Congratulations to Glen Serrell Street - Exceeding the National Quality Standards  

Glen Serrell Street 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 Serrell Street 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 Serrell Street Team (Educators and Leaders) on achieving a rating of EXCEEDING the National Standard for education and care, in 6 of the 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. 

Here’s an extract of the report, from the assessor (Department of Education): 

Children and Families: The service recognised the connections between children, families and communities, and the importance of reciprocal relationships and partnerships for learning. The service had created a culture of engagement for families and they were supported to be involved in the program as well as part of a network of support within the family community. The service viewed children as capable and resourceful contributors to the program. Educators valued children’s unique qualities and abilities, including their dispositions for learning. There was an abundance of opportunities for children to have a voice and explore their creative expression. In all aspects of the program there was a consistent approach from educators. 

Educational Team: Educators promoted children’s strengths by encouraging their successes and assisting them to work through challenges with resilience and determination, which was a clear reflection of thoughtful teaching strategies used to develop strong relationships. The educational program was play based and also skillfully incorporated the interests and current knowledge of the children. Educators used this information to create ongoing topics of interest, adding to the overall quality of the program. 

Environments: The configuration of each room and every outside space promoted the access and full participation of every child which, in conjunction with the quality fixtures and resources, provided a stimulating learning environment. The design of the physical environment consistently aligned with the service philosophies emphasis the environments’ role in supporting children learning, there was also evidence that the approved provider had made meaningful quality improvements to the physical environment. 

Leadership: The leadership team was well connected and had established a network of community partnerships that strengthened the positive organisational culture and professional learning. The educational leaders, inclusion manager and education manager/leaders all played important roles within the service and their extensive combined skills and knowledge supported the embedding of high expectations for teaching and learning. The educational leader, together with the highly skilled leadership team demonstrated a commitment to supporting and mentoring all educators which was evident in the time allocated for one-on-one mentoring, the time for each member of the leadership team to work with the service and in the collaboration in the quality improvement process. There was clear evidence that practices were based on industry best practice and a collective disposition to seek out high quality professional development.