Welcome to St John's Preschool and Long Day Care

Auburn Childcare Centre

77 Queen St, Auburn NSW 2144

Our Auburn childcare centre, St John's Preschool and Long Day Care, delivers high-quality early education and care programs for children aged 2 to 6.

Operated by Sydney Catholic Early Childhood Services (SCECS), our Auburn childcare centre boasts purpose-built facilities, well-resourced classrooms, and a stunning outdoor playground to provide children with the best environment to learn and grow during their early years.

The centre is located beside St John's Catholic Primary School at 77 Queen Street, Auburn, and operates extended long day care hours from 7:00 AM to 6:00 PM on weekdays. We provide nutritious meals, nappies and wipes, cot sheets, hats, and sunscreen for the convenience of families.

Enquire today to meet our dedicated and professional team, learn more about our exceeding-rated Auburn childcare service, and see our classrooms in action!

7:00 AM – 6:00 PM (Mon - Fri)
Children Aged 2 to 6 Years
Exceeding the National Quality Standards

Meet Our Centre Director

Hello, I am Angelina Fossano, the Centre Director of St John's Preschool and Long Day Care. It is with immense pride that I welcome you to our nurturing environment, where we passionately believe in laying a solid foundation for your child's educational journey.

At St John's, our approach to early education is inspired by the Reggio Emilia approach, understanding children and educators as co-constructors in learning. We embrace the 'Hundred Languages' of the child, facilitating their growth and development through play-based learning, hands-on exploration, children's interest projects, creative arts, and more.

Our dedicated team prioritises responsive caregiving, recognising the importance of understanding and sensitively responding to each child as an individual with unique needs, emotions, and ways of communicating. We draw inspiration from Rita Pierson's poignant words: "Every child needs a champion." In that spirit, we are here to champion your child's growth, development, and well-being.

Beyond our service, we value the relationships formed with families and our broader community. These connections enhance our service and play a pivotal role in your child's comprehensive development. I warmly invite you, your children, and your extended family to join the St John's Preschool & Long Day Care community. We look forward with excitement to the milestones and discoveries that await your child at St John's!

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Take a Look Around Our  Centre

Daily Fees

Before the Child Care Subsidy (CCS) is applied.
Toddler Room
Ages 2-3
$135
Preschool Room
Ages 3-6
$130

What We Provide

Healthy and nutritious meals freshly prepared by our in-house cook.
All the essentials - nappies, cot linen, and sunscreen.
Appropriately qualified and committed early childhood professionals to care for your children.
Foundational school readiness program that is embedded into our curriculum.
Stimulating indoor and outdoor spaces to encourage learning and play.
Real-time updates to families via our family communication app on Storypark.

Our Approach to Learning

At St John's Preschool and Long Day Care, our approach to learning is inspired by the Reggio Emilia philosophy, viewing each child as an innately curious and capable learner. 

Our learning environments, often referred to as the 'third teacher,' are carefully crafted to spark exploration and creativity while our educators act as facilitators and co-learners. 

Driven by the children's own passions and interests, our approach celebrates the diverse ways that children learn and express themselves. 

Learning is holistic, focused on children's complete development, integrating their physical, social, emotional, spiritual and intellectual growth.

We believe in collaborative project-based learning, integrating the insights of children, families, and educators to create an enriching and responsive educational journey that is tailored to each individual child.

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Environment: The Third Teacher

Inside St John's Preschool and Long Day Care, you will find two vibrant learning spaces with abundant resources, interactive learning displays, and links to children's homes and cultures, to ensure all children feel a strong sense of belonging.

Classrooms are airy and bright, open-plan, and spacious, with designated areas for literacy, art and craft, construction, loose parts play, a home corner, dress ups, a reading nook, sustainability, a smart board, and more.

A wide variety of learning resources are available to the children each day and the activities are regularly rotated to ensure the environment is stimulating and interest-based. 

Beyond the classroom, our Auburn childcare centre offers gardens enriched with native plants, a sandpit, mud kitchen, water play, picnic tables, climbing equipment, soft mats, and a range of sports equipment.

Our outdoor environment is set up daily with engaging activities and resources to foster the development of gross motor skills, encourage exploration, and extend children's interests beyond the classroom.

Children also participate in daily Munch and Move activities and planned sport to develop fundamental movement skills.

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Our Toddler Program

Our Auburn Toddler Program for children aged two to three is thoughtfully designed with a focus on interactive learning experiences that encourage exploration, hands-on play, and self-expression. 

Educators attentively listen to and observe the children, using their interests as a springboard for meaningful projects and activities. 

Through group learning experiences, open-ended play, discovery and exploration, interest-based projects, art and craft, dramatic play, and responsive relationships, toddlers are empowered to communicate, connect, and discover the world around them, fostering a deep-rooted love for learning. 

Key Learning Areas Include: 

Identity: We nurture children's sense of identity by encouraging their interests, fostering independence, supporting resilience, building connections, encouraging exploration, and enhancing self-esteem and belonging.
Connection: Children learn about their connection and contribution by exploring diversity, culture, sustainability, community, and the principles of fairness, taking turns, group projects, and shared play.
Wellbeing: We promote children's physical, spiritual, and emotional wellbeing through daily movement, games and sports, learning about nutrition, the body, and healthy habits, learning about emotions, mindfulness, and the Munch and Move Program.
Learning: We provide engaging learning experiences through play, interest projects, and intentional teaching that foster problem-solving, fine and gross motor skills, resilience, creativity, concentration, and foundational academic skills.
Communication: We support the development of communication and pro-social skills through storytelling, music and movement, child-centred learning, early literacy activities, asking questions, group time, creativity, and self-expression.
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Preschool and School Readiness Program

Our Auburn Preschool and School Readiness Program for children aged three to six provides children with dynamic learning experiences that fuel children’s curiosity, sense of wonder, inquiry, and problem-solving skills. 

Our educators, acting as guides and collaborators, take cues from each child's unique interests, weaving them into engaging projects and activities that nurture both creativity and foundational academic skills. 

Through interest-driven exploration, individual and group projects, art, construction, and peer interactions, our preschool children are nurtured to become confident, inquisitive, and prepared learners who are ready to thrive in Primary School. 

Key Learning Areas Include: 

Identity: We nurture children's sense of identity by encouraging their interests and self-expression, fostering independence, supporting resilience, building connections, encouraging exploration, and enhancing self-esteem and belonging.
Connection: Children learn about their connection, contribution, and impact by exploring diversity, culture, sustainability, community, and the principles of fairness, taking turns, group projects, and shared play.
Wellbeing: We cultivate positive attitudes towards health, wellbeing, and nutrition through daily movement, healthy habits, mindfulness exercises, bodily awareness, emotional learning, and the Munch and Move Program.
Learning: We provide engaging learning experiences through open-ended play, interest projects, experiments, and intentional teaching that foster critical thinking, problem-solving, resilience, creativity, concentration, and foundational academic skills.
Communication: We support the development of communication and pro-social skills through early literacy activities, storytelling, group activities, music and movement, child-directed learning, asking questions, group time, show and tell, and self-expression.
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Kind Words From Our Happy Families

The educators and admin are amazing, my daughter adores them!

The educators and admin are amazing, my daughter adores them! She looks forward to going here every day, which speaks volumes about the quality of care and learnings she receives. I couldn't be happier with my choice, and I highly recommend this childcare centre to other parents seeking a safe and enriching place for their children.

Paulette T

Family at St John's Preschool and Long Day Care

Why choose us?

Supporting parents as the first educators of their children
Providing quality education and care
Nurturing your child’s spirituality
Offer early intervention and targeted support
Being places of welcome
Build positive relationships

Our Philosophy

At St John's Preschool and Long Day Care, we  strive to achieve a holistic, all-encompassing learning environment that is steered by the approved “Early Years Learning Framework for Australia V2.0, 2022”.

Children: We believe that the early childhood years is the most crucial time of a child’s life, therefore, we strive for each child to feel safe, secure and respected with their rights honored and protected. These elements are the foundations of our service pedagogy. “When children feel safe, secure and supported they grow in confidence to explore and learn.” (p.20 EYLF)

Educators: We believe each educator is to be valued and respected as an individual. Their skills, knowledge, values, beliefs and expertise are all fundamental to a collaborative professional working environment. Embracing this culture of acceptance within the team supports and encourages educators to develop and grow both personally and professionally. We believe building collaborative partnerships with colleagues both within the service and externally will create a welcoming and nurturing environment to work in. ‘Management, educators, and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills (NQS 4.2.1).’

Emergent Curriculum & Learning Environment: We believe that children learn best through intentional teaching and spontaneous experiences. The educational program aims to be both child-centred and inspiring to maximise opportunities to enhance children’s interests, knowledge, capabilities and skill development that is unique to each child. Choices about curriculum directions are based on children’s  evolving interests, strengths and goals. Children are empowered to set their own learning as they participate in active peer discussions, sharing their thoughts, hypotheses and opinions about their world. Collaborative team teaching is an essential component of our program with detailed and regular observation of the child in various “learning contexts”. This is how we gain a true perspective of the “holistic child”. Our approach is reflective of co-operative planning where children, families and educators work together in the best interests of the child as partners in each child’s education and care, promoting a reciprocal exchange.

National Quality Standards & Early Years Learning Framework: We believe the National Quality Framework should be embedded in the educator values, beliefs and evident throughout our pedagogy. We believe these practices will ensure the wellbeing and future development of children whilst in our care as we focus on their early years. As educators we recognise the importance of professional growth and are committed to further training, skill development and career progression. ‘Professional standards guide practice, interactions and relationships (NQS 4.2.2).’

Community: We believe the young children of today are the future of our nation and  the whole Catholic Precinct including the school, parish and local community play a collaborative part to provide the best possible upbringing for its’ children. The service aims to build meaningful relationships and connections with its community to extend children’s learning. “As children move into early childhood settings they broaden their experiences as participants in different relationships and communities.” (p 25 EYLF)

Families: We believe communication and collaboration between families and the service is of utmost importance, providing opportunities for engagement to cater to families varied cultural and linguistic backgrounds. Families are encouraged to be involved in all aspects of the service. Educators actively seek information and feedback to guide curriculum decision making and ensuring it is meaningful and relevant to all children and families. Both verbal and written forms of communication including meetings, surveys, emails and questionnaires are utilised by educators and families to gain knowledge of individual children’s interests and experiences,ensuring the curriculum planning is centred on relevance for each child. “Children are more likely to be confident and involved learners when their family and community experiences are recognised and included in the early childhood setting. This assists them to make connections and to make sense of new experiences.” (p 33 EYLF).

~ St John’s Early Childhood Service Philosophy

Child care subsidy calculator

A majority of the families are eligible for Child Care Subsidy (CCS), which can help in reducing the cost by up to 80%. We've created this Subsidy Calculator to check your eligibility and subsidy amount.

Frequently asked questions

Why should I send my child to long day care and preschool?

Educators and psychologists are in agreeance that the single most important period in a child’s development occurs from birth to age six. Evidence shows that participating in a high quality early education program delivers lasting health and educational outcomes preparing children for school and beyond.

What is the Early Years Learning Framework (EYLF)?

The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes essential to young children’s learning from birth to five years of age, as well as their transition to school. It’s part of the Australian Government’s National Quality Framework for early childhood education and care.The framework has a strong emphasis on play-based learning, recognising the importance of communication and language (including early literacy and numeracy) and social and emotional development. There are five learning outcomes defined by the EYLF:

  • Children have a strong sense of identity.
  • Children are connected with and contribute to their world.
  • Children have a strong sense of wellbeing.
  • Children are confident and involved learners.
  • Children are effective communicators.

The National Quality Framework (NQF) was the result of an agreement between all Australian governments to work together to provide better educational and developmental outcomes for children.  The NQF introduced a new quality standard in 2012 to improve education and care across long daycare, family daycare, preschool/kindergarten, and outside school hours care.The National Quality Standard (NQS) is a key aspect of the National Quality Framework (NQF) and sets a high, national benchmark for early childhood education and care.The NQS brings together the 7 key quality areas that are important to outcomes for children:

  • Educational program and practice
  • Children’s health and safety
  • Physical environment
  • Staffing arrangements
  • Relationships with children
  • Collaborative partnerships with families and communities
  • Leadership and service management

Learn more on the ACECQA website.

Are nappies provided?

Yes, SCECS provides nappies for children who are not yet toilet trained.

Are meals provided?

SCECS provides breakfast, morning tea, lunch, afternoon tea and a late snack each day. We employ a qualified onsite cook/chef, catering for each child’s dietary needs and providing fresh, nutritious and healthy meals. Meal time is a special time for children and staff to come together and enjoy a diverse range of cuisines.

What are the operating hours?

Our services operate from 7:00am to 6.00pm, Monday to Friday, 50 weeks a year. We’re not open on weekends or public holidays.

Can we join the waitlist if our baby hasn’t been born yet?

Yes, you can join the waitlist. We will require your baby’s surname and for their first name, you can write ‘baby’. We also require an estimated date of birth. Once your child is born, you are required to contact us and update your details.

What happens once I submit my waitlist application?

Your Wait List Application / position for care will be allocated in line with the Priority of Access guidelines at the service.

How does the waitlist work?

We adhere to the Commonwealth Government's Priority of Access guidelines;

Priority 1: a child at risk of serious abuse or neglect

Priority 2: a child of a single parent or parents who satisfy the work/training/study test under Section 14 of the 'A New Tax

System (Family Assistance) Act 1999'

Priority 3: any other child.

Within these main categories, priority should also be given to the following children:

‐ children in Aboriginal and Torres Strait Islander families

‐ children in families which include a disabled person

‐ children in families which include an individual whose adjusted taxable income does not exceed the lower income threshold, or who or whose partner is on income

support

‐ children in families from a non‐English speaking background

‐ children in socially isolated families

‐ children of single parents

When do we need to start looking for a childcare service?

We recommend placing your child’s name on a waitlist early to ensure that you do not miss out on a place. You should also confirm your requirements as regularly as possible.

Can I join the waitlist if my baby hasn't been born yet?

Yes you can join the waitlist.  We will require your baby’s surname and for their first name, write ‘baby’.  We also require an estimated date of birth. Once your child is born, please contact us to update your details.

Can you cater for my child's disability?

At SCECS we are an inclusive environment who provides for children with additional needs and is available to every child.  For specific advice on how we could best accommodate your child/ren, you should speak with the Director at the SCECS service you are interested in.

When do you start toilet training?

Toilet training usually occurs between the ages of 18 months and 3 years. We work in partnership with families to encourage and implement toilet training when you feel that your child is ready, based on their individual stage of development and signs of toileting readiness.

What should we bring?

Families are encouraged to pack the following items, labelled with their name:

  • A water bottle
  • 3 spare changes of clothing to suit the weather conditions
  • Any comforters that assist your child to feel settled
  • Sun safe hat
  • Bib - if required (Remove)
  • Dummy - if required
  • Sleep sheet or blanket (Remove)
  • Bottles with formula or expressed milk
  • Any medications

What time should we arrive for drop off?

We suggest dropping your child off prior to 10 am to assist your child’s connection to the service and familiarity with the routine of the day.

Why do we need an orientation session?

We recommend families to visit a minimum of 1 to 3 orientation sessions with your child. This allows your child to get use to the routine, educators and learning environment. It also allows us the time to get to know your child/ren and how best we can support their learning and development prior to formally commencing at the service.

How long will it take my child to settle in?

Every child will be different. Some children settle in quickly, while others may take longer. Children who attend 3+ days per week are more likely to settle sooner than children who attend less often. Our caring team of educators will work with you and your child to tailor the enrolment and make the transition smooth.

How do I enrol?

Submit an online ‘’Waitlist" from the SCECS website. Click here to access our guide to using Storypark Manage. The guide will show you how to enrol and request care.

What is the enrolment process?

Once a position becomes available the service will make contact and organise orientation sessions with you and your child.

Will the number of children attending be capped?

Yes, each service is licensed to operate with a maximum number of children based on the physical space available to each service.

Can I swap a session as a one-off?

Unfortunately, we are unable to cater to session swaps due to staffing.

Will I be charged for bookings that fall on a Public Holiday?

If your booking falls on a public holiday you will be charged for this.

I need to terminate my care arrangements; how do I do this?

To cease care, you are required to provide 2 weeks’ written notice. If you are receiving CCS, please note that CCS is not payable for any absences after your child’s last day of physical attendance. Therefore, you are required to attend your last booked day of care to ensure that CCS is paid.

My child is unwell, what do I do?

It is important to notify your service via email or phone if your child is not attending a booked session. Please note that if the absence falls on a day that is booked permanently you will still be charged for the session. For flexible care arrangements, please contact your service to discuss casual bookings.

Will my child move rooms when they have a birthday?

Transitions to older rooms are based on developmental readiness and availability, not just age. Please speak to your service Director if you have any questions.

My child is not immunised - can they be enrolled?

SCECS requires children to be fully up-to-date with their immunisations, or be on a catch up schedule, or have a medical exemption to be enrolled into care. Documentation supporting the child’s immunisation position, must be provided at the time of enrolment. Children who are not vaccinated will not receive the Child Care Subsidy and are not eligible for enrolment.

What documents do I need to supply to show my child’s immunisation status?


The following are acceptable to prove immunisation:

No other documents will be accepted and the enrolment cannot be confirmed without one of these.

What documents do I need to supply to show my child’s immunisation status?


The following are acceptable to prove immunisation:

No other documents will be accepted and the enrolment cannot be confirmed without one of these.

My child is not immunised - can they be enrolled?

SCECS requires children to be fully up-to-date with their immunisations, or be on a catch-up schedule, or have a medical exemption to be enrolled into care. Documentation supporting the child’s immunisation position must be provided at the time of enrolment. Children who are not vaccinated are not entitled to receive the Child Care Subsidy (CCS) and are not eligible for enrolment.

What documents do I need to supply to show my child’s immunisation status? 

The following documents are acceptable to provide immunisation:

  • AIR Immunisation History Statement - those that are fully immunised for their age
  • AIR Immunisation Medical Exemption Form - those that have a medical reason not to be vaccinated, or
  • AIR Immunisation History Form - those that are on a recognised catch-up schedule

No other documents will be accepted, and the enrolment cannot be confirmed without one of the above documents.