Quality Area 6: Collaborative Partnerships with Families and Communities highlights the essential role that strong, meaningful partnerships with families and the broader community play in supporting and enhancing children’s learning, development, and well-being. This quality area underscores the idea that learning and development extend beyond the walls of the early learning service and that children’s growth is deeply influenced by the relationships and connections they have with the people and organisations around them.
What are we trying to achieve?
Our goal is to ensure that families are an active and driving force within our service. We aim to ensure that respectful relationships with families are developed and maintained and families are supported in their parenting role.
What are we doing?
Holding regular meetings with families to gather family opinions on service matters and decisions.
Experimenting and exploring ways to include families in the educational program.
ELE6.1.1 - Engagement with the service: Families are supported from enrolment to be involved in the service and contribute to service decisions.
We have a thorough enrolment process, which begins from an initial enquiry and until the child/family leave our centre. The Nominated Supervisor ensures that the initial contact is friendly, welcoming, informative but relaxed where an honest conversation takes place outlining true expectations between both parties.
We offer stay and play visits prior to commencement. These visits give families the opportunity to spend time in their child’s room with their educators, building relationships so families feel comfortable leaving their child in our care. We want the centre to feel like their home away from home.
Our Eden IOC Family has a welcoming and friendly atmosphere where all families/stakeholders are respected for their individual diversity. We strive to create a genuine partnership with our families and the community, creating an atmosphere where the centre is their home away from home.
Families are encouraged to contribute to their sense of belonging by having a say in aspects of the centre such as philosophy, planning cycle/transitions, routines, menu, activities/fun days etc.
The centre has an open-door policy allowing families, potential families and visitors to feel welcomed at any time. We like to welcome all families into our Eden family.
At the heart of our philosophy is the belief in the absolute importance of responsive and reciprocal relationships. Communication methods we use is through our OWNA app, Kidsoft, emails, phone calls, communication books, parent surveys, noticeboards, questionnaires, via our website and most importantly face to face conversations, through communication we can capture our families input and feedback in relation to pedagogy and practices which we use to set goals for the Quality Improvement Plan.
The Centre philosophy is available in the foyer and in children’s classrooms. The Philosophy is a statement that outlines our centre’s goals, beliefs and values which frame the decisions we make throughout the service. The centre also has the photos of our educators in our reception area and on room doors, which introduces the educators and outlines their qualifications.
Evidence: Orientation process, Policies and procedures, Philosophy statement, Foyer QIP feedback displays
children's documentation, Emails, Communication Books, Transition statements
ELE6.1.2 - Parent views are respected: The expertise, culture, values and beliefs of families are respected, and families share in decision-making about their child’s learning and wellbeing.
Educators ensure information sharing is a priority to ensure individual children’s family’s culture, values and beliefs are met in an appropriate and sensitive manner. Families are encouraged to provide feedback.
Our centre has regular meetings with volunteer families through the Family Yarning Circle, all families are invited to attend to offer their expertise, culture, values and beliefs on service matters. This group is mediated by the Educational Leader. These suggestions and discussions are then added to the centre's critical reflections has family perspectives and guide service decisions.
Families are encouraged and supported to communicate with us through email or phone calls to share any suggestions or contributions to our service. They are also encouraged to add to the room's programs.
Evidence: Curriculum documents, observations, enrolment information, program
ELE6.1.3 - Families are Supported: Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.
Policies and procedures, QIP, National Law, Staying healthy in Childcare, EYLF, Parent handbook, philosophy are all on display and parents have the opportunity to provide feedback.
Management uses various communication styles to communicate with families.
Educators and Nominated Supervisor can identify, support and are confident in identifying and referring families to local community services and health professionals such as health nurses and a variety of therapists to our families. With the consent of our families, the educators work with these professionals internally and externally to introduce strategies to best support the children with additional needs. We also have a parent information area that contains information to support families. This is beneficial sharing knowledge and experience promotes children’s development and wellbeing. Nominated Supervisor and Early childhood Teacher are a part of network group that include local schools, medical professionals, government agencies and the department to support and discuss plans to better improve outcomes for all children. Our Early childhood Teacher will attend network meetings when available.
We offer Parent/teacher interviews for children in our Kindergarten room mid year and as needed in our other rooms. At the start of the year our ECT will hold a parent information night regarding our Kindergarten Program.
Family concerns and suggestions are always addressed in a timely and sensitive matter. We know we have families of differing beliefs and values, we always strive to make sure that each family is valued and respected. If needed we organise sit down meetings with families to ensure their voices are being heard and addressing any concerns. If families have concerns about their children's development, they reach out to their educators who in turn connect with the educational leader for support.
Evidence: Curriculum documents, observations, meeting notes with support services, Parent information area, Parent Teacher meeting notes, Philosophy, Communication books, Online platforms, Notice board, Family Handbook, Friday Memos
ELE6.2.1 - Transitions: Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.
Management monitors children ages and work alongside educators to identify children’s readiness. Once this has been identified, parents are consulted and with parents consent and collaboration, Management looks at room configuration and plan time for children to visit their new room. This is a slow relaxed process so children can become familiar with their new environment and form a positive relationship with their new educator. Educators of child’s two rooms will share information that will support children’s continuity of care and education.
There is a strong transition to school procedure where our Early Childhood Teacher networks with local schools and provides valuable information to support the smooth transition of all children into the schooling environment. Transition statements are written by the teacher. Our teacher finds out what schools are children are going too and links with them to create tailored transitions.
The centre supports the Tailored Transition program, a local teachers aid is currently attending the service to support an individual transition to school for an enrolled child.
Evidence: Transition policy and procedures, Transition statements, Communication with parents, Room transition and form.
Assessment of Learning.
ELE6.2.2 - Access and Participation: Effective partnerships support children's access, inclusion and participation in the program.
The centre has established connections with local inclusion support officer who is available for support if needed. Currently we work alongside child health, NSIS, child safety (act for kids), Dental for you. Educators collaborate and work with parents and these agencies to implement new strategies suggested by these professionals to ensure inclusion within the centre.
Our educators are confident to create a sense of belonging for children and inclusion is embedded in all aspects in our service and is supported by culture, policies, and everyday practices. All children are invited to participate in all learning experiences offered.
Evidence: Curriculum documentation, Meeting minutes, Observations, Owner platform, Enrolment documents, Referral forms,
Philosophy, Policy and Procedures
ELE6.2.3 - Community Engagement: The service builds relationships and engages with its community.
Our philosophy clearly states we respect the owners of the Kombumerri land past elders, present and emerging. We embrace cultural diversity, respecting family’s diverse values, beliefs, cultural backgrounds, traditions, life experiences and knowledge. Families are encouraged to share their culture, language and experiences with teachers and educators.
We have community connections with:
Jellurgal
Little Big Sports
Academic Dance Studios
Baby Give Back
Tiny Tree Kids Yoga
Bravehearts
In Safe Hands
Travelling Tooth Fairy
Sleep Smart
Mini Medics
Phoenix Cups
The centre has an ongoing visit from ------ our Soccer and fitness coach spends time with our over 3 children and focuses on health and fitness. This program has been a part of our curriculum for over 4 years.
Academic Dance studios Mel
The service has good relationship with local organisations such as Bravehearts, Baby give back, Jellugal, Tiny Trees,Ev
living and nearby schools.
Evidence:
Practice is embedded in service operations
6.2.2 Access and participation Effective partnerships support children’s access, inclusion and participation: Working with families
Educators work extremely hard to ensure that children with behaviour/additional needs are identified early, referred and receive relevant support. Part of this process is ensuring that families are supported and fully informed of the process if their child is identified as having additional needs. The centre has a culture of open and honest feedback, whilst still remaining caring and empathetic. Educators respond to families’ and specialist’s questions, concerns, and requests promptly. We aim to maintain two-way communication with families about a child’s progress and development. Educators recognise and respect that families are a child’s first educator and that they have a powerful influence on the child. Educator’s support families in this parenting role and respect their values and beliefs about child-rearing whilst recognising the child’s right to safety at all times.
Practice is informed by critical reflection
Practice is shaped by meaningful engagement with families and/or community
Flexible Communication - We ensure that communication with families is frequent, flexible, and transparent. We predominantly communicate by email, text, phone call, face to face and OWNA ensuring that families' needs are met and that they have opportunities to provide feedback.
Responsive to Family Needs - We aim to be responsive and supportive beyond simply meeting the educational needs of children; it recognises the broader needs of families and works to support them. This might include providing family-friendly hours, organizing support services, or offering parenting workshops or social events to strengthen the connection between families and the service.
Community Partnerships - The service builds and nurtures partnerships with local community organizations, such as libraries, health services, and cultural institutions, to enhance children's learning and well-being. For instance, educators might work with local artists, environmental groups, or even businesses to create enriching, real-world learning experiences for children.
Local Knowledge and Resources - Services utilise local knowledge, skills, and resources to enhance the curriculum and learning environment. They might incorporate local history, languages, or environmental sustainability practices into their programs, enriching children's understanding of their immediate surroundings.
Social Responsibility - Services that exceed in this area often have initiatives aimed at giving back to the community, such as organising charity drives, participating in community events, or supporting local causes. Children, families, and staff are encouraged to be active participants in their community, fostering a sense of social responsibility from a young age.