Why Us | Glen Education

We believe in the uniqueness of each individual and value them within the context of their family and their community. We respectfully incorporate and reflect upon the diversity within our community and build this thinking into our inclusive educational programs, so we can build meaningful links with the local and the wider world.

Each kindergarten acknowledges its connection to Glen Education and upholds the vision, purpose, and values of the organisation. We believe that our educational philosophy changes, as new insights are gained, and practice is evaluated.

We are dedicated lifelong learners who support each other to maintain a culture of inquiry and reflective practice. Our people maintain professional confidence by keeping up to date with educational research, connecting with professional learning communities and by advocating for each person’s right to learn, grow and thrive.

At Glen Education, quality is in everything we do

Glen Education has consistently exceeded the National Standards for high-quality early years education.

The National Quality Standards (NQS) are a key aspect of the National Quality Framework. It is strongly linked to the National Early Years Learning Framework (2022) which recognises that children learn from birth. Combined with the Victorian Early Years Learning and Development Framework (2016), these outline fundamental components to inform and guide educators in the delivery of nationally consistent and high-quality experiences and programs across Australia.

At Glen Education, we are proud to say that all of our services are rated at or are exceeding the National Standard for Quality Education and Care.

Our commitment to exceeding the National Standards is evidenced in the feedback we have received across all quality areas, from the Department of Education.

Quality Area 1 – Educational program and practice

The aim of Quality Area 1 of the National Quality Standard is to ensure that the educational program and practice is stimulating and engaging, and enhances children’s learning and development. The program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.

*Taken from www.acecqa.gov.au website.

Department of Education Feedback

Glen Education Sacred Heart Kindergarten, 2023

“The service demonstrated a strong commitment to the service philosophy, and the Early Years Learning Framework (EYLF) was central to every decision made. Educators recognised that children learn through prolonged periods of investigation and exploration, as well as active engagement in both planned and spontaneous experiences. The service demonstrated a strong commitment to respect for diversity and promoting the rights of each child. Children were promoted as individuals with equal rights and were empowered to participate in decision making that may impact them.

Strong guidance and assistance from the nominated supervisor, educational leader and leadership team was evident, as they provided all educators with access to pedagogical resources that supported the development of a child-centred program. An integrated teaching and learning approach were embedded in the curriculum.

Educators were intentional in teaching children how to navigate routines and the tasks within routines with a range of visual tools and prompts to promote success and independence. Purposeful and specific goals were developed for children with a particular focus on children’s wellbeing early in the year to support secure, respectful and reciprocal relationships.”

For more information on assessment and ratings visit www.acecqa.gov.au

Quality Area 2 – Children's health and safety

The aim of Quality Area 2 under the National Quality Standard is to safeguard and promote children’s health and safety, minimise risks and protect children from harm, injury and infection. All children have the right to experience quality education and care in an environment that provides for their physical and psychological wellbeing and provides support for each child’s growing competence, confidence and independence.

*Taken from www.acecqa.gov.au website.

Department of Education Feedback

Glen Education Chelsea Kindergarten, 2023

“Educators had critically reflected on ways in which the learning environments could promote cultural safety of Aboriginal and Torres Strait Islander people and celebrate Indigenous cultures.

Educators drew on the voices of families and their local community to develop an approach to the organisation of educator to promote a culture of inclusiveness and a sense of belonging. Regular engagement with the Glen Education educator network, the leadership team, and the educational leader, provided opportunities to strengthen pedagogical knowledge.”

Glen Education Bentleigh Kindergarten

“Educators were consistently attuned to children’s changing health and physical activity needs throughout the day. Educators were aware of children’s individual wellbeing needs, supporting children to identify their need for winding down and relaxation throughout the day and providing them with tools such as noise cancelling headphones in the book area when they need some time alone.

The service identified the needs of the community and families in relation to health and wellbeing and acted as an active support for the children and families attending the service. This included engaging a Yoga specialist and occupational therapist to work with the service and providing all families with resources from the ‘Emerging Minds’ and ‘Be You’ programs, supporting wellbeing across all aspects of the children’s lives.

Supervision practices were carefully planned for and embedded within the service environment to support high risk activities. Health and hygiene processes were actively promoted throughout the day, with a flexible routine that responded to individual children’s changing requirements relating for mealtimes, physical activity and rest.”

For more information on assessment and ratings visit www.acecqa.gov.au

Quality Area 3 – Physical environment

The aim of Quality Area 3 under the National Quality Standard is to ensure that the physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.

The way that the environment is designed, equipped and organised determines the way that the space and resources are used and has the potential to maximise children’s engagement and level of positive experience and inclusive relationships.

*Taken from www.acecqa.gov.au website.

Department of Education Feedback

Glen Education Caulfield Primary Kindergarten

“A unique aspect of Glen Education Kindergarten was the addition of an English-Japanese Bilingual program. The bilingual program effectively used music, movement, picture books and a range of information technology within the everyday program. All resources were labelled in English and Japanese words and children were observed engaging in song and conversation in both English and Japanese.

Intentional learning experiences were evident, and provocations for children’s learning were endless, with children observed in ongoing conversations and scaffolding of learning with peers and educators throughout the day.”

Glen Education Centre Road Kindergarten

“The indoor/outdoor program and flexible routines supported children to engage in long periods of uninterrupted play, maximising each child’s learning and development. Children were consistently supported to make decisions about their play and participation in routines, which allowed children to direct their own learning, and supported their sense of agency and belonging. Children were engaged in sustained collaborative play and learning across the service and were observed creating and building elaborate spaces and worlds. The indoor and outdoor spaces promoted exploration and enquiry-based learning, and children were consistently observed accessing materials and resources to enrich their learning.

Educators across the service cultivated a deep respect for Aboriginal and Torres Strait Islander cultures and histories, through purposeful spaces, experiences, and acknowledgements, which were embedded into the program. This was further supported through ongoing collaborative relationships with indigenous leaders, agencies, and connections with children’s family members, further enhancing each child’s learning and understanding.”

For more information on assessment and ratings visit www.acecqa.gov.au

Quality Area 4 – Staffing arrangements

The aim of Quality Area 4 under the National Quality Standard is to ensure the provision of qualified and experienced educators, coordinators and nominated supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.

*Taken from www.acecqa.gov.au website.

Department of Education Feedback

Glen Education Caulfield Primary Kindergarten

“Educators were passionate, committed, respectful and authentic in their relationships with children, and were consistently observed interacting with children in a warm, responsive and gentle manner, creating an environment in which children felt comfortable, confident and relaxed.

The leadership team for the service consisted of nine people at an approved provider level, who utilised their knowledge and individual strengths to support and guide all educators at a service level, with a focus on educator wellbeing acknowledged and consistently provided for.”

Glen Education Carnegie Kindergarten

“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.”

For more information on assessment and ratings visit www.acecqa.gov.au

Quality Area 5 – Relationships with children

The aim of Quality Area 5 under the National Quality Standard is to promote relationships with children that are responsive, respectful and promote children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.

*Taken from www.acecqa.gov.au website.

Department of Education Feedback

Glen Education Bentleigh East Kindergarten

“The team of educators were reflexive 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.

Glen Education McKinnon Kindergarten

“Educators worked together to provide a welcoming environment for children, resulting in children being confident to seek support, comfort, and guidance. Educators were aware of each child’s dispositions and responded respectfully and positively to their needs and emotions.

The educational program encouraged children to participate in collaborative learning opportunities that supported them in building positive relationships with peers. School Readiness Funding had been used to engage The Resilience Program, which further supported the educators’ knowledge and ability to provide experiences that strengthened children’s emotional development.”

For more information on assessment and ratings visit www.acecqa.gov.au

Quality Area 6 – Collaborative partnerships with families and communities

The aim of Quality Area 6 under the National Quality Standard is to recognise that collaborative relationships with families are fundamental to achieving quality outcomes for children and that community partnerships that are based on active communication, consultation and collaboration are also essential.

*Taken from www.acecqa.gov.au website.

Department of Education Feedback

Glen Education Carnegie Kindergarten

“A long-standing team of experienced and committed educators provided daily support and guidance to families. 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.

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.”

Glen Education Orrong Road Kindergarten

“The service has developed strong connections with the local community which had been sustained for many years. The presence of children during regular outings was embraced by the local community. On the day of the visit children consistently expressed their excitement about attending the local primary school later in the day to begin the ‘buddy program’. This was an embedded part of the kindergarten program which had been in place for the past ten years.

The EYM ensured educators were provided with regular opportunities to build their professional confidence by keeping up to date with educational research and connecting with professional learning communities. An evolving quality improvement plan was in place that was reviewed at each service meeting, which, along with the Service Improvement Plan (SIP) and individual performance development and reflection appraisals, drove ongoing quality improvement.”

For more information on assessment and ratings visit www.acecqa.gov.au

Quality Area 7 – Governance and leadership

The aim of Quality Area 7 under the National Quality Standard is to support effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community.

An ongoing cycle of planning and review, including engagement with families, creates a setting for continuous improvement.

*Taken from www.acecqa.gov.au website.

Department of Education Feedback

Glen Education Caulfield South Kindergarten

“The strong leadership structure within the organisation and service consistently promoted a positive culture, which supported all stakeholders, including educators and families, to contribute to the ongoing continuous improvement of the service. The educational leader was passionate about her role and demonstrated a commitment to supporting and mentoring all educators which was evident in the time allocated to work with the service, promote the use of provocations and in the quality improvement plan.

The service recognised the importance of striving for best practice and continuously reflected on what they could do to improve outcomes for children and families. Led by the educational leader, reflective discussions were a part of the day-to-day operations, and a wide variety of provocations were consistently circulated to promote critical reflection. The quality improvement plan detailed some of the reflective questions that drove practice; ‘What is worthy of children’s time?’ was often referred to in practice and connection to this thinking was clearly demonstrated in the program decision making. 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.”

Glen Education Murrumbeena Kindergarten

“The educational leader worked across all of the Approved Providers’ services, who provided a consistent, unified approach to striving for a high-quality program and practice amongst the team. Conversations with the educational leader genuinely demonstrated the high expectations held for educators and children within the program, by challenging existing thinking and influencing positive change.”

For more information on assessment and ratings visit www.acecqa.gov.au

At Glen Education, quality is in everything we do

Our commitment to exceeding the National Standards is evidenced in the feedback we have received across all quality areas, from the Department of Education.

1. Educational program and practice

2. Children’s health and safety

3. Physical environment

4. Staffing arrangements

5. Relationships with children

6. Collaborative partnerships with families and communities

7. Governance and leadership

Quality Area 1 – Educational program and practice

*Taken from www.acecqa.gov.au website.

Department of Education Feedback

Glen Education Sacred Heart Kindergarten, 2023

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