Our Philosophy Statement

NSW Department of Education

NSW Department of Education preschools provide an inclusive environment where staff ensure that all children and families are included and welcomed equally. The preschools provide programs, information and resources that respectfully reflect the context, diversity and multicultural nature of communities.

In line with the department's equity strategy, it is intended that departmental preschools give priority of access to the most disadvantaged children within the local community, particularly those who would not otherwise be able to access other children's services.

Staff

We believe in being a highly qualified staff group, continuing our own learning in the field of early childhood education. Highly qualified staff promote the creation of quality learning environments and effective pedagogies which then result in better outcomes for children.

All staff work collectively at building strong relationships with children, families and the community, enhancing their sense of belonging, through respecting each child's rights, unique nature and ensuring that all children are seen as paramount. We build relationships with the children and their families ensuring they feel safe, secure and supported allowing the children to grow and develop knowledgeable and self-identities. We believe positive relationships are based on mutual trust and open communication. Building relationships and a positive presence in the community is not only a preschool goal, it aligns with WCS school plan.

Local culture

At Barlu Kurli Preschool children are provided with opportunities to explore the Parkintji Language and Culture, which is facilitated via local Elders and community members. Community elders and members are invested in their young children's education and provide input into the preschool curriculum through the AECG and school committees and reference groups.

Families

At Barlu Kurli Preschool we acknowledge parents, carers and siblings as students' first teachers; respecting and valuing their culture, structure, lifestyle, customs, language, beliefs and kinship systems. At all times we encourage parents and carers to play an active role in their child's education creating strong links between the home and school environment.

We believe in collaborative partnerships between the family, community and school. Partnerships and collaborations are created and strengthened during quick and unconscious daily interactions and communications. Real collaborations with families arise from the perspectives that educators and families bring to the preschool each day.

Children

At Barlu Kurli Preschool we recognise students as individuals, programming and providing intentional teaching opportunities for learning around the individual interests of children to ensure they become successful, competent and capable learners. We believe children learn best when given opportunities to engage in meaningful play, encouraging dispositions for learning and allowing children to develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.

Teaching and Learning

We provide intentional teaching that provides thoughtful and sensitive interactions between educators and children to support, challenge and extend children's learning. Intentional teaching is deliberate and purposeful. Educators actively promote children's play through learning through worthwhile and challenging experiences and interactions that foster high level thinking skills.

Improving children's engagement in literacy, mathematics, arts and science learning is of great importance to the community and educators, because early experiences affect later education outcomes. By providing young children with research-based activities and hands on learning opportunities it will hopefully recompense with increased achievement and work skills in these critical areas in the children's future.

We believe in providing a wide range of approaches to assessment using the context and materials familiar to the children, with clear purposes and links to future learning. We also consider equity and social implications in all areas including environment experiences, assessment and reflection.

We believe in being a highly qualified staff group, continuing our own learning in the field of early childhood education. Highly qualified staff promote the creation of quality learning environments and effective pedagogies which then result in better outcomes for children.

We recognise our responsibility to prepare young children for their transition to school. Our program aims to create an appropriate level of continuity between preschool and school experiences and develop strategies to help children adjust to school.

We align with the WCS plan to develop a culture of high performance to meet the social, emotional, physical and intellectual needs of all children. We believe in developing children who are safe, who are respectful and who are learners. We will improve student learning outcomes so that the students will grow to become significant, strong and supportive leaders within the community.

We teach the children about sustainable living practices, growing gardens, conserving water, conserving power by switching off lights and heater/cooler systems and raising animals such as chickens to provide food.

Lastly, we strive to achieve quality in all areas and aspects providing children with our utmost attention and care. We as a staff strongly believe that by achieving the above we are ensuring all children are given the best chance to reach their full potential.