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1
"St Ambrose's is a community that considers education as a partnership with children and their families. The size of the school allows for greater connection across all year levels, where teachers, students and parents have a chance to work together and support each other. There is a desire to ensure each child's learning and support needs are met. We love being part of the St Ambrose's community."  Melanie - Parent, Year 4
  
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3
“St Ambrose's is a great choice for a small school close to the city. The school is strong on pastoral care and social/emotiional learning, and my sons like going to school each day. They learn academic subjects, religion, Japanese, STEM, the Arts and they've tried new activities through the extra-curricular Activ8 program. They also really enjoy OSHC." Justine - Parent, Year 3

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2
"I love that my daughter loves school and has a teacher who really inspires her.
I love that my kindy-aged daughter feels like a star when she sets foot on the school grounds because all the big kids welcome her by name.
I also love that at drop-off no-one cares what I wear or what kind of car our family has.
I also very much appreciate that the school's award-winning before and after school care program has casual availability for the days my plans come unstuck.
Our family is very grateful for the many staff and parents of St Ambrose's who put their heart into making the school the beautiful place it is,"   Year 2 parent
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4
current
"We love the inclusive and supportive community at St Ambrose's. From day one, having joined from overseas, we immediately felt a warm welcome and last year, during a challenging period for our family, the school rallied around us to help us through. Our daughters eagerly embrace each school day, a testament to the engaging environment cultivated by dedicated educators. St Ambrose's imparts valuable skills and knowledge, instilling strong values and a profound sense of community and equipping our daughters with confidence for the next chapter of their lives." Alison - Parent, Year 4.
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