will receive this subsidy in addition to the national Child Care Subsidy (CCS) that you may be eligible for.
To learn more about the ACT’s Free Preschool Program, click here.
Our address is 9 Rivett Place, Rivett, ACT 2611. We are located within the Weston Creek district of Canberra.
Our childcare centre is conveniently located next to Rivett local shopping centre (off Bangalay Crescent).
To receive alerts of upcoming vacancies, complete our waitlist form. Our waitlisted families can log on and update their care details at any time.
Families receive invitations to tour when a vacancy arises.
At 360 Early Education, we manage complaints through a process that is open, respectful, and transparent. We treat complaints as an opportunity to reflect, strengthen practice, and improve outcomes for children.
We aim to resolve all concerns promptly, fairly, and consistently, with the safety, wellbeing, and best interests of children as the highest priority in all decision-making.
Our approach aligns with the Education and Care Services National Law and Regulations (including Regulation 168 and Regulation 176) and supports the National Quality Standard, particularly Quality Area 7: Governance and Leadership.
Read our complaint process here: Complaints and Feedback Procedure - 360 Early Education
