How to Enrol:
Our preschool enrols children the year before they start school. Children can enrol from the beginning of the school year if they turn four years of age before 31 July 2025. The EOI form is below or you can collect a paper copy from the school office. You can drop the completed EOI form to the School Office or email it to marayong-p.school@det.nsw.edu.au
EOI Preschool Waitlist Application
Completing the EOI form does not guarantee your child a position in our preschool. In early Term 4, a panel will go through all Expression of Interest forms that have been submitted and will begin to offer preschool enrolments through a priority system.
Priority is given to:
- Aboriginal or Torres Strait Islander children
- children living in low socio-economic circumstances
- children who are unable to access other early childhood settings due to financial hardship.
The principal of the school will then offer enrolment in the following order:
- children living within the school's catchment area
- children living outside the catchment area but have siblings at the school
- other applicants
Once a placement has been offered, parents and carers will need to complete a Preschool Enrolment Form and provide proof of immunisation and identification documents.
Our school can help with enrolment queries throughout the year.
Getting prepared
The NSW Department of Education Welcome to Preschool guide will help make the start of your child's learning journey a positive and happy experience. It contains handy hints to help prepare your child for Preschool.
After your child's enrolment is confirmed, you will be invited to attend an enrolment interview to help us get to know your child, as well as an orientation session.
Further information and support
Follow these links for information on assisting your child to transition into preschool:-
Transition to school for children with disabilities
Our Philosophy
At Marayong Public Preschool, we believe that there are 7 principles to nurture a child’s sense of belonging, becoming and being.
Wellbeing: sound wellbeing results from the satisfaction of basic needs - the need for tenderness and affection; security and clarity; social recognition; to feel competent; physical needs and for meaning in life (adapted from Laevers 1994). It includes happiness and satisfaction, effective social functioning and the dispositions of optimism, openness, curiosity, and resilience.
Wellbeing is the foundation of quality learning and engagement. Fostering social, emotional and physical wellbeing creates a safe and inclusive learning environment for all.
Partnership: staff and families develop authentic, trusting relationships and shared purposes to meet the child’s strengths and areas the family identifies as opportunities for growth.
Partnerships with families and open communication builds secure, trusting, and reciprocal relationships. Parents are the first and most influential teachers in a child's life.
Learning: a natural process of exploration that children engage in from birth as they expand their intellectual, physical, social, emotional, and creative capacities. Early learning is closely linked to early development.
Learning through play builds a sense of agency and independence to support transitions and lifelong learning. Aligning with the Early Years Learning Framework ensures high expectations of every child through open-ended experiences that spark curiosity and fosters child-led exploration.
Respect: to show consideration and regard for someone. Equity: fair and just treatment to all children, families, and those who support them, enabling everyone to achieve their full potential.
Respect and Equity values the rights of the child. We celebrate diverse strengths, cultural connections, and the abilities of every child. All children have the right to access a quality education.
Reflective Practice: the ability to reflect on one's actions to engage in a process of continuous learning.
Reflective Practice shows commitment to ongoing professional learning and critical reflection. Through high expectations and ongoing collaboration and children's voices, modifications are made to meet the needs of each child.
Community connections: a sense of belonging to a place and community with embedded opportunities to learn about getting along with others.
Community connections strengthen the understanding of all cultures. By connecting with our local indigenous community- The Dharug People- provides opportunities to engage with the school and wider community to supporting meaningful learning opportunities and transitions.
Values: principles of behaviours that motivate people to act one way or another.
Values are instilled throughout the program, celebration of diversity and interactions with the children. Through promoting a sense of belonging, we foster individuals that can positively contribute to their community and the greater society.
Local Procedures
Marayong Public Preschool follows the policies of the NSW Department of Education and has created localised procedures that relate specifically to our preschool context. These local procedures include:
1. nutrition, food and beverages, dietary requirements
2. sun protection
3. water safety, including safety during any water-based activities
4. the administration of first aid
5. sleep and rest for children
6. incident, injury, trauma and illness
7. dealing with infectious diseases, including immunisation
8. dealing with medical conditions in children
9. emergency and evacuation
10. delivery of children to, and collection of children from, education and care service premises
11. excursions
12. safe arrival of children who travel between an education and care service and any other education or early childhood service
13. providing a child safe environment, including child protection and supervision
14. staffing, including
15. code of conduct for staff members
16. determining the responsible person present at the service
17. participation of volunteers and students on practicum placements
18. Interactions with children
19. enrolment and orientation
20. governance and management of the service, including confidentiality of records
21. the acceptance and refusal of authorisations
22. payment of fees and provision of a statement of fees
23. dealing with complaints
These procedures are available in the preschool and can be viewed on request. These procedures are updated regularly or as required.
Quality and Regulations
Marayong Public Preschool operates under the National Quality Framework which aims to raise quality, drive continuous improvement and provide better educational and developmental outcomes for children.
The important aspects of the National Quality Framework and its implementation are:
Education and Care Services National Law
Education and Care Services National Regulations
National Quality Standard (NQS)
Early Year Learning Framework for Australia V2.0
An assessment and quality rating process
The Early Childhood Education Directorate who is responsible for the approval, monitoring and quality assessment of Marayong Public Preschool.
A national body – Australian Children’s Education and Care Quality Authority (ACECQA) which guides the implementation of the National Quality Framework and works with regulatory authorities
Marayong Public Preschool has a Quality Improvement Plan (QIP) to evaluate current practices through self-assessment, identifying strengths and then goals for quality improvement. The quality improvement plan outlines strategies for achieving the preschool’s goals and supports all staff to focus on improvements that will lead to better outcomes for children and families.