Congratulations to Glen Caulfield South on their Exceeding Result 

Glen Caulfield South 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 Caulfield South 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 Caulfield 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. 

Supporting Meaningful Decision Making: Educators viewed children as capable and resourceful and as contributors to the program, and valued their unique qualities and abilities. 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 all educators in relation to providing positive guidance to children, focusing on supporting children’s individual differences. Educators promoted children’s strengths by encouraging their successes and assisting them to work through challenges with resilience and determination.

Leadership and High-Quality Practice: The educational leader played an important role within the service and her extensive knowledge and passion for the role supported the embedding of high expectations for teaching and learning. There was clear evidence that practices were based on industry best practice and a reflection on current research in the approach to mentoring and supporting the educators. This led to a team of educators that consistently demonstrated a high level of skills and knowledge in all aspects of their practice.

Partnerships with Families: In term one, the focus was on supporting the children to feel a sense of belonging to the service and to settle into the program with confidence. The arrival routine was centred around educators being able to support children’s individual needs and work in partnership with the families to do this. There had been significant progress made from the commencement of the term, and all children were observed arriving at the service and engaging with the educators and their peers and confidently participating in the program.