02 4464 1764
Call us on 02 4464 1764

Program, Curriculum and Quality Standards

High-Quality Early Childhood Education

Our program aims to:

  • Provide a high-quality Early Childhood Education Program for Pre-School children over the age of 3 years;
  • Promote the optimum whole development of each child through free-play and discovery learning;
  • Provide a variety of enjoyable and stimulating learning experiences which help create positive attitudes toward learning;
  • Provide a wide variety of developmentally-appropriate experiences offered in an anti-bias way, incorporating multicultural perspectives;
  • Encourage parents to play an active role in the education of their children;
  • Provide a safe and hygienic environment;
  • Create an environment that has warm, supportive and positive interactions between staff, children and parents;
  • Integrate children with additional needs through strategies and materials devised in consultations with specialised resource people and parents.

Outcomes, Principles and Teaching Practices

Maximising Learning and Development

Our program will maximise each child’s learning and development opportunities in relation to the following outcomes

  • Children will have a strong sense of identity
  • Children will be connected with and contribute to their world
  • Children will have a strong sense of wellbeing
  • Children will be confident and involved learners
  • Children will be effective communicators

The following principles underpin practice

  • Secure, respectful and reciprocal relationships between educators and children
  • Partnerships with families
  • High expectations for all children’s achievement in learning
  • Respect for diversity
  • Ongoing learning and reflective practice

Educators draw on the following teaching practices to promote children’s learning

  • Adopting holistic approaches
  • Being responsive to children
  • Planning and implementing learning through play
  • Intentional teaching and assessment for learning
  • Creating physical and social learning environments that have a positive impact on children’s learning
  • Valuing the cultural and social contexts of children and their families
  • Providing for continuity in experiences and enabling children to have successful transitions

Our Mission and Philosophy

Mission Statement

Our vision is to provide opportunity and support for children to develop their potential to meet the highest expectations through being a centre of excellence in early childhood education.


Berry Community Pre-School have developed a comprehensive Mission and Philosophy Statement.

The Pre-School Learning Environment

Flexible, Individualised and Engaging

The program offered at Berry Community Pre-School is influenced by the philosophy of Reggio Emilia, the Anti-bias Curriculum and the National Early Years Learning Framework.

The learning environment reflects the view that the children are seen as capable and constructors of their own knowledge and the adults as facilitators. Children are free to choose the areas of interest in which to participate throughout the day, while the staff and children engage in collaborative decision-making about the equipment which is used. Children also participate in group experiences with either a small or large group with the staff.

Each day, experiences provided are based on the children’s interest and include art, puzzles, blocks, dough, dramatic play, writing corner, construction toys, journals, computer, books, sand, water, active and imaginative play, story-telling and music. Children can initiate or continue their own projects and investigations that may last days or weeks. Some children may also be involved in collaborative projects with other children.

The program is flexible and recognises the individual needs and interests of the children. Visitors, excursions and informal outings are also planned to extend the children’s learning beyond those offered in the Pre-School on a daily basis.


Our Curriculum

Berry Community Pre-School is guided by the Early Years Learning Framework 2009 developed by the Council of Australian Governments. The aim of the Framework is to extend and enrich children’s learning from birth to five years and through the transition to school. Fundamental to the Framework is the view of children’s lives as characterised by belonging, being and becoming.

The following is from The National Early Years Framework, 2009:



Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.



Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.



Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society. 

School Readiness

Developing Life-Long Learners

We believe that children learn best when they are playing and are involved in experiences and activities that interest and delight them and that support their interests, needs and strengths.

We provide an inspiring environment for children to develop the skills and qualities needed to flourish in all aspects of life, including school. In preparing children for the future, we also value the “here and now” in children’s lives and allow unhurried time for children to make sense of the world as they play and enjoy being 4 and 5 year olds. School readiness is not a separate program but is an integral part of our everyday program as we nurture all areas of children’s growth and development.

Through play, children will learn skills in areas such as numeracy, literacy and self-care and, just as importantly, they will develop the physical, social and communication skills to help them take on the challenges and opportunities that life (and school) might present. Because teachers and educators at Preschool focus on individual children’s interests, strengths and needs they foster curiosity, enthusiasm and a willingness to learn – important dispositions to be successful and confident life-long learners.

Positive relationships with children, their families and the community form the foundation of everything we do. We believe that to be ready for school, children also need ready families, ready schools and ready communities. We work collaboratively with our families, schools and other community organisations to achieve good outcomes for our children.


Exceeding National Quality Standards

Berry Community Pre-School Ratings

Berry Community Pre-School was assessed against the National Quality Standard for Early Childhood Education and Care and School Age Care, in July 2019.

The service was awarded an overall rating of: Exceeding National Quality Standard (E).

These ratings have been awarded in accordance with the Education and Care Services National Law Act 2010 and the Education and Care Services National Regulations 2011.


Quality Area: Educational Program and Practice

RATING: Meeting National Quality Standard (E)

Quality Area: Children's Health and Safety

RATING: Meeting National Quality Standard (E)

Quality Area: Physical Environment

RATING: Exceeding National Quality Standard (E)

Quality Area: Staffing Arrangements

RATING: Exceeding National Quality Standard (E)

Quality Area: Relationships with Children

RATING: Meeting National Quality Standard (E)

Quality Area: Collaborative Partnerships with Families and Communities

RATING: Exceeding National Quality Standard (E)

Quality Area: Leadership and Service Management

RATING: Exceeding National Quality Standard (E)

Enrol today

and join our waiting list

Complete our online waiting list form today. Once received it will be processed by our team, and they will contact you to arrange payment of the one-off enrolment fee of $70. 

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