Our Philosophy

At Kellyville Ridge Pre-School, we believe that every child is unique, competent & capable from birth. We take a holistic, integrated, and interconnected approach to creating and nurturing secure, respectful & reciprocal relationships with children.   Active citizens: We uphold and promote the rights of children as expressed in the UN Convention on the Rights of the Child. We promote optimism and help children to understand how they can be adaptable to manage challenges and setbacks. We foster a strengths-based approach to problem-solving and encourage children to try again.  These positive experiences give children a sense of belonging, the confidence to form friendships, and the desire to be intellectually curious and resilient citizens of society. 

We honour children’s right

To play and see the early years as a significant period in a child’s life, as it lays the foundations for all future learning. Educators take on an active, responsive role to accommodate individual learning styles and assist each child to reach their potential. Our pedagogical approach to children’s learning encompasses cognitive/academic/ science, technology, engineering, art, and maths (STEAM) achievements.  Oral, aural and body language, communication through arts, mathematical thinking and a focus on children and young people as creative, safe, and critical users of technology for learning, leisure, and creative expression.   

Physical, social, and children’s mental Health such as personal, emotional development and spiritual well-being. As well as promoting independence and agency to enable children to make choices, decisions, and influence events in their world.  We focus on supporting children to develop their Multiple strengths as we indicate above: social competence, Emotional maturity, Language and cognitive skills, communication and general knowledge, Physical health and wellbeing.  It based on Australian Early Development Census (AEDC), focuses on the more advanced skills, competencies, and dispositions to explore how many “strengths” children have at school entry.

We value the family 

As the child’s first and most influential teacher, we welcome the insight they offer into their child’s personality, culture, abilities, and interests. Through Cultural responsiveness and collaborative partnerships with families, educators can provide the best support and meaningful learning experiences for their child.  Making connections with the local community is important to us.  

We provide children with opportunities to make connections and learn about their local community. We encourage family and community members to participate in our program.  We understand that developing secure attachments through respectful relationships with adults and peers is fundamental to children’s learning and development. We promote equity, inclusion, and high expectations, which lead to equality, through our curriculum and interactions with children and families.

We recognise and acknowledge our Aboriginal and Torres Strait Islander history and culture

As the child’s first and most influential teacher, we welcome their insight into their child’s personality, culture, abilities, and interests. Through Cultural responsiveness and collaborative partnerships with families, educators can provide the best support and meaningful learning experiences for their child.  Making connections with the local community is important to us.  

We provide children with opportunities to make connections and learn about their local community. We encourage family and community members to participate in our program.  We understand that developing secure attachments through respectful relationships with adults and peers is fundamental to children’s learning and development. We promote equity, inclusion, and high expectations, which lead to equality, through our curriculum and interactions with children and families.

We have a positive and proactive approach to learning about and celebrating our rich cultural heritage. We are a child safe organisation and have zero tolerance for child abuse. Implementing the Child Safe Standards, we work at every level to create culturally safe environments and protect children from abuse and harm. KVRPS is an aesthetic, stimulating, flexible and responsive to scaffold the children’s interests and abilities space. We believe both the indoor and outdoor learning environments have the capacity to act as the third teacher. Our learning environments influence children’s learning and development while enhancing children’s engagement and initiative.

We promote respect, care, and appreciation of the natural elements in our environment

Our practices and experiences encourage children to develop an understanding of their responsibility to care for the environment and sustainable practices.  We support children in growing their understanding of environmental, social, and economic sustainability.  Recognising children and young people’s interest in supporting a fair and sustainable world. 

The educators at KVRPS can work effectively as individuals and as a team.  Educators practice all members as an educational leader team to commit to providing high-quality early education and cultural responsiveness to the children, families and local community.  Through ongoing professional development and critical reflective practice to ensure continuous improvement and best practice in the service.  The children can strive to reach their full potential in their life-long learning journey at the service.

Children input:

Raahil: “She loves to play with her friend at the centre” Q.1 and Q3 Mar 2024

Kim: “I can help my friend and teachers at the centre.”  Q1, Q2 Mar 2024