At Gilly’s, we firmly recognise that children’s early childhood experiences deeply impact on their future success.

we value the importance of working
closely with families to achieve the best possible holistic outcomes for children in terms of their Jewish identity, self-identity, social, emotional, linguistic and physical well-being.



Gilly’s embraces and acknowledges the diversity of our community by providing a rich integrated Jewish and General Studies program that is recognised by leading early childhood education institutions as setting the benchmark in providing excellence in early childhood care and education

Our Families

We recognise that families are children’s first and most influential teachers and “ Children thrive when families and educators work together in partnership to support young children’s learning” (Early Years Learning Framework)

Our Families are provided with

  • A warm, nurturing, safe environment that caters to each child’s needs and routines.
  • The dedication to building genuine, supportive relationships with each of our families
  • Many opportunities for communication. We actively encourage both immediate and extended family participation in programs, activities and events taking place within the centre.
  • We promote strong communication between centre and families through emails, interviews, newsletters and the exchange of health, educational, and core family values via the bespoke app, face to face contact, telephone, email and, parent-teacher interviews.
  • The opportunity for family involvement and feedback into the development and delivery of our educational programs and their child’s learning environment

Our Learning Program

We believe that providing a rich, stimulating and supportive learning environment with many opportunities to succeed, helps foster healthy self-identities, develop enquiring minds and become confident independent, respectful members of our society. 

We endeavour to have a sensible approach to risk, where children are provided with opportunities for challenges to build resilience, question, explore,  and gain mindfulness about their surrounding environment and the wider community. 

Our educators are committed to

  • Nurture and assist children to develop the skills and understanding they need to interact with others with care, empathy and respect.
  • Believing that all children can succeed and that the best outcomes for children are achieved when parents and educators hold high expectations for learning and behaviour
  • Treating all children equally and with respect.
  • Holistic approaches to teaching and learning recognising individual and group interests and observations.
  • Understanding the connectedness of children’s physical, personal, social, emotional and spiritual wellbeing and cognitive aspects of learning.
  • The  expression of personality and uniqueness of each child
  • Child-initiated and educator supported learning
  • Enhance dispositions such as curiosity problem-solving engagement and creativity
  • Including and educating children to accept others regardless of  cultural diversity, age, special needs, gender, social status or family structure 

Our aesthetic playspaces

By providing children with natural play environments we believe it fosters children’s understanding and respect for the natural environment, sustainability and the interdependence between people, plants, animals and the land. Therefore, our natural environments which include plants, trees, edible gardens, ponds, sand, rocks, pools and other elements from nature are designed to invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature.

Our loved pets

“Creatures small and large teach, delight, and offer a special kind of companionship to children”. Having a pet supports EYLF Outcome Element 3.2.3. “The service cares for the environment and supports children to become environmentally responsible. The Guide to the National Quality Framework recognises the services role in supporting children to understand and appreciate the natural environment and the interdependence between people, plants, animals and the land (p.198 – p.199).

Our pets are an integral part of our centre. We are passionate about providing children with daily opportunities to visit cuddle and care for a large variety of pets which we believe promotes empathy, care responsibility, and wellbeing. Every play space has its resident pet – rabbits, turtle fish, frogs guinea pigs and bird aviary.

We support ongoing professional development for all educators and provide quality planning time to ensure their skills, talents and interests are integrated into the centre programs.

Gillys early learning centre

Our home, your home