About Peak Hill Pre-School Kindergarten
Philosophy
Peak Hill Pre School (PHPS) embraces the Early Years Learning Framework (EYLF) vision for learning:
Belonging…knowing where and with whom you belong. We acknowledge children’s significant relationships with others and give them opportunities to explore their own identity.
Being….recognising the significance of the here and now in children’s lives. We aim to provide the children with experiences that are tailored to suit their current abilities, skills, strengths and interests. We strive to help children understand their ever changing world.
Becoming….reflecting the ‘process of rapid and significant change that occurs in the early years as young children learn and grow, emphasising learning to participate fully and actively in society’ (DEEWR, 2009 p. 7). We aim to empower children with the knowledge, experiences and skills they need to succeed in the wider world.
At PHPS, we believe in the importance of positive partnerships with families, cultural groups and the community.
Children:
PHPS is committed to children by respecting their unique qualities, interests, strengths and abilities. Curriculum decisions will uphold all children’s right to have their culture and identity acknowledged and valued. We understand the importance of play in a child’s learning and development. We provide quality provisions, open-ended experiences and intentional teaching to enable children to engage actively with people, objects and representations. Our aim is to develop in children a strong sense of wellbeing which is supported by educators who are attuned to their thoughts and feelings.
Families:
PHPS is committed to families by acknowledging that they are the ‘children’s first and most influential teachers’ (DEEWR, 2009 p. 12). We aim to provide a welcoming and nurturing environment ‘where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions’ (DEEWR, 2009 p. 12).
Community:
PHPS is committed to building effective partnerships between children, parents, educators, the management committee and encouraging, strengthening and fostering links to our local and wider community.
Educators:
PHPS is committed to strengthening staff collaboration and teamwork by valuing and respecting their skills, talents and interests and seeking ways to develop their professional knowledge and early childhood pedagogy. We are co-learners with the children, families and community whilst valuing the ‘continuity and richness of local knowledge shared by community members, including Aboriginal and Torres Strait Islander Elders’ (DEEWR, 2009 p. 13). We aim to form secure, respectful and reciprocal relationships with each individual. We are committed to gathering and analysing information about each child as part of an ‘ongoing cycle that includes planning, documenting and evaluating children’s learning’ (DEEWR, 2009 p. 17).
At PHPS, the Early Years Leaning Framework is the essential basis of our practice and is enhanced in particular by the 5 EYLF learning outcomes:
1. Children have a strong sense of identity.
2. Children are connected with and contribute to their world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
At Peak Hill Pre School, we believe that childhood is a unique and valuable stage in the journey of life.
Peak Hill Pre School (PHPS) embraces the Early Years Learning Framework (EYLF) vision for learning:
Belonging…knowing where and with whom you belong. We acknowledge children’s significant relationships with others and give them opportunities to explore their own identity.
Being….recognising the significance of the here and now in children’s lives. We aim to provide the children with experiences that are tailored to suit their current abilities, skills, strengths and interests. We strive to help children understand their ever changing world.
Becoming….reflecting the ‘process of rapid and significant change that occurs in the early years as young children learn and grow, emphasising learning to participate fully and actively in society’ (DEEWR, 2009 p. 7). We aim to empower children with the knowledge, experiences and skills they need to succeed in the wider world.
At PHPS, we believe in the importance of positive partnerships with families, cultural groups and the community.
Children:
PHPS is committed to children by respecting their unique qualities, interests, strengths and abilities. Curriculum decisions will uphold all children’s right to have their culture and identity acknowledged and valued. We understand the importance of play in a child’s learning and development. We provide quality provisions, open-ended experiences and intentional teaching to enable children to engage actively with people, objects and representations. Our aim is to develop in children a strong sense of wellbeing which is supported by educators who are attuned to their thoughts and feelings.
Families:
PHPS is committed to families by acknowledging that they are the ‘children’s first and most influential teachers’ (DEEWR, 2009 p. 12). We aim to provide a welcoming and nurturing environment ‘where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions’ (DEEWR, 2009 p. 12).
Community:
PHPS is committed to building effective partnerships between children, parents, educators, the management committee and encouraging, strengthening and fostering links to our local and wider community.
Educators:
PHPS is committed to strengthening staff collaboration and teamwork by valuing and respecting their skills, talents and interests and seeking ways to develop their professional knowledge and early childhood pedagogy. We are co-learners with the children, families and community whilst valuing the ‘continuity and richness of local knowledge shared by community members, including Aboriginal and Torres Strait Islander Elders’ (DEEWR, 2009 p. 13). We aim to form secure, respectful and reciprocal relationships with each individual. We are committed to gathering and analysing information about each child as part of an ‘ongoing cycle that includes planning, documenting and evaluating children’s learning’ (DEEWR, 2009 p. 17).
At PHPS, the Early Years Leaning Framework is the essential basis of our practice and is enhanced in particular by the 5 EYLF learning outcomes:
1. Children have a strong sense of identity.
2. Children are connected with and contribute to their world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
At Peak Hill Pre School, we believe that childhood is a unique and valuable stage in the journey of life.
Getting to Peak Hill Pre-School Kindergarten
Uniting Church Hall, 97 Euchie Street, Peak HillOpening hours
UnavailablePeak Hill Pre-School Kindergarten Reviews
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ACECQA nqs rating
Meeting NQS
Peak Hill suburb information
Peak Hill is a suburb located in New South Wales. There are approximately 1 child care centres in Peak Hill and fees are below the national average.
NQS rating & quality
Peak Hill
National Average
0%17%
100%49%
0%28%