About Us

  • Philosophy

  • At Jack and Jill we encourage children in the joy of learning through play based learning, music, literacy and art. We support children to think independently, problem solve and respect others, their culture and background.

    We understand families to be the child’s first educator and support families in a caring, encouraging, and informative manner.

    A team approach is fostered where staff are respected as individuals and as valued early childhood educators.

    We value, respect and honour diversity and celebrate cultural differences in our families and community. We encourage the celebrations of life such as Birthdays, Christmas, Easter and cultural festivals that engage our families and communities.

    We give thanks at mealtimes with the singing of grace.


  • Our Mission


  • We believe,

    Children are capable and resourceful learners who are active contributors to their own learning.

    Children need to be valued as individuals, within the context of their family and their community.

    Children develop confidence and positive self-esteem through a supportive and secure environment.

    Therefore we,

    Implement a child centred program based upon the principles outlined in the NSW curriculum frame work and the National

    Early Years Learning framework – EYLF – “Belonging, Being and Becoming”

    Strive to empower children, by using their thoughts and ideas to develop the program.

    Promote each child’s confidence and positive self image through a range of provisions, experiences and opportunities that build upon their understandings, skills, values and sensitivities and promote success.

    Implement an inclusive approach to positively support children’s growth of identity, self-esteem and critical thinking.

    Encourage each child to reach their full potential in accordance with their individual ability.

  • We believe,

    Trust, respect and collaboration form the basis for strong partnerships between families and educators.

    Families, children and educators form a caring community.

    Family involvement is integral to a high quality program.

    Therefore we,

    Are committed to open and constructive communication with families which include discussions, child portfolios, daily diaries, visual displays and newsletters.

    Strive to have empathy and be responsive to family needs, and provide support when required.

    Encourage families to engage in meaningful participation with the program.

    Celebrate cultural festivals with our family and community.

  • Celebrating Easter

  • A little history of Jack & Jill Kindergarten

  • Jack and Jill Kindergarten Mona Vale was established in 1954 and has been under the continuous ownership and management of the one family since that date.

    In 1954 Betty Triglone recognised that there was a Community need for a Kindergarten. A humble start occurred at the rear of the Methodist Church in Mona Vale. A small daily fee was charged and Betty would pick up children before 9am and return them after 3pm. Her mode of transport was an old Ford Prefect.

    The Kindergarten grew and Betty developed the current site and her ideas of a garden setting, open green spaces and pre-school education have been expanded to this day.

    The Jack and Jill family and the established educational team are dedicated in providing quality early childhood education and nurture.

  • Curriculum and child development

  • Children develop confidence and positive self-esteem

  • Jack and Jill provides a curriculum that is developmentally appropriate to the needs of children attending the service. The curriculum stimulates and provides for the development of each child’s social, physical, emotional and intellectual potential, including language skills and creativity.

    Jack and Jill provides a transition to school program that prepares children in readiness for school.

    The coordinator and educators design and implement the program around the individual interest of the children.

    The educators create an atmosphere and environment which is responsive to the needs of each individual child and to the group which reflects the philosophy and goals of the service.

    The program is created with a balance of indoor and outdoor experiences.

    The written programs are in accordance with regulations and are displayed in each classroom.

    The centre’s process for gathering, maintaining and using child progress records are evaluated regularly to ensure effectiveness and are shared with the child’s parents.

    Documentation includes records of development, spontaneous activities, learning stories, group and individual observations, daily reflective journal. These observations and influences help determine programming.

    A collection of each child’s progress is collected through samples of their drawings, writings, creative expressions, photographs and observations. The collection forms the child’s individual portfolio and parents are invited to look through and add communications.

  • Our Environment

  • We believe that the environment naturally becomes an additional teacher.

    Our indoor classrooms are large spaces filled with natural light and provide a canvas for children’s learning.

    Artworks and creative projects are displayed in a caring and thoughtful manner as not to create visual confusion.

    Each indoor classroom has a piano which forms part of our music program.

    Our outdoor environment is a large purpose designed terraced scape. The outdoor space is inviting and engaging to the individual child. The garden is thoughtfully landscaped with a variety of citrus trees.

    As part of our commitment to sustainable environments children are invited to tend the gardens where vegetables, herbs and flowers are growing.

    Our learning environments are created to:

    Enable children to feel safe and secure

    Provide children with space to think and wonder

    Encourage the joy of learning

    Engage children’s investigation and interests

    Develop sensory dispositions

    Foster children’s social interactions