Elizabeth Gorman Memorial Kindergarten

The Elizabeth Gorman Kindergarten Program offers an integrated kindergarten program for 3 and 4 year old children delivered by degree qualified teachers.  Perry Street’s kindergarten sessions are run simultaneously in the Banksia Room.


4 year old Program - Kindergarten Owls


We run 4 sessions each week from 9.00am – 2.00pm on Mondays, Tuesdays, Wednesdays and Thursdays.

Kindergarten at Perry St offers parents the full day, 3 to 4 days a week. This enables families to meet work, study and other commitments. Younger siblings are also educated and cared for in the same setting and on the same days. At Perry St there is the added benefit of school holiday care as we provide education and care for all children during school holiday periods. When families participate in the same setting over a number of years they form friendships and a strong sense of community. This carries over to the school networks.

3 year old Program - We provide a Long Day 3 year old kindergarten program at Perry St. The 3 year old program is planned for and delivered by degree qualified teacher and a diploma qualified educator. The 3 year old kindergarten runs from Monday to Friday.

Our Kindergarten Teaching and Learning philosophy


Our Kindergarten Philosophy is reflective of our Centre’s Philosophy, which is reviewed by the Committee of Management, staff and families on a regular basis. 


We believe that all children have the capacity to learn and develop in a safe, nurtured and happy environment.  We recognise the importance of teachers build trusting and mutual respectful relationships with each child so each will become confident active, capable, curious, creative and enthusiastic learners. 


We understand and acknowledge that each child and their family are unique and diverse, which is reflected in our learning environment and our learning and development programs.  Each child’s diversity is recognised and celebrated, without prejudice or bias.  We value the professional collaboration and partnerships between families and the teacher, in the best interest of each child’s learning and development. 


We view each child as citizens with rights who have their own unique interests, talents and abilities.  We understand that each child has the potential for learning and development regardless of gender, race, age, learning styles, abilities, family circumstances, and socio-economic backgrounds.  We emphasise of on a children’s strength and interests, which is reflected in our learning and development program, routines, and our learning environment.  We understand that children learn best through positive social interactions, and therefore view the child within a social context.


We understand the value of play based learning and development programs which are supported, facilitated, and extended by teachers/early childhood professionals.  We aim to provide a balance of intentional teaching and play based learning through the voices of the teachers/early childhood professionals, children, and families.  We provide education and care sourced from a variety of current early childhood theories.


We believe that learning environments should be richly resourced with emphasis placed on diversity and the natural environment, to stimulate and challenge each child to their fullest potential.


The teacher will represent each child through professionalism, sensitivity, care and understanding.  We recognise and value the relationships between the teacher, child, families and other early childhood professional in the learning and development of each child.