About RARE

RARE Early Childhood Support Services > About RARE

My name is Rachel Rooke and I have been working in the early years sector since 1999. I have worked in a range of settings and roles after graduating from Macquarie University in 2002. I established RARE in Dec 2015 because I am passionate about supporting educators to achieve success through meaningful and contextualised approaches to their operations that support positive outcomes for all children. 
I am passionate about advocating for the rights of the child and supporting children from a range of backgrounds with diverse needs. I am also focused on supporting services to ensure safe, quality learning environments that prioritise children’s wellbeing at all times.

​​

I have the following Qualifications:

  • Bachelor of Education (Early Childhood Education)(4yr) – 2002
  • Advanced Diploma of Community Service Management – 2014
  • Certificate IV in Training and Assessment – 2013 (Including all additional units added on since)
  • Master of Educational Leadership (Early Childhood) – 2021 (Graham Hermann Memorial Prize winner 2020)
  • Certificate IV in WHS – 2021
  • Certificate IV Environmental Sustainability Management – 2023
  • Diploma of Positive Psychology and Wellbeing – 2024
  • Graduate Certificate in Statutory Child Protection – Currently enrolled (2024)

I have had many challenging roles and have enjoyed thinking of affordable, innovative ways to work around the challenges and provide high quality care for the children. In addition to working in services I have experience working with training organisations as a trainer, workplace assessor and validator. 
I have experience in a range of service operational areas including:

  • Program development and revision
  • Self Assessment Tool development
  • Compliance obligations including responding to regulatory authority orders
  • Streamlining systems to prioritise supervision and engagement with the children
  • Training 
  • WHS processes 
  • Assessment and Ratings process and preparation
  • Change management 
  • Service development 
  • Conference presentations 
  • Mentoring and supporting trainees with study needs
  • Mentoring and supporting staff with key roles e.g. Educational Leader
  • Team building and supporting a positive workplace culture
  • Process development to ensure all aspects of the NQF are reflected in the service