Kurri Kurri Pre-school provides a play based early childhood education and care program to the children and families in our community which is accessible and affordable.  It is a not for profit, community based and managed service which respects diversity.


Educators and management promote innovative and research based practices that take into accunt children's strengths, real needs and expressed wishes.  Our practices follow ECA Code of Ethics, the Convention on Children's Rights, The Early Years Learning Framework, National Regulations and the National Quality Standards and draw on our knowledge and experience that we continuously develop together with children and families.


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(Nominated supervisors, educators and co-ordinators value children’s play. They use a range of strategies to support learning including the design of learning environments that encourage children to explore, solve problems, create and construct (adapted from the Early Years Learning Framework, 2009, p.15)

Our programs are child centred,  reflecting children’s lives while encouraging them to explore, investigate their questions, curiosities and concerns in a meaningful living curriculum.

The program is inclusive of the child, their family, community and culture. It identifies the child’s strengths, interests, capabilities and experiences.

 The Early Years Learning framework informs our practices.  This document guides our curriculum decision making and enables each child’s learning in the five 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

 Critical reflection and evaluation of children’s learning and development both as individuals and in groups is used as a primary source of information for planning.

The staff plan provocations or spontaneous experiences for the children based on the child’s questions, engagement with the materials and/or what they have noticed about the child as they play. This will provoke exploration and challenge your child’s thinking and learning. Each day your child will have the opportunity to explore painting, collage, clay, dough, construction, drawing, dramatic play, music, literacy, numeracy, science, gardening, woodwork, story, imaginative play, yoga etc….

Each room has a written program outlining the activities for the day. While the format for the programs will vary from teacher to teacher the essential information will be included in these. You can expect to see a long term goal for the group, provocations – the activities, noticing –observation of how the children interacted with the materials, what was said, questions etc… and where to next? This gives staff an opportunity to brainstorm and analyse the jottings etc… and to explore possibilities for activities for the following day.

There is also a space for families to contribute to our program and you are invited and expected to write information on our program contributing to the ongoing education of your child i.e. a family member/friend celebrating a birthday and your child may want to make a card or do a painting etc. Other ways to contribute to our program may be:-

  • Bring items of interest
  • Share a talent i.e. play sport, musical instrument, cook etc.

To learn more about the Early years learning framework please contact; -


Recording your child’s learning

(Nominated supervisors, educators and coordinators are deliberate, purposeful and thoughtful in their decisions and actions. Reflective practice is a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice (Adapted from The Early Years Learning Framework, 2009, p. 13 and p. 15).

 We have a responsibility to create ongoing records of the children’s learning to ensure we make learning visible for the children, their families and the community. We recognise each child as an individual and therefore their diaries and records of learning reflect each child’s diversity. Each child’s diary will be unique and relevant to your child. Children are involved in the process of recording their own learning through drawings, photos and recordings of their discussions. Parents are encouraged to access their child’s diaries at any time but are asked to respect the privacy of others. These are located in your child’s classroom. Staff respect  the rights of each child seeking permission to add work samples into their diaries. Learning stories and documentations are created for all to share. 


Parents are welcome and encouraged to contribute to our program.  This may be through sharing skills, visiting etc.

What the children say

"I really like all the snails and bugs, but I put them back!"


"I get excited to come to pre-school and the sandpit is very good"


"The pre-school days we need to come because I like to think about flying my kite"


I think about doing dancing and singing songs and all those sorts of things.  My favourite song is the witch song"


"I like to make and build things at pre-school"