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At St Philip’s Kindergarten we believe that childhood is a unique and valuable stage of life.


The staff and Board of Directors are committed to:

  • Incorporating the National Quality Framework into our everyday practices.

  • The care and overall development of each and every child by providing a first rate, thorough and broad based educational environment in which every child (without discrimination) is carefully nurtured, monitored and guided as they grow and develop physically, emotionally, socially and intellectually.

  • Believing that all children should be treated with equality, and their cultural and linguistic diversity embraced and acknowledged. 

  • Fostering a keen awareness, knowledge and appreciation of the world and its people and aiming to equip each child with the skills, confidence and self knowledge needed for them to begin their journey of life.

  • Providing a warm, caring and positive environment for all involved with the service.  This ensures that children are able to develop to their fullest potential at their own pace and gain independence and positive self-esteem.

  • Promoting play as an essential part of development and learning.

  • Working in consultation with families to provide the best possible link between home life and Childcare.

  • Providing an environment where children experience belonging, being and becoming.


We believe all stakeholders of St Philip’s Kindergarten are individuals, bringing with them a

variety of skills, knowledge and understanding related to their unique experiences in life.

Together we will work within the Early Years Learning Framework where community is valued

and families are encouraged to become involved with the Kindergarten, creating a positive and

strong link between home and St Philip’s Kindergarten.


We believe in the value of:

  • Personalised care i.e. an awareness of each child’s needs for attention and assistance in matters relating to his/her health, hygiene, clothing, belongings and meal times as well as social and emotional security.

  • Developing social skills such as learning to be together as a group, allowing individuals to be themselves, waiting, listening, speaking out, cooperating, taking turns, table manners, respect for others and their work and property, self-expression, asking for assistance, offering assistance, being willing to try and becoming independent.

  • Consistent guidance i.e. consistency in dealing with issues relating to behaviour (see Behaviour Management Policy).

  • A preschool program which caters to the various ages and stages of development; interests and abilities; groups and individuals, with a balance of structure and free play.

  • Gender and cultural equity as equality for males and females of all cultures.  Every child is encouraged to participate in the whole program.  No options will be closed to a child because of their gender, cultural background, heritage or family diversity.  We endeavour to provide non-stereotypical models for children whilst providing opportunities to learn and experience the diversity in our community.

  • Adequate preparation for primary school.  By liaison with local schools we keep abreast of how the term “ready for school” is generally perceived and endeavour to prepare the children accordingly so that their transition to the next step will be made with relative ease.

  • Creating an atmosphere which:

    • is safe, secure, homely, bright, cheerful, clean and attractive;

    • is designed to challenge and stimulate developing physical, social, emotional and cognitive skills;

    •  accommodates individual needs, interests and abilities;

    • encourages a sense of empathy towards others;

    • provides opportunity to promote independence and positive self esteem for children by becoming responsible for their health and physical wellbeing;

    • provides the children with a curiosity for learning and becoming confident and involved learners; and

    • provides children with a range of skills to become effective communicators.

  • Communicationwith the family unit as a whole so that:

    • we see the child within their family context;

    • parents see their children within the context of the Kindergarten; and

    • the child may experience a greater continuity and consistency between these two parts of their  world.

  • Fostering a love and an appreciation for life without overtly adhering to any particular denomination, religion or culture.

  • Maintaining a diverse approach to teaching and programming rather than becoming exclusive advocates of one philosophy or theory.  This involves endeavouring to continue learning about the ways and ideas of others in order to “extract the best and leave the rest”.

  • Fostering a sense of community by bringing families together from time to time, inviting relatives (eg. grandparents) to visit, visiting local schools and shops and by providing opportunities for developing awareness of other people and places in the community.

  • Providing for parents a source of networking agencies and support groups and, when necessary, “on-site” confidential discussions with the Director or preschool teachers relating to family developments that may be relevant to relationships within the Kindergarten.

  • Encouraging healthy choices and active lifestyles through promoting healthy eating habits and lifestyle choices. This is achieved though menu planning, shared meal time between the children and offering a broad range of physical and outdoor activities.

  • Maintaining our Environment by providing  opportunities to learn and experience how to be responsible and respect our environment. By working together with families and community in preserving our planet.

  • Staff development is a constant process throughout the year to keep staff informed on current child development trends and innovations in the childcare sector. Staff development helps provide a quality environment which supports learning and supervision of children,    

Your comments or questions in relations to our philosophy are always welcomed.

Our programs encourage children to develop their capabilities and interests at their own pace and according to their individual needs. We recognise the individuality of each child and provide positive encouragement for your child’s continual growth.

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