Congratulations to Glen Carnegie on their Exceeding Result 

Glen Carnegie 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 Carnegie 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 CarnegieTeam (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. 

Educators:

A long-standing team of experienced and committed educators provided daily support and guidance to families. A robust leadership team composed of professionals with expertise was heavily involved in the service's operations, including regularly participating in the children's programs and interacting with them, thus modelling their commitment to best practice and quality improvement.  Each educator demonstrated a strong knowledge of children as individuals, consistently using this information to inform the implementation of the educational program.  Educators reflected on meaningful ways to maximise the opportunities for children to participate in group experiences. They regularly offered children's choices regarding the resources, experiences, routines, and spaces in ways that promoted their engagement and learning. Educators used these opportunities to build relationships with children, support their vocabulary and sense of identity, and collect information to inform their planning. At all times, interactions between all educators and children were warm and nurturing. They supported children in developing self-esteem and independence.

Leadership:

The leadership team, educators, and other staff had developed and maintained relationships with each other that were based on the principles of mutual respect, equity, and fairness. A lively culture of professional inquiry was established among the centres managed by the approved provider. Educators from all services participated in professional conversations. They shared their skills, pedagogical approaches, and expertise in some cultures.  The approved provider promoted critically reflective discussions about pedagogy, curriculum approaches, theories, and best practice. As a result, educators' practice was intentional and supported children to achieve their individual goals, which were regularly reviewed, reflected, and celebrated. Cultural safety was promoted by incorporating resources in their newsletters to communicate to parents the importance of respecting the diversity in their community and families' compositions. The service had robust systems in place to ensure the upkeep of the premises. The service reflected on ways to promote a mentally healthy workforce. As a result, the service leadership team had undertaken professional learning related to leadership training and Mental Health First Aid.

Environments:

Children had ample opportunities to engage in and with the natural environment, indoors and outdoors, and in the adjacent Bush garden. They cared for all living things in an evolving manner and encouraged them to link literacy, numeracy and science concepts in their play and learning.  All aspects of the outdoor and indoor spaces supported every child's access and full participation and promoted positive interaction with space, materials, and each other. The design of the facilities and environments upheld the service philosophy's values of connecting with the community.  The value of inclusion and respect was also evident in the choice of materials and furniture, using a wide variety of resources and play materials that reflected the community's diversity, many of which were sourced from donations and Resource Rescue.

Community:

Community, as a core value of the service, was reflected in how educators valued and respected the contributions and strengths of children, families, each other and every member of their local and wider communities.  The educational program incorporated families' cultures, such as language and celebrations. Some program experiences directly stemmed from the service's connections with the local and broader community.  Furthermore, the program incorporated several opportunities for children to learn about the Aboriginal and Torres Strait Islander cultures through music, visual arts, and a daily Acknowledgement of Country. Educators valued the expertise of families and carefully considered their culture, values, beliefs, and priorities in developing a program reflective of the families and the local community. Partnerships supported them in providing specific feedback and planning intentional strategies to support children's inclusion and participation in the program.