Kickstart was established in 2007 by Kellie and Mike, both primary school teachers, who met and qualified in London. After experiencing the UK early years system as teachers, both became passionate advocates for excellence within the early years. Michael specialised in Literacy and assessment, whilst Kellie specialised in Numeracy and special educational needs, within educational managerial early years roles in London. After a holiday to Italy in 2006, it was decided to relocate to Kellie’s home county of Wexford, where they paved a path for early years excellence, rooted in play-based pedagogy. Kickstart implements a progressive and dynamic early years service, ensuring families & children of the community have the opportunity to partake in the highest standards of early years education, through an age-appropriate play-based approach.

Over the years, Kickstart has received numerous commendations from Tusla during their inspections, all reports are available at www.tusla.ie. Kellie and Mike, have from the start promoted a strong culture of family and community ethos, constantly encouraging positive and supportive relations with parents, children and staff. The curriculum is supported by the national early childhood framework called “aistear”, which currently also runs in the infant classrooms primary schools, giving clear cohesion and progression as children graduate into primary school.

“To build on each child’s natural desire to explore and learn, by creating a physically & emotionally nurturing enabling environment, that promotes high level child, teacher and parent interactions, ultimately encouraging each child to become a competent and active participant, with a lifelong love to learn”

We Believe…

• Children are unique, have a natural desire to explore and learn best through active and involved play of interest
• that our partnership with the parents/carers is fundamental to the success and development of each child
• in the importance of a creative and independent learning environment, that is of interest to each child
• in the crucial importance of nurturing and extending high levels of interactions with the children, their peers & teachers
• in the importance of planning and assessing to promote children’s development and full potential
• in supporting transitions to enable confidence and active independence.