The professional team of early childhood educators work with the elements of the National Quality Standards. The educators deliver education and care which they reflect daily on their practices, and strive for continuous improvement in all Quality Areas of the National Quality Standard. Programs reflect the input of the Centre’s valued family members.






Our educators explore with the children on energy systems, water systems, materials and products in use at the care environment and at home. They identify the caring for particular living things and the part of the local natural enviornment. They investigate ideas or concepts necessary to understand the identified sustainability issue, inclduing both the ecological and human systems, ideas or concepts. Children are encouraged to reflect how a change is needed and how that change could result in an improvement and how potentially the children can help to make a difference, either collectively or as an individual.

Our sustainability program offers the children to look at varies subjects such as;

  • Water systems and water usage,
  • energy systems and energy use,
  • use of materials and products at home and school,
  • use of local places and spaces and caring for particular living things or a part of the local nautral environment.

The objective is for the children to assess why a change is needed and how the change could result in an improvement and for young children to be educated to know that they can make a difference, individually or collectively.    



More Information on Sustainability


Social systems and culture

Ways in which families, schools and communities depend on natural environments. How groups utilise the natural environment to meet their needs and wants in a different way. How stories and other evidence from the past can help us learn of people’s use and care for their natural and buit environment and how stories from the past show that all people have traditions but also make changes to survive or to improve their ways of life and communities.




How children all over the World are making a difference and working towards sustainability. Opporutnites available for our Centre to care for our environment and make it more sustainable.  

Ownership and Value

The importance of ownership and recognition of the responsibilities of people who manage different parts of our environment when planning acitivities to improve sustainability. Discussion about the decisions we make as consumers in relation to economic and environmental costs.

Materials and Waste

Source materials used in everyday products. Research systems and procedures for waste avoidance and minimisation.






Built environments

Features of buildings and spaces necessary to meet people’s needs. Aspects of building and spaces that use resources including energy and water. Ways of managing buildings or spaces to minimise environmental impacts and costs.




Life cycles, growth and change

Researching and investigating living things and conditions that support the growth and change in plants and animal species including needs for sun, water, food, nutrition, shelter.






Seasonal differences in relation to latitude and the impact of the seasonal differences on people’s way of living.




Importance of water to all life. Stages of the natural water cycle. Managed water cycle, inculding systems in the built environment and the place of home and preschool. Managed sources of water e.g tap, rainwater, etc. Productive ways of using waste water.




World Viewing

Tuning in to share own and other’s perceptions of and feelings toward living things and the environment through:
- practising moments of solitude in, and becoming familiar with, a variety of natural and built environment

School Readiness Program

Transition to School is an exciting time of change for children and families. There are many things you can do to prepare for the change. Helping children to feel confident and positive about school will give them a good start. Children’s perceptions of themselves as learners and as someone who belongs at School are often formed in their early schooling. At the start of each year in February we have a ‘School Readiness Workshop’ conducted by our Early Childhood Degree educator who discusses in detail how we prepare your child for school, and about the EYLF, NQS and the curriculum in Kindergarten that we work towards. As our Preschool educator is highly experienced in teaching Primary School education, this Workshop provides parents with the information needed to support their child in the transition to School. We also implement the Letterland Phonics Program throughout the year with the children, using CD-ROM’s, Books and resources to help their literacy development.

Frequently asked questions about School for preschoolers

When will my child start school?

Children in NSW must be five years old by 31st July in the year in which they are enrolled and must be enrolled in a school by their sixth birthday.

How do I book my child into School?

If you intend to have your child attend a local government school, you can begin to make enquiries about orientation days and preparations for starting school, the year before your child will be starting school. You need to check which local government is deemed in your ‘in area’ school. Your ‘in area’ school is predetermined based on your home address and location of schools in your local area. Schools can provide details as to streets that are a part of their ‘in area’ zone. Your child is entitled to enroll at the local school. If you would like your child to attend a government school that is not in your ‘in area’ school, you will need to contact that school and enquire about positions available.

Non-government schools have different policies and procedures for enrolment. Many schools accept applications soon after the birth of a child. If you intend to have your child attend a non-government school, you are advised to contact the school(s) of your choice as early as possible to learn more about their procedures. You may be required to pay a holding deposit or enrolment fee.

Supporting your child’s learning

Learning to read is a complex process. For children to read well, they will need to develop a range of reading strategies. Reading and writing are closely connected. When children learn to read and write, they learn about how language is used for different purposes and different audiences.

Spelling is valued in our society. Teachers aim to help children understand that spelling correctly helps to communicate meaning. At school, spelling is taught as children learn to read and write. Children develop confidence when they ‘have a go’ at spelling words in their writing. Learning to spell is a complex process which takes place over the stages of schooling.

Talking and Listening
Children develop confidence using spoken language as they learn to talk and listen for different purposes. Talking enables children to clarify ideas, explore issues, solve problems and to develop understandings in all Key Learning Areas.

Reading and writing are closely connected. When children learn to read and write, they learn how literacy and factual texts are written for different purposes and different audiences. In writing, children learn about structure and the grammar of the written language as well as learning about handwriting and spelling.