Cambridge Park Public School

Exceptional learning opportunities for all

Telephone02 4721 2556

Cambridge Park Preschool

Our preschool is recognised by ACECQA as rating: EXCEEDING the National Quality Standards


Cambridge Park Public School Preschool is located on the land of the Darug Peoples in the suburb of Cambridge Park at Penrith, Western Sydney.

‘We learn on Darug land, we play on Darug land, thank you Darug People for sharing your land’


At Cambridge Park Public School Preschool, we believe that every child is entitled to a safe, fun and adventure filled childhood. At preschool we learn through PLAY. Our educators engage children in learning that promotes self-awareness and creativity. We celebrate diversity and value the opportunities diversity brings to know more about the world. We strive to create a warm, nurturing environment that promotes learning, development and wellbeing that ensures all children are supported, celebrated, and connected to our community. Diversity in family and community life means that children experience belonging, being and becoming in many ways. We encourage families to share their diverse experiences, home languages, perspectives, expectations, and cultural ways of knowing, being and doing in our preschool program.

The EYLF (2023) guides and underpins our practices, stating that, 

‘Children’s learning is dynamic, complex, and holistic. This means that cognitive, linguistic, physical, social, emotional, personal, spiritual, and creative aspects of learning are all intricately interwoven and interrelated’. 

Our play environment capitalises on children’s natural disposition to be curious, explore and learn. Play experiences help children integrate their emotions, thinking and motivation that assists to strengthen brain functioning. Reflective practice is embedded in our program which is underpinned by children’s voice and involvement in relevant decision making.

Our children thrive because we work in partnership with families to support learning, development, and wellbeing. Children’s early learning influences their life-long educational journey. Wellbeing and a strong sense of connection, optimism, resilience, and engagement enable children to develop a growth mindset, and a positive attitude to learning. We consider our beautiful preschool environment as the third educator and our program fosters care, respect, sustainability and engagement with the natural world. 

Our preschool is at the heart of Cambridge Park Public School. We are involved in all aspects of the school community, our children are well prepared and supported to make the major transition to kindergarten. We are operational during school term and children attend 2.5 days per week. 

Class One: Monday / Tuesday (9am till 3pm – full day) and Wednesday (9 till 11.30 half day)

Class Two: Wednesday (12.30pm – 3pm half day) Thursday / Friday (9am till 3pm – full day)

Click on the link below to download an 'Enrolment Application form'. 

Please contact our friendly school office team if you have any questions.

T: Telephone 02 4721 2556 

E: Email


EOI Preschool Waitlist Application Form

Download and complete the attached expression of interest (EOI) 'preschool waitlist form' and submit to our school office. Once the EOI form is processed families will be informed of next steps towards enrolment.

'All About Me' Information Form

At Cambridge Park Public School Preschool we believe that children are much more likely to reach their full potential when their family and preschool work together. Can you please answer the 'All About Me' form to support your enrolment application.

Cambridge Park Public School Preschool Philosophy

Exceptional learning opportunities for all.

Revised May 2023

At Cambridge Park Public School Preschool, we believe that all children have the right to a childhood. We provide a stimulating environment that is warm, nurturing, welcoming and safe for children to learn and grow through play on Darug Country.

Children - We believe:

When educators are attuned to children’s thoughts and feelings, we support their learning, development and wellbeing.

Children’s experience of positive, caring relationships and interactions with others play a crucial role in healthy brain development.

Children are unique individuals and capable learners. Each child has their own learning style, interests, knowledge and culture, developing at different rates.

Educators recognize children’s keen interest in our world, their ability to engage with concepts of sustainability and their capacity to advocate and act for positive change. Children’s agency and their right to be active participants in all matters affecting their lives is supported

Families - We believe:

Families know their child best and are the most influential people in their child’s life. As their child’s first teacher, we encourage families to contribute to our program, share insights of their child’s life, strengths and needs.

‘It takes a village to raise a child’. This proverb conveys the message that it takes many people (“the village”) to work collaboratively to provide a safe, healthy environment for children, where children are given the security they need to develop and flourish, and to be able to realise their hopes and dreams.

Community - We believe:

Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. For Australian children, it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being, and actively working together towards Reconciliation.

Our preschool is the heart of our school community. We endeavour to support inclusion for all and foster a smooth transition to school by engaging in whole school events and activities, to promote children’s sense of belonging within the wider school community.

It is important to foster partnerships with outside agencies to enhance understanding, support families and children with their developmental needs.

Educators are committed to further develop our professional knowledge and practice as guided by current evidence-based research.

We welcome all families and community members from all cultural backgrounds and groups. They are invited to share their cultural knowledge and traditions with us, fostering children’s understanding of diversity and concept of self.

Program - We believe:

Children learn through PLAY. Children are given the freedom to play so they develop the dispositions of learning, such as ‘curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

Our educators use intentional and spontaneous teaching moments that cater to individual needs guided by evidenced based practices and current research.

Families share insight and input to our preschool program and their child’s learning to support children’s strengths, skills and interests.

Educators think deeply and seek assistance where possible, through engaging with Aboriginal and Torres Strait Islander people, about how to embed Aboriginal and Torres Strait islander perspectives in our philosophy, planning and implementation of our program.

Humanity and the planet we share with al living things face some big challenges. Our preschool community has an important and active role to play in creating and promoting sustainable communities. Sustainable practices are created with children, and they are supported to take an active role in caring for the environment and to think about ways we can contribute to a sustainable future.

Environment - We provide:

A warm, nurturing environment for families and children. When children develop healthy relationships with educators and one another, and see authentic relationships form between their family and educators, it provides children with a feeling of safety and a sense of belonging.

A flexible, inclusive environment that is stimulating and challenging is important. When children are immersed in a play-based learning environment that promotes and encourages children to conduct their own investigations and enquires, allowing for risk taking opportunities.

Open ended experiences, allowing children to follow their interests and develop a sense of creativity and imagination.