Quick Summary: In North Carolina, a 5-star preschool rating means a child care program has chosen to meet higher, voluntary quality standards beyond the minimum licensing requirements. The rating is largely based on two areas—staff education and program standards—so it helps parents quickly compare programs on the things that tend to matter most day-to-day: teacher preparation, learning environment, and overall quality practices. What does a 5-star preschool rating mean in NC? If you’re touring preschools in Raleigh, NC, you’ll see “Star Rated License” posted at many programs. North Carolina uses a star rating system (1 to 5 stars) to help families understand quality levels in licensed child care. Here’s the simplest way to think about it: 1 star = meets North Carolina’s minimum licensing requirements 5 stars = meets the highest level of voluntary enhanced standards for quality So when a program is a 5-star preschool, it’s not just saying “we’re great.” It’s telling you the program has been evaluated under the state’s quality framework and reached the highest tier available. At Temple Beth Or Preschool in Raleigh, NC, our 5-star preschool license is one of the ways families quickly see that we’re committed to quality—and that we’ve built our program around strong teaching, thoughtful standards, and consistent care. How NC determines the star rating North Carolina’s star rating is currently evaluated primarily using two components: Staff education Program standards ncchildcare.ncdhhs.gov+1 In other words, the state isn’t rating “vibes.” It’s looking at concrete markers of quality—who is teaching and what standards the program meets in practice. You may also hear about compliance history in relation to star ratings. Programs must demonstrate compliance with minimum standards, and compliance history is part of the overall licensing picture that supports the rating process. What “staff education” really means for your child Staff education in the star rating system is about the training and education levels of teachers and administrators. For parents, this matters because early childhood education is a specialized field. The best learning outcomes at ages 1–5 typically come from adults who understand child development, age-appropriate expectations, and how to guide behavior with patience and skill. What to ask on a tour: What early childhood education credentials do lead teachers have? What kind of ongoing training do teachers complete each year? How long do teachers typically stay with the program (turnover)? Who mentors or supports new teachers? A helpful follow-up question: “What does professional development look like during the year?” A good program will answer clearly and confidently—without making it sound like a formality. What “program standards” mean (the part you can often see) Program standards are about what the program offers and how the learning environment supports children. This can include the classroom environment, daily schedule, health and safety practices, and the overall quality of interactions. North Carolina points to things like safe practices, caregiver interactions, developmentally appropriate activities, and indoor/outdoor safety as part of what’s observed and evaluated. What to ask on a tour: What does a typical day look like for my child’s age? How do teachers guide social-emotional development and behavior? How do you handle transitions (drop-off, nap, bathroom routines, moving between activities)? How do you communicate with parents? How do you ensure safety indoors and outdoors? A practical tip: Ask for examples, not just policies. For example, instead of “Do you teach social-emotional skills?” ask “What does that look like when two children want the same toy?” Why ratios and class size still matter (even with 5 stars) A 5-star rating is meaningful, but parents still need to confirm what day-to-day life looks like for their child. Teacher-to-child ratio is one of the clearest indicators of how much individual attention children receive—especially for toddlers, shy children, or kids who need extra support with transitions. What to ask: What is the teacher-to-child ratio in my child’s classroom? How many children are in the room at one time? Are there two teachers in the classroom throughout the day? What happens when a teacher is out sick? If you’re evaluating a preschool in Raleigh, NC, ratios and consistency often separate “fine” from “truly supportive.” Safety practices: what parents should confirm Safety is part of licensing, but it’s still worth asking direct questions—because your comfort matters, and strong programs will be transparent. What to ask: How is the building secured during the day? Who is allowed to pick up my child, and how is that verified? What are your health and sanitation routines? How do you handle allergies and medication? How do you communicate closures, emergencies, or urgent updates? Look for calm, clear answers. You want a program that treats safety as routine and well-practiced, not as an awkward topic. Consistency: the quiet factor that makes preschool work Parents don’t always think to ask about consistency, but children feel it immediately. Consistency includes stable staffing, predictable routines, and a clear approach to guiding behavior. It’s one of the biggest reasons some kids “settle in” quickly and others struggle. What to ask: How long have your lead teachers been at the school? How do you keep classroom routines consistent across the week? What approach do teachers use for behavior guidance (and how do you involve parents)? How do you support children who are slow to warm up? This is especially important if you’re comparing multiple “5-star” programs—because the rating is meaningful, but your child’s experience will still be shaped by the people and the daily rhythm. How to use the 5-star rating when comparing preschools in Raleigh, NC Use the star rating as a strong starting point, then confirm the details that matter most to your family. A simple comparison checklist: Staff education and training: clear, specific, ongoing Program standards: age-appropriate, play-based, structured in a healthy way Safety practices: transparent, practiced, easy to explain Ratios and class size: supportive for your child’s temperament and needs Consistency: stable teachers, predictable routines, clear guidance approach If you’re researching Temple Beth Or Preschool in Raleigh, NC and want to understand what makes our program distinct, start here: What Sets Us Apart Preschool (ages 1–4) Ready to take the next step? The best way to know if a 5-star preschool is the right fit is to see it in action—watch the classroom flow, meet the teachers, and ask your real questions. If you’re considering Temple Beth Or Preschool in Raleigh, NC, we’d love to welcome you in. Schedule a tour and review next steps.
No—a Jewish preschool is not only for Jewish families. At Temple Beth Or Preschool in Raleigh, NC, Jewish values show up as universal, everyday lessons like kindness, respect, community, and giving—taught in a warm, inclusive preschool environment where families of all backgrounds feel comfortable. If you’re searching “Jewish preschool Raleigh open to all,” this is exactly what many parents want: a values-based school culture that welcomes everyone. Is a Jewish preschool only for Jewish families? This is one of the most common questions parents ask when they first hear “Jewish preschool.” And it makes sense. If you’re not Jewish, you might wonder: Will we feel out of place? Will my child be expected to know prayers or Hebrew? Will the school focus on religion more than early learning? At Temple Beth Or Preschool in Raleigh, NC, the experience is simple: we are an inclusive preschool. We’re inspired by Jewish values, and we welcome families of all faiths and backgrounds. For many families, that’s the perfect combination—a school with a clear values foundation and a community-first feel, without needing to share the same religious identity to belong. To read more about who we are and the spirit of our community, visit About Us → What does “Jewish values” mean in a preschool classroom? When most parents hear “Jewish values,” they imagine something formal or unfamiliar. In reality, in a preschool setting, Jewish values look like universal character-building that all families can appreciate. Here are a few examples in plain language: Mitzvah Makers (doing good deeds) “Mitzvah” can mean a good deed—kind and thoughtful actions we choose to do. In preschool, being a Mitzvah Maker can look like helping a friend clean up, using gentle hands, inviting someone to play, or sharing materials without being asked. Tikkun Olam (making the world a better place) This is the idea of caring for the world around us. For young children, Tikkun Olam might show up in simple ways: caring for classroom materials, being gentle with nature outside, or doing a small project that helps others. Tzedakah (sharing and helping others) Tzedakah is about helping others and sharing what we have. In preschool, it might be a classroom collection for a community need or a child learning, “I can give too.” Kehillah (community and belonging) Kehillah is a sense of belonging and community. In the classroom, it means: “You belong here.” It looks like greeting each other, taking turns, helping, and learning that our classroom is a safe place to be yourself.  Shabbat (slowing down and expressing gratitude together) At Temple Beth Or Preschool, Shabbat is practiced as a weekly rhythm of slowing down, coming together as a community, and expressing gratitude—often through song and dance on Friday mornings. It’s joyful, age-appropriate, and welcoming for all children. These values aren’t a lecture. They’re part of the daily rhythm—modeled by teachers, practiced in friendships, and reinforced through routines that help children feel secure. What families typically experience day-to-day at Temple Beth Or Preschool in Raleigh, NC If you’re considering an inclusive preschool with Jewish values, the best question is: “What will my child actually do each day?” At Temple Beth Or Preschool, Raleigh, NC families typically experience: Warm, predictable routines that help children feel safe Play-based learning with hands-on activities (art, stories, music, outdoor time) Teachers who guide social-emotional skills like sharing, patience, and problem-solving Classroom culture that focuses on kindness and belonging, not “perfect behavior” Celebrations and traditions that are introduced in kid-friendly ways, with context and inclusion Many families say the “values-based” part of the school isn’t something you need to understand ahead of time—you feel it in how your child is treated, how teachers communicate, and how children learn to be good humans. Will my child be excluded if we’re not Jewish? No. An inclusive preschool should make it easy for every family to participate comfortably. At Temple Beth Or Preschool in Raleigh, NC, inclusion means: Teachers explain traditions in ways young children understand Families are never expected to already “know” anything The classroom focus stays on early childhood development and community Every child’s identity and family background is treated with respect For many non-Jewish families, the experience feels less like “religious instruction” and more like a warm school culture that prioritizes character, kindness, and community. Why some families prefer a values-based preschool Parents often say they’re not just looking for “daycare.” They want their child to learn, grow, and develop strong social skills in a calm environment. A values-based preschool can help because it gives the school a shared language for what matters: “We use kind words.” “We take care of our friends.” “We help.” “We try again.” Over time, those simple messages shape how children handle frustration, friendships, and learning challenges—skills that matter just as much as letters and numbers. Questions to ask when touring a Jewish preschool as a non-Jewish family If you’re searching “Jewish preschool Raleigh open to all,” bring these questions on your tour: How do you define “open to all” in daily practice? What does Jewish values-based learning look like for a child who isn’t Jewish? What holidays or traditions are celebrated, and how are they explained to children? Are families expected to participate in religious services or activities? How do teachers support belonging for every child? What do you do if a child asks big questions (“Why do we do this?”) in class? A strong program will answer clearly, warmly, and without defensiveness. The simplest way to know if it’s a fit: come see it Reading about inclusion helps, but the real clarity comes from watching a classroom in action. You’ll see how teachers speak to children, how children treat each other, and whether the environment feels welcoming to your family. If you’re looking for a Jewish preschool in Raleigh open to all, we’d love to meet you. Schedule a tour at Temple Beth Or Preschool in Raleigh, NC.
Choosing the right next step can feel confusing, especially during Wake County enrollment season . Here’s a clear, parent-friendly guide to Pre-K , Transitional Kindergarten (TK / Young 5s / Kindergarten Bridge) , and Kindergarten —and how TBOP helps families decide with confidence. Quick Definitions Pre-K (age 4): A play-based, pre-academic year focused on foundation skills (language, number sense, fine motor, social-emotional growth). Transitional Kindergarten (Young 5s / Bridge-K): A small-class, extra year for just-turned-5s who are academically capable but need more time to grow socially, emotionally, or in stamina/independence . Kindergarten (WCPSS & private): Full K standards—longer days, larger groups, increased independence, and formal assessments. Side-by-Side Snapshot Purpose Pre-K: Build readiness through play; introduce structured routines. TK / Young 5s: Bridge to K; deepen self-regulation, confidence, and stamina while continuing academics. Kindergarten: Master K standards across literacy, math, social-emotional, science, and specials. Ideal for Pre-K: 4-year-olds ready for a structured, playful classroom. TK / Young 5s: Late-summer birthdays; shy/slow-to-warm kids; “almost ready” learners; families with an inkling that “one more year” would help. Kindergarten: Children ready for a longer day, larger peer groups, and higher independence. Class size & support Pre-K @ TBOP: Small classes, two teachers, Conscious Discipline . TK @ TBOP: Very small classes , two teachers, extra coaching on executive function (attention, flexibility, persistence). Kindergarten: Varies by school; typically larger classes and higher student-to-teacher ratios. iteracy & math Pre-K @ TBOP: Phonemic awareness, print concepts, early number sense through play. TK @ TBOP: Letterland (same phonics used by Wake County Public Schools ), emergent writing, number composition, patterning, simple graphing—still play-based. Kindergarten: Full WCPSS standards and formal assessments. Independence & SEL Pre-K: Routines, sharing, following directions, feelings language. TK: Big growth in self-advocacy, conflict resolution, classroom jobs, stamina (end-of-day regulation). Kindergarten: Higher expectations for self-management, collaboration, and problem-solving. How TK Differs from Pre-K (and Why It Works) Same academics, deeper mastery: Kids practice Letterland and math in richer, longer projects. Extra time for the whole child: Confidence, voice, leadership opportunities. Stamina builder: A gentler on-ramp to the length and pace of K. Right-sized support: Small class sizes mean more coaching, feedback, and wins. FAQs Parents Ask “My child is academically ready. Why consider TK?” Readiness is also emotional stamina, independence, and confidence in groups . TK strengthens those so academics stick. “Will they be the oldest later?” Often a strength —older students tend to enter K more confident, regulated, and ready to lead. “Will they be bored?” We differentiate . Children stretch academically while building executive function, language, and social skills. “Is TK the same as private kindergarten?” No. TK is a bridge year before kindergarten; the emphasis is readiness + growth with continued academics. Why TBOP for TK / Young 5s NAEYC-accredited , play-based program with small classes and two teachers. Letterland literacy (continuity with WCPSS ). Conscious Discipline for self-regulation and social problem-solving. A warm, inclusive community that partners closely with families. Next Steps (During Wake County Enrollment Season) Not sure? Book a 10-minute readiness chat with our director. See it in action: Schedule a TK classroom tour . Giving a child the gift of time is a decision families tell us they “never regret.”
If your child has a late-summer birthday—and you’re wondering whether they’re emotionally ready for kindergarten —you’re not alone. We hear from many TBOP families whose children are academically ready but shy, slow-to-warm, or still building confidence in groups. Again and again, those families tell us: “Choosing a Young-5s/Transitional Kindergarten year was the best decision we ever made .” And our teachers echo it “If you have even an inkling that a bridge year could help, you will never regret giving your child the gift of time .” What “ready” really means Kindergarten readiness isn’t just letters and numbers. It’s also: Emotional stamina (long mornings, lots of transitions) Confidence in groups (raising a hand, joining play) Self-regulation (recovering from big feelings) Independence (managing a backpack, bathroom, routines) Many late-summer birthdays—especially shy or slow-to-warm kids—benefit from one more year to strengthen these skills. What a Bridge Year looks like at TBOP Our Young-5s / Transitional Kindergarten (TK) class is a small, nurturing “Kindergarten Bridge” designed for children who can do the work, but would thrive with extra time to grow. Small classes, low ratios → more coaching, more confidence Letterland literacy (the same phonics program used in Wake County) Play-based math & science woven into centers and projects Conscious Discipline for self-regulation, friendships, and problem-solving Leadership moments (class jobs, buddy work, show-and-tell) that help shy kids practice using their voice Kids leave TK excited for kindergarten—academically ready and emotionally steady. “But will they be the oldest?” (Common questions, answered) Will my child be “too old” later on? Being an older, more confident leader is typically a strength , not a drawback. Teachers often report smoother transitions, better self-advocacy, and fewer school-day tears. Will they be bored academically? Not with us. We differentiate—children stretch at their level while building endurance, attention, and peer skills that make learning stick. Will this delay friendships? Usually the opposite. With time to grow, shy kids tend to join play sooner , use words to solve problems, and make deeper friendships. 6 gentle signs a Bridge Year may help Your child is shy/slow-to-warm and needs time before joining groups. Afternoons often bring big feelings or extra fatigue. New environments feel overwhelming at first. They’re academically solid , but avoid speaking up. Fine-motor stamina (writing, cutting) is still developing . Your gut says “almost ready… but not quite.” If a few of these sound familiar, that little nudge you feel is worth listening to. Parent voices we hear every year “He could read, but he hid in groups. Now he volunteers.” “She used to say, ‘I can’t.’ Now we hear, ‘ I can try .’” “Mornings went from tears to happily running into class.” The gift of time A Young-5s year isn’t “waiting.” It’s building —confidence, language for feelings, friendships, and the stamina school requires. For many late-summer birthdays and shy kids, it’s the difference between surviving kindergarten and loving it. Next steps Talk with us: Schedule a quick readiness chat. See it in action: Tour our TK/Young-5s classroom. Not sure yet? Download our 2-minute Kindergarten Readiness Checklist. Temple Beth Or Preschool’s Young-5s / Transitional Kindergarten : small classes, Letterland like WCPSS, and a year devoted to growing brave, kind, confident learners. Have a question about your late-summer birthday kiddo? We’re happy to be a thinking partner.
When kids are revved up, “Stop!” often lands like a grenade—big emotion, little learning. In Conscious Discipline , we try to name what to do , not just what not to do. Clear, doable language helps children regulate, succeed, and feel safe. Why “stop” backfires It’s vague (what should I do instead?). It can escalate power struggles. Dysregulated brains need specific, simple directions . Try this 3-step shift Notice : “You’re running inside.” Name the need/boundary : “This room is for walking.” Give the do : “ Use walking feet. ” Quick swaps for everyday moments Running indoors “ Pause. Check your body. Walking feet inside. ” “ Freeze. Let’s try slow feet to the cubbies.” Grabbing toys “ Hands waiting. Ask, ‘Can I have a turn when you’re done?’” “ Gentle hands. You may hold this one; that one is Sam’s.” Hitting/rough play “ I won’t let you hit. Your hands can squeeze this pillow .” “ Safe body. Keep your hands on your own body.” Shouting “ Voices off. Now quiet voice so I can hear you.” “ Pause and breathe. Let’s try talking voice .” Throwing blocks/toys “Blocks are for building . Balls are for throwing—want one?” “ Put it gently on the mat like this.” Water/sand everywhere “Water stays in the sink . You can splash in the tub at home .” “ Scoop and pour inside the bin.” Interrupting “ Hold your thought. Put your hand on my arm; I’ll look at you when I’m ready.” “ Wait cue. When the timer beeps, it’s your turn to talk.” Transitions “ Two more minutes . Then shoes on .” “ First clean up, then playground.” Power words to post at home/school Pause, Freeze, Gentle hands, Walking feet, Voices off, Safe body, Hands waiting, Try again, Let’s switch, First–Then, Your turn is next When “stop” is right For immediate safety, be direct and firm: “ Stop. Car is coming.” Follow with the do : “ Hold my hand. ” Keep it teachable Breathe first. Your calm regulates their storm. Model the action (“I’ll show you walking feet”). Offer a choice (“Crayons or markers?”). Practice when calm —play “Freeze/Go,” set up role-plays, use visuals. Tiny scripts you can pocket “Pause. Look at my eyes. Walk.” “ I won’t let you… You may …” “ Use your words: ‘My turn when you’re done.’” “ Try again… slowly. ” “ First coat, then outside.” Bottom line: Swap “stop” for clear, doable directions . The more we say what to do, the faster kids learn the skill—and the calmer everyone feels.
One of the biggest questions parents ask us is: “Will my child be ready for kindergarten?” At Temple Beth Or Preschool, the answer is a confident yes. Not only do we nurture confidence, empathy, and curiosity—we also intentionally align our curriculum and classroom experiences with what children will encounter in Wake County Public Schools (WCPSS) . If you’re wondering what kindergarten readiness really looks like in our area, or how TBOP supports that transition, here’s everything you need to know. What Does Wake County Kindergarten Look Like? WCPSS follows the North Carolina Foundations for Early Learning and Development and uses Letterland for literacy instruction. Kindergarten is built around a balance of early academics, independence, and social-emotional development. Here’s a quick look at some of the expectations: Literacy Recognizing and naming all letters (uppercase and lowercase) Identifying letter sounds (phonemic awareness) Understanding print concepts (left to right, top to bottom) Beginning to write letters and simple words Math Counting and recognizing numbers (1–20 and beyond) Comparing quantities (more/less, same/different) Recognizing basic shapes Understanding patterns and measurement Social-Emotional Development Managing emotions and using words to express needs Taking turns and sharing Following multi-step directions Working independently and with a group Self-Help & Independence Unpacking their backpack and managing belongings Using the bathroom independently Asking for help appropriately Navigating the school day with confidence How TBOP Gets Your Child There We intentionally structure our 4s and Transitional Kindergarten programs to prepare children for all aspects of the kindergarten experience—not just the academics. We Use Letterland—Just Like WCPSS At TBOP, we use Letterland , the same phonics-based literacy program your child will see again in Wake County elementary classrooms. Through Letterland Labs, we introduce: Letter sounds and characters Rhyming, syllables, and simple word building Pre-writing and writing with engaging, hands-on tools This familiarity builds confidence and eases the transition into “big kid” school. We Build Math Foundations Through Play Our math curriculum is woven into everyday activities. Children count during songs, measure ingredients while cooking, sort objects by color and size, graph their favorite fruits, and build patterns with blocks. These early math skills are fun, meaningful, and developmentally appropriate. We Focus on Emotional Readiness Through the Conscious Discipline model, we help children learn to: Identify and regulate their emotions Solve problems with words Build empathy and kindness Feel secure in a group setting Our classrooms are built around relationships, routines, and reflection—which makes for confident, resilient learners. We Build Independence (Gently) We create opportunities every day for children to practice age-appropriate independence: Taking on classroom jobs Managing transitions Cleaning up materials Packing their backpacks Asking questions and advocating for themselves These small moments prepare children for the self-management skills they’ll need in kindergarten and beyond. We Don’t Rush Childhood—We Prepare It with Purpose We know that school readiness is about more than knowing letters and numbers—it’s about being emotionally ready to learn, socially ready to connect, and confident enough to try. By combining a play-based curriculum with Wake County-aligned instruction , TBOP gives children the best of both worlds: a joyful, loving early childhood experience that also lays the foundation for academic success. Not sure what “kindergarten readiness” really means? Start with our post: Kindergarten Readiness—What It Means (and Doesn’t Mean)