Liverpool West Public School

High Expectations, Opportunities, Success

Telephone02 9602 8062


Liverpool West 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 identify each child’s potential using different assessment tools and develop their talent. 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'- Cherry, Aaira, Lucas and Logan

'I like cars'- Mathew

'I like to make friends'- Tasmiya, Yasmin

'Playing with play dough'- Jinan, Amina

'Painting'- Ranisha, Mudaser and Lorelei

'Sandpit'- Chloe

'Playing in cubby house'- Adam, Hannah

'I like drawing'- Shayma

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 ClassDojo.

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

‘You may start activities according to children interest on daily basis for example kitchen play, pretend play (doctor, shopkeeper and seller), puzzle making. You may start an educational activity for example matching words with their starting alphabet, match object with their starting letter. You may narrate small stories and then ask questions so they focus on listening and this will increase their listening and memorization power. Art and craft activities for kids. You may also ask children to bring used stuff from their home to recreate new things’. - Maheen

‘I am very happy with the program’. - Ashwin

As educators we value shared, reflective practice that drives our program and is 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.

Our school community voices:

We had 59 responses from our staff across the school, including SLSO’s, class teachers, support teachers and executives. Their values and beliefs about Early Education were summarised into three themes:

-       Early Education should be inclusive, safe and equitable education where children are known, valued and cared for

-       It is fundamental to children’s transition to school and in building social and academic foundations for learning

-       It develops student voice and autonomy through meaningful play-based and inquiry learning opportunities.

Children are a part of an education system that is engaging, inclusive and supportive.’ - Mrs Hunter

Early learning is essential for future development and learning. It’s the foundation for growth.’ – Ms Lopes

Children are capable of initiating their own learning by building on their strengths, facilitated and supported by educators. Children learning is founded on relationships and strengthened by families and educators. It is a collaborative approach within our community.’  - Mrs Vattuone