Congratulations to Glen Bentleigh East on their Exceeding Result
Glen Bentleigh East Kindergarten receives an exceeding result for high-quality education and care!
We are thrilled to announce we have received a rating of EXCEEDING the National Standard for Education and Care at Glen Bentleigh East Kindergarten! We have consistently achieved this result for 10 years, demonstrating that high quality practices are genuinely embedded in all that we do. Congratulations to the Glen Bentleigh East Team (Educators and Leaders) on achieving a rating of EXCEEDING the National Standard for education and care, in all 7 areas!
The assessment involved the review of documentation, observation of interactions and an extensive discussion regarding practice. The assessor highlighted our commitment to high quality practices and meaningful relationships with children and families. Below are the highlights of the report.
Educational Team and Curriculum: “The team of educators were reflective and responsive in their approach to adapting to change, demonstrating willingness to explore new ideas to achieve their goal of providing high quality education to all children. Intentionality was embedded in every aspect of educators’ practice, with all educators demonstrating skill in facilitating and extending each child's learning and development in both planned and spontaneous ways. The practice of educators consistently aligned with the service philosophy of striving to empower children by using their thoughts and ideas to develop and enhance the program, and to become active citizens in their educational community. Reflective practice was embedded in the program, with educators consistently seeking opportunities to engage in robust discussions around their practice and how this impacted the children attending the service, their families, and the local community. The educational leader and nominated supervisor provided ongoing support to ensure that professional standards guided the practice, interactions and relationships of educators.”
Leadership: “Strong leadership promoted a positive culture of ongoing critical reflection and continuous improvement. This included providing ongoing and consistent support to all stakeholders, while allowing the unique qualities of the service to flourish. The educational leader facilitated rich critical reflection through provocations designed to challenge thinking, and to consider multiple perspectives to strengthen teaching approaches. The educational leader is acknowledged for her efforts to encourage educators to engage in robust critical reflection on all areas of practice, to create a responsive program which drew on the voices of educators, children, and families. The observed and discussed approach to supporting and promoting children's safety consistently aligned with the design and delivery of the educational program and service philosophy and demonstrated a strong commitment to the principles and practices of the approved learning framework. The philosophy was reviewed annually and was informed by feedback from educator’s children and families and had recently been adapted to reflect the value placed on achieving excellence.”
Community: “Educators, demonstrated a deep understanding of the community in which the service was located, and respect for each other, families, and children. Educators also demonstrated an ongoing commitment to ensuring the program was responsive to the needs of individual children. Educators consistently interacted with families to gather further knowledge to support children’s ongoing learning and development. School Readiness Funding had been utilised to provide information sessions to families to support them in their parenting role with particular emphasis on building social skills self-regulation and self-help skills. The leadership team had purposely considered and created opportunities to strengthen its approach to community engagement, to further enhance outcomes for children and families.”
Environment: “Warm, inviting environments had been created, in which children had access to quality resources which consistently facilitated their learning. Areas in the outdoor environment, gave the ‘illusion of seclusion’, while at the same time facilitating supervision. A sense of calm was strongly evident across all learning environments, and children were rarely observed engaging in situations of conflict. The service drew on the notion of the environment as the third teacher, recognising the importance of ensuring both indoor and outdoor environments were inclusive and supported exploration and play based learning.”
