About Us

We provide rich and varied learning experiences for children aged between 3 and 6 years of age. Our educators and the programs we offer are responsive to your child’s, strengths, abilities and interests.

Maitland Community Preschool has worked hard to create a happy, nurturing, and stimulating learning environment and we welcome you and your child with open arms.

Our Mission

To provide a safe, caring and welcoming environment for your child to learn and grow.

Maitland Community Preschool is a not-for-profit service run by a voluntary management committee, which prides itself on its high-quality educational program delivered by our team of qualified and experienced early childhood educators.

We aim to provide rich and varied learning experiences that are responsive to our children’s, strengths, abilities and interests, and to foster essential life skills and dispositions in a happy, nurturing and stimulating learning environment.

We believe that the relationships we develop with our children and families are the foundation of our practices, and we work hard to ensure that each child and family feel valued, understood, and secure.

Our History

Established in 1948, we combine traditional elements with today’s expectations.

The preschool was established in 1948 by a group of parents in the community who wanted a safe place to leave their children. In spite of some major setbacks, including flooding in 1955 and burning to the ground in 1959, the preschool has continued to flourish.

Over the years both building and playground have undergone many renovations so that today we have an attractive, well-maintained preschool with a warm, welcoming atmosphere that combines traditional elements with today’s expectations for safety, security and comfort.

Our Philosophy

High-quality educational programs, with rich and varied learning experiences.

Philosophy: Our philosophy aligns with the principles and practices of Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF), and is based on a view of children as:

capable, powerful, creative and resourceful
active participants and decision-makers in their own learning, with the ability to succeed irrespective of varying abilities and circumstances
social beings, who are capable of communicating and interacting positively with others, in a supportive and encouraging environment

unique individuals, who are also members of a larger group and connected to their worlds

We aim to provide a safe, caring and welcoming environment:-

which honours and respects the Wonnarua people as the traditional custodians of this land

which is accessible to the widest range of families from the community

which is committed to access, inclusion and participation for every child and their family at the service

where the relationships we form with our children and families are viewed as the foundation of our practice

in which diversity of all kinds is acknowledged, respected and valued
in which the rights and wellbeing of the child are always paramount
in which the voices and opinions of children, families and educators are sought and valued
which recognises the unique potential of each child, and honours the child’s right to learn through play experiences that are engaging and build life-long learning
in which educators use a range of thoughtful, deliberate and purposeful teaching practices to provoke children’s thinking and facilitate learning
which provides opportunities for both child-led and educator-led play
which recognises that learning is a dynamic, complex and holistic process

in which critical social-emotional competencies are actively fostered through intentional teaching practices
which recognises that children have different learning styles, that they learn best: within the context of their life experiences, interests and strengths; when they feel secure, valued and understood; and when they are having fun
which promotes autonomy and initiative, as well as interdependence

which encourages healthy risk-taking
which promotes healthy, life-long living habits, including good nutrition and physical activity
which is grounded in sustainable practices
encourages children to appreciate the natural world, and provides first-hand experiences of nature
in which educators are recognised and valued not only as professionals with a wealth of knowledge and experience within the field of Early Childhood, but also as individuals with their own personal professional philosophies reflecting a wide range of perspectives, talents and interests, which further enrich the curriculum
in which educators are committed to continuous learning through professional development and critical self-reflection
which supports families in their parenting role, and builds family and community understandings of the importance of quality early childhood education
which fosters positive partnerships between parents/caregivers, children and staff in an atmosphere of mutual respect, empathy, trust and optimism
which fosters meaningful community partnerships
which values and celebrates Australian heritage
which actively supports the skills and experiences required for positive transitions to school

Our Hours

We are 8.30am-4.00pm and our terms align with NSW public schools.

Our Location

Centrally located in Maitland in a quiet position on the riverbank.

We are centrally located in Maitland in a quiet position on the riverbank, across from the Post Office and next to St John’s Cathedral. This allows us to take the children on a variety of walking excursions to many local places of interest, including the library, art gallery, post office, fire and police stations. This central location means that we attract not only Maitland families but also many from neighbouring areas including Bolwarra, Aberglasslyn, Gillieston Heights, and East Maitland, as well as further afield, and we have a large number of feeder schools in line with this.

Our Day

Routines, activities and a sense of security and aid the development of self-regulation.

Each day we have 2 groups of 20 children in attendance, and children attend either 2 or 3 days a week. Each class of 20 children has 2 primary educators comprising an early childhood teacher (degree qualified), and a diploma trained educator, as well as regular additional educators who boost our numbers throughout the day as required. Usually, there is a minimum of 3 educators in each classroom throughout the day. Our classrooms are set up differently to most other services… one is set up as a ‘wet area’ art studio, with painting, drawing, collage, playdough or clay, while the other carpeted room is where we house our blocks and construction area, library corner, puzzles and table games, home corner and so on.

Our days are grounded in predictable, child-centred routines and activities which give children a sense of security and aid the development of self-regulation. We start each day together outdoors, as we greet all our children and families on arrival. Just before 9.30am, both classes transition into their own home rooms for morning meeting and music group time. After this, one class returns outside for a long uninterrupted play session, while the other class stays indoors with both rooms open (this routine rotates on a fortnightly basis). These extended play periods where the children are able to engage in activities of their own choosing and explore materials freely provide wonderful opportunities for the development of creativity and imagination. Morning tea areas are set up for each class, and children can come and have their morning tea any time they choose between 10am and 11am. By 11.30am the children have tidied their play spaces and re-gather, ready to swap areas with the other class for their second long play session of the day. Towards 1pm the children gather again in their group for a brief transition activity before lunch-time, which is then followed by a group story time. While we don’t have a formal rest time at preschool, we do encourage the children to have some down-time after lunch with quieter activities, or whenever they need it. After group time finishes, we have another shorter indoor/ outdoor rotation which takes us to the end of the day- afternoons we tend to be more flexible, joining the groups together once most children have left to enable educator programming/ reflection time.

About Us

Our Mission

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Our History

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Our Philosophy

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Our Hours

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Our Location

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Our Day

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