At Ambrose Early Learning Santa Sophia, we see every child as unique, capable and full of ideas. We respect children as active learners who make choices and share their thoughts.
We work closely with families, who are a child’s first teachers, building strong and positive partnerships.
Our play‑based learning invites children to explore, discover, question and try new things. We celebrate inclusion and diversity, valuing all cultures and abilities, including Aboriginal and Torres Strait Islander perspectives. Being part of the Santa Sophia community helps children feel connected and supported.
Our educators work as a caring, professional team who value each other’s strengths.
Ambrose Early Learning delivers a high-quality educational experience through our Ambrose Foundations Pre-Kindergarten Program, a two-year program designed for children aged 3–5 years.
This program:
Strong literacy foundations begin with language, communication and connection. Children develop literacy skills through meaningful, hands-on experiences that connect learning to their everyday lives, interests and the natural world.
As part of the Catholic school community, Ambrose supports literacy development through a seamless continuum of learning from early childhood into kindergarten and the early years of school.
Through intentional play-based learning and literacy experiences, children build the confidence, communication skills and early learning foundations that support a successful transition into school.
This approach fosters the development of:
At Ambrose, mathematical thinking is developed through intentional play-based learning, inquiry, investigation and hands-on learning experiences that encourage children to explore, question and problem solve.
The Ambrose Foundations program supports children’s learning about mathematical concepts and applying them in their play and inquiries including STEAM experiences, construction, investigation and collaborative learning.
Children become familiar with:
Teachers intentionally plan for children’s Mathematical Inquiry and thinking, supporting children to develop:
At Ambrose, children are part of a connected Catholic school community where relationships, belonging and wellbeing are intentionally nurtured every day.
Grounded in the values of respect, encouragement and care, our nurturing learning environments support children to feel:
Social and emotional learning is embedded throughout the day through:
Through intentional play-based learning, structured routines and shared experiences, children develop:
At Ambrose, transition to school is viewed as a gradual and supportive journey where children build confidence, familiarity and a sense of belonging before their first day of school.
Throughout the year, educators intentionally support children to develop:
Families are supported throughout the transition process through:
Grounded in the Catholic faith and open to all, our learning communities welcome families from all backgrounds, cultures and faith traditions.
Guided by the values of Respect, Encouragement and Care, educators support children to:
Faith and spirituality are experienced in age-appropriate and meaningful ways through:
Educators nurture children’s natural sense of curiosity, wonder and connection to the world around them while supporting them to grow as caring, thoughtful and respectful individuals.
As part of a Catholic community, children experience opportunities to build connections with:
Strong literacy foundations begin with language, communication and connection. Children develop literacy skills through meaningful, hands-on experiences that connect learning to their everyday lives, interests and the natural world.
As part of the Catholic school community, Ambrose supports literacy development through a seamless continuum of learning from early childhood into kindergarten and the early years of school.
Through intentional play-based learning and literacy experiences, children build the confidence, communication skills and early learning foundations that support a successful transition into school.
This approach fosters the development of:
At Ambrose, mathematical thinking is developed through intentional play-based learning, inquiry, investigation and hands-on learning experiences that encourage children to explore, question and problem solve.
The Ambrose Foundations program supports children’s learning about mathematical concepts and applying them in their play and inquiries including STEAM experiences, construction, investigation and collaborative learning.
Children become familiar with:
Teachers intentionally plan for children’s Mathematical Inquiry and thinking, supporting children to develop:
At Ambrose, children are part of a connected Catholic school community where relationships, belonging and wellbeing are intentionally nurtured every day.
Grounded in the values of respect, encouragement and care, our nurturing learning environments support children to feel:
Social and emotional learning is embedded throughout the day through:
Through intentional play-based learning, structured routines and shared experiences, children develop:
At Ambrose, transition to school is viewed as a gradual and supportive journey where children build confidence, familiarity and a sense of belonging before their first day of school.
Throughout the year, educators intentionally support children to develop:
Families are supported throughout the transition process through:
Grounded in the Catholic faith and open to all, our learning communities welcome families from all backgrounds, cultures and faith traditions.
Guided by the values of Respect, Encouragement and Care, educators support children to:
Faith and spirituality are experienced in age-appropriate and meaningful ways through:
Educators nurture children’s natural sense of curiosity, wonder and connection to the world around them while supporting them to grow as caring, thoughtful and respectful individuals.
As part of a Catholic community, children experience opportunities to build connections with:
Strong literacy foundations begin with language, communication and connection. Children develop literacy skills through meaningful, hands-on experiences that connect learning to their everyday lives, interests and the natural world.
As part of the Catholic school community, Ambrose supports literacy development through a seamless continuum of learning from early childhood into kindergarten and the early years of school.
Through intentional play-based learning and literacy experiences, children build the confidence, communication skills and early learning foundations that support a successful transition into school.
At Ambrose, mathematical thinking is developed through intentional play-based learning, inquiry, investigation and hands-on learning experiences that encourage children to explore, question and problem solve.
The Ambrose Foundations program supports children’s learning about mathematical concepts and applying them in their play and inquiries including STEAM experiences, construction, investigation and collaborative learning.
Children become familiar with:
Teachers intentionally plan for children’s Mathematical Inquiry and thinking, supporting children to develop:
At Ambrose, children are part of a connected Catholic school community where relationships, belonging and wellbeing are intentionally nurtured every day.
Grounded in the values of respect, encouragement and care, our nurturing learning environments support children to feel:
Social and emotional learning is embedded throughout the day through:
Through intentional play-based learning, structured routines and shared experiences, children develop:
At Ambrose, transition to school is viewed as a gradual and supportive journey where children build confidence, familiarity and a sense of belonging before their first day of school.
Throughout the year, educators intentionally support children to develop:
Families are supported throughout the transition process through:
Grounded in the Catholic faith and open to all, our learning communities welcome families from all backgrounds, cultures and faith traditions.
Guided by the values of Respect, Encouragement and Care, educators support children to:
Faith and spirituality are experienced in age-appropriate and meaningful ways through:
Educators nurture children’s natural sense of curiosity, wonder and connection to the world around them while supporting them to grow as caring, thoughtful and respectful individuals.
As part of a Catholic community, children experience opportunities to build connections with:
In 2025 the service was committed to intentionally teaching children about body safety in age-appropriate, meaningful ways.
Educators introduced strategies to help children recognise what feeling safe and unsafe meant. This included shifting language from “that’s not safe” to questions such as “do you feel safe?” and offering opportunities for children to explore calculated risks in their play with educator support.
During spirituality group times, and in alignment with National Child Protection Week, the service implemented a targeted program designed to build children’s understanding of body safety. This approach ensured all children could participate in shared learning experiences while continuing their individual project work within their group.
The Year 2 Buddy Program is a valued partnership initiative that runs throughout the school year, supporting strong connections between Ambrose Early Learning and Santa Sophia Catholic College.
Through short, regular sessions each term, preschool children and Year 2 students visit one another and take part in shared activities. Designed by teachers, these experiences, such as storytelling, games, drawing, and colouring, support children with a smooth transition into school life.
Younger children build confidence and familiarity with the school environment, while older students develop leadership, empathy, and communication skills. The program fosters continuity, meaningful relationships, and a strong sense of belonging for all involved.
Park visits are an important part of our learning program at Ambrose Early Learning Santa Sophia.
To help children feel confident and prepared, educators used visual social stories and photographs from previous visits to explore what to expect, how to stay safe, and the expectations for being out in the community.
Coinciding with Road Safety Week, children used their walk to and from the park to identify road signs, learn about zebra crossings, and discuss how these help keep people safe.
Regular visits to the park and surrounding playing fields provide valuable opportunities for children to explore, be active, develop new skills, and build a deeper understanding of the world and community around them.
Our Beyblade project began from the children’s strong interest in creating Beyblades using LEGO. To kick-start the project, the children worked together to complete a KWL (Know, Want to Know, Learned) chart, sharing what they already knew about Beyblades and what they wanted to learn.
Children who were new to Beyblades followed step-by-step instructions to design and build their own creations, developing confidence and persistence throughout the process.
Once their Beyblades were complete, the children put them to the test in exciting battles, comparing which designs spun the fastest and lasted the longest. They then reflected on the results and used problem-solving skills to make improvements and redesign their Beyblades.
Through this child-led project, children explored concepts of design, engineering, and cause and effect, while building creativity, critical thinking, teamwork, and problem-solving skills through hands-on learning and play.
I have been working with children for more than 25 years in a range of different services from Preschools, Long Day Care services and other early learning services within the Diocese of Parramatta and joined Ambrose Santa Sophia as its founding director in 2021. I am passionate about preparing children for school and much of my experience has been working with children in the years before they transition to school. I believe in play-based inquiry where children are supported by their educators to actively engage in their environment, ask questions, make new discoveries, experiment and explore, where the role of educators is to facilitate the children’s sense of wonder, support their growing confidence in meeting new challenges, role model positive interactions with others and guide children’s learning. I believe strongly in building positive, trusting and nurturing relationships with children as a foundation for learning.
I believe very strongly in early learning and the opportunities access to quality learning environments mean for children in the years before formal schooling. I believe that early learning sets the foundation for children’s social and emotional development and is the foundation to lifelong learning.
Located conveniently within the grounds of Santa Sophia Catholic College, our preschool children benefit from early introductions to school life through experiences such as library visits, meeting kindergarten teachers, and participating in school events. These opportunities support a smooth transition into kindergarten, fostering continuity, connection, and a strong sense of belonging for children, families, and staff.
Santa Sophia Catholic College is a vibrant, co-educational learning community for students from Preschool to Year 12, inspiring children to explore, innovate, and challenge themselves as they develop skills for the future. The College offers a contemporary learning environment focused on quality education and student growth.
More information: Santa Sophia Catholic College
“Ambrose Early Learning plays a vital role in supporting our vision at Santa Sophia Catholic College. Their close connection to our school provides children with rich early learning experiences, such as visiting the library, meeting teachers, and joining school activities, helping to build a strong sense of belonging. This partnership ensures children enjoy a smooth and confident transition into Primary school.”
Mark De Vries – Principal
We love preparing and serving nutritious, delicious meals for children. Our on‑site cook follows the Australian Healthy Eating Guidelines to ensure all meals meet children’s dietary needs. We thoughtfully plan a rotating four‑week menu that supports healthy growth and development.
We also work closely with families to understand each child’s specific dietary needs, allergies, and medical conditions, creating plans to ensure every child’s safety and wellbeing.
We value open communication with families, as it strengthens the support we provide for each child’s growth. Your knowledge of your child is essential, and we aim to build a partnership that fosters a sense of belonging for you and your child. We keep families informed and connected through regular updates via Xplor CCMS, Xplor Playground, newsletters, emails, and phone calls. Throughout the year, families are also invited to join events, share their skills, and contribute to the program, helping ensure each child receives the best possible care.
We are committed to providing the best possible support for every child. To support children’s access to our programs, our service works in partnership with families and allied health professional to develop individual education programs for our children. Support may also be available through the Inclusion Support Program (ISP) which provides funding to address inclusion barriers and specialist equipment where required.
We embrace and celebrate the diversity that exists within and between our communities. By respecting diversity, children are supported to create positive relationships and a strong sense of identity. We invite our families to share their culture, experiences, and unique needs so all children feel safe, included, and confident to participate.
We are committed to upholding the Child Safe Standards to ensure every child feels safe, valued, and empowered. Our practices place children’s wellbeing at the centre of all decisions, and we actively work to create an environment where their voices are heard and respected. By fostering strong, transparent relationships with families and embedding child‑safe principles in our daily work, we strive to maintain a learning community where children are protected, supported, and able to thrive.
Use our CCS calculator to estimate your out‑of‑pocket costs.
The Child Care Subsidy (CCS) can reduce your daily out-of-pocket costs by up to 95% depending on your family’s entitlements.
Important: This calculator is provided as a guide only and is dependent on the accuracy of information entered. The actual Child Care Subsidy you receive may differ. All calculations incorporate the Federal Government’s 5% withholding amount. Changes in entitlements can occur between estimation and commencement of care. Subsidy is subject to State and Federal Government specific requirements. Fees may reduce further after Start Strong Fee Relief is applied. For the most accurate estimate, visit myGov or contact your local Family Assistance Office.
Ambrose Early Learning St John XXIII at Stanhope Gardens was delighted to recently welcome Skye from the NSW Office of the Children’s Guardian to see firsthand how educators bring child safety learning to life using the Safe Series resources.
During the July school holidays, children from Early Learning and Vacation Care at St John XXIII Stanhope Gardens developed new friendships and skills through shared experiences and activities.
Exciting developments have been underway at Our Lady Queen of Peace in Greystanes, with Ambrose continuing to grow and innovate to meet the needs of local families.
Grounded in the Catholic faith and open to all, our learning communities welcome families from all backgrounds, cultures and faith traditions.
Guided by the values of Respect, Encouragement and Care, educators support children to:
Faith and spirituality are experienced in age-appropriate and meaningful ways through:
Educators nurture children’s natural sense of curiosity, wonder and connection to the world around them while supporting them to grow as caring, thoughtful and respectful individuals.
As part of a Catholic community, children experience opportunities to build connections with:
At Ambrose, transition to school is viewed as a gradual and supportive journey where children build confidence, familiarity and a sense of belonging before their first day of school.
Throughout the year, educators intentionally support children to develop:
Families are supported throughout the transition process through:
At Ambrose, children are part of a connected Catholic school community where relationships, belonging and wellbeing are intentionally nurtured every day.
Grounded in the values of respect, encouragement and care, our nurturing learning environments support children to feel:
Social and emotional learning is embedded throughout the day through:
Through intentional play-based learning, structured routines and shared experiences, children develop:
At Ambrose, mathematical thinking is developed through intentional play-based learning, inquiry, investigation and hands-on learning experiences that encourage children to explore, question and problem solve.
The Ambrose Foundations program supports children’s learning about mathematical concepts and applying them in their play and inquiries including STEAM experiences, construction, investigation and collaborative learning.
Children become familiar with:
Teachers intentionally plan for children’s Mathematical Inquiry and thinking, supporting children to develop:
Strong literacy foundations begin with language, communication and connection. Children develop literacy skills through meaningful, hands-on experiences that connect learning to their everyday lives, interests and the natural world.
As part of the Catholic school community, Ambrose supports literacy development through a seamless continuum of learning from early childhood into kindergarten and the early years of school.
Through intentional play-based learning and literacy experiences, children build the confidence, communication skills and early learning foundations that support a successful transition into school.
