Liverpool West Public School

High Expectations, Opportunities, Success

Telephone02 9602 8062


Coota Gulla Preschool is committed to creating a nurturing learning environment that is safe, welcoming, inspiring and focused on obtaining optimum learning outcomes for each child. It is a place where children feel known, valued and cared for. 

We as educators believe that children are active, capable and confident learners who already have an abundance of knowledge of their world. We support our children to develop a strong sense of well-being across all areas: cognitive, emotional, social, physical and spiritual.  We provide children with opportunities to celebrate their own cultural identity and that of their peers. Our children have many opportunities to make choices and express their opinions by reflecting on their learning and the world around them. 

Our children’s voices (reflecting on what they consider important in preschool):

        'I like to play in the kitchen.' - Izaiah

        'Being a good listener.' - Eli

        'Painting and creating.' - Bentley

        'To make friends.' - Alexa

        'Feeling happy.' - Braxton, Adjin 

We encourage and welcome families to share knowledge about their children, their diverse culture and their community with educators. We value and foster the development of positive relationships between families and educators. These positive partnerships are essential to best support the education of children and effectively cater for their wellbeing. Families are given opportunities to provide feedback on all aspects of preschool as well as making suggestions for improvement: verbally, polls, written and Kinderloop. 

Our families value the social and academic development of their children:

        'Writing and reading.' - Salwa

        'Basic math, sounding out words, shapes, alphabet, spelling.' - Rebecca

        'How to share with other people and use their manners.' - Eman, Fahreta, Siham

        'Social skills and friendships.' – Kylie 

As educators we value shared, reflective practice that drives all our programs which are responsive to each child’s individual interests and needs. We encourage children to become independent, enthusiastic, lifelong learners who are aware of their rights. This occurs through stimulating, play-based experiences and intentional teaching in an environment of continuous improvement. 

As educators we believe we are welcoming and responsive to all children and families in our community. We strive to be supportive and maintain open communication between families and external agencies. We respect and value each other’s cultural diversity and are proud of our own. 

All educators hold high expectations of our children within an inclusive environment ensuring equitable access to learning for all. The effectiveness of this learning is evidenced by a process of assessment which includes gathering and analysing information about what children know, can do and understand as part of an ongoing cycle. This information is also used to successfully transition children into Kindergarten. Additionally, we access external agencies to support our children in particular, through KARI to support our Aboriginal children into Kindergarten. 

Aboriginal culture is highly valued and is a feature of our preschool life. Aboriginality and connection to land and peoples is enhanced by the contributions and support provided by Aboriginal educators, families and community members.