Management Team

Our Management Team

Ashleigh Piek

Owner/Business Manager

Bachelor of Education (Primary) and Bachelor of Education (Early Years)

Ashleigh is a qualified Primary School Teacher and has her Bachelor in Early Education. She is passionate about children and their education. She has previously taught in a Childcare Centre for 3 years and then went on to study her degree in Primary Education, where she had 5 years of full time teaching experience, predominately with the lower years (K-2). Ashleigh is a mother to three gorgeous young boys, Jack, Boston and Kobe. She understands the importance of finding a Early Education service that is trusting and has the child’s best intentions at heart. Every decision Ashleigh makes within the Centre, whether it be new resources or decisions within rooms, she always uses her three boys for the reference, ‘would she want that for her three boys?’ Ashleigh believes that this is one of the best ways to run a Centre that exceeds parents expectations.

Kellie De Pasquale

Director/Nominated Supervisor 

Bachelor of Education (Early Childhood)

Kellie has been in Early Childhood industry for 15 years and is passionate about inquiry play based learning, mindfulness, education for sustainability including nature based play and kitchen garden program, listening to children and the creation of an environment that is authentic, beautiful and curious – one that honours the children’s thinking and voice.


Kellie believes that by allowing children to ponder and create their own ideas and thoughts we are allowing them to engage in the journey of learning, rather than focusing on the destination. It is through this process that children fall in love with learning and this creates a beautiful start to their transition to school journey.


Kellie’s role at Anchorage although predominantly in the office also allows the freedom and flexibility to build her days as needed by the team, children and families. Kellie loves to be on the floor playing and engaging with the children, listening to their ideas and pondering on questions together. This allows her to support and mentor the team in a more meaningful and reflective way by being hands on with them on the floor. Kellie has a passion for continuous improvement and is passionate about professional development and reflections with the team forever growing with the children’s best interests at heart.


Kellie honours the family as the child’s first teacher and believes that respectful, kind communication and transparency is the key to successful relationships. She has an open door policy and welcomes families and the community to be part of all aspects of the service believing that it takes a community to raise a child.



Alanah Grima


Bachelor of Education (Early Childhood)

As an early childhood teacher, I want to instil a lifelong love of learning within all children. I view all children as competent and capable as I adopt a post-modern perspective where children are not viewed as passive recipients but rather active co-constructors of their own learning. When children ask me a question I want to investigate alongside them rather than immediately providing them with the answer.

I value the environment as the third teacher, as space can be utilised as a key source of educational provocation and insight. Within this environment I am an advocate for play as play is the work of the child. However, I do believe that it is important to recognise when I should be involved in this process of play with children as there are often many teachable moments to be utilised. Malaguzzi has inspired me to recognise that the child does not want an observation from an adult who is distracted. The child wants the teacher to be present and see the process of their work, rather than the product. Within my role as a teacher, I recognise that families are children’s first and most influential teachers and therefore I aim to work alongside families throughout their child’s learning and development.

Finally, I acknowledge that the Aboriginal people are the traditional custodians of the land and that Country constitutes the anchor of life for many Aboriginal people in Australia. Country refers to not only land, but also to the elements within it, including animals, plants, climate, skies, waterways, land and people and Country has a place within the early childhood environment.