Our Philosophy

At Alchester Village Pre-school we value an inviting, nurturing a calm and stimulating environment that is welcoming and inclusive to all families.

Families and more importantly, the children are our highest priority and are made to feel safe, secure, supported and respected. Management, staff and volunteers are strongly committed to child safety in areas of harm, abuse and accept zero tolerance to discrimination.

We strongly value the uniqueness of each child and we recognise children come with prior skills, knowledge, interests and experiences. We build on these through the provision of challenging learning experiences which are interesting, stimulating and promote clear thinking. The ability to question, explore, experiment and reason. We understand that each child will require different levels of support.

Children need to be able to explore, have choices and learn at their own pace. This is achieved through the provision of PLAY. It is as active participants in their play and environment that children learn to make sense of the world around them.

Children need the opportunity to develop Life Skills such as;

  • Emotional resilience, social confidence, self motivation, self regulation/discipline, persistence and resourcefulness, in order to be able to adapt and thrive in an ever changing world
  • Sense of responsibility to themselves and to others both within their kindergarten and the wider community
  • To share, listen to others, respect others, work within set limits, be responsible for their own actions and learn to resolve conflict appropriately.

Certain limits on behaviour are based on consideration of health, safety and respect for the rights of others. They are established in conjunction with the Early Years Learning framework, and National Quality Standard and Child Safety Standards.

This is achieved through the provision of:

  • An environment that promotes interaction and open communication between home and pre-school
  • Sensory Exploration
  • Freedom of self expression in art, music, movement, language and dramatic role play, through open ended activities
  • Choice and time to explore and not feel hurried
  • Individual, small and large group interactions which enable co-operation and the development of relationships with others
  • Child directed/initiated play as well as adult guided and support, through structured/unstructured, indoor/outdoor experience
  • Opportunities to follow children’s interest as well as local, national and international influences and events (relevant to our pre-school)
  • Ability to nurture and respect our natural environment by promoting and moving to more sustainable practices ie; encourage and identify the use of recyclable materials both in/outdoors, provision of a worm farm, compost bin, water tank and rain gauge, care for our plants, care for our toys and indoor and outdoor play spaces
  • Opportunities to take risks and problem solve

As staff we endeavour to:

  • Be cheerful, approachable and maintain a sense of humour
  • Be actively invested in the child’s success, through support, guidance, modelling, praise, encouragement, building positive relationships, show interest in what children have to say and do, provide opportunities, experiences which build confidence, sense of well being and security so children can be motivated to engage actively
  • Facilitate and scaffold children’s learning and continually adapt and modify teaching strategies to meet individual and group needs (on revisiting the teachings of past theorists we found our practices are inspired by the following: John Comenius, Frederick Frobel, John Dewey, Lev Vygotsky, Burrhus Skinner, Jean Piaget)
  • Engage and participate in professional development
  • Be creative, spontaneous and resourceful and able to capitalize on teachable moments
  • Assess and support the individual learning, development and well being of children through interaction, observation and record keeping
  • Provide reports to parents about their child’s development through the use of visual displays, formal and informal discussions, written feedback in children’s reflection books, weekly reflection books, monthly reports, iPad recordings, emails, liasons with other specialists and support staff, and completing a transition at school entry statement.
    Be available for support and referring, while remaining sensitive to families’ needs

Together with a Committee of Management:

  • Ensure departmental regulations and expectations are met
  • Encourage a team spirit and recognition of each staff’s unique knowledge
  • Remain sensitive to the needs of staff and families by ensuring their concerns are addressed and acknowledging and responding to feedback through annual survey
  • Demonstrate awareness of Australia as a culturally diverse nation with emphasis on developing an unbiased and non sexist curriculum
  • Cater to the individual needs of all children and their families
  • Gain a greater understanding of the uniqueness of Australian aboriginal culture and show physical signs of welcome and acknowledgement in our pre-school

For more information or if you would like to read our full policies and procedures, available at the kindergarten or speak directly to staff.



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