Family participation is an important part of making the service a true part of the community. We believe in creating an environment that is welcoming and inclusive and supports a sense of belonging for children, families, and educators.
Partnerships are based on the foundations of respecting each other’s perspectives, expectations and values, and building on the strength of each other’ knowledge and skills. Learning Outcomes are most likely to be achieved when educators work in partnership with children, families, other professionals and communities, including schools.
EYLF. V2.0, 2022. p.14
NATIONAL QUALITY STANDARD (NQS)
|QUALITY AREA 6: COLLABORATIVE PARTNERSHIPS|
|6.1||Supportive relationships with families||Respectful relationships with families are developed and maintained and families are supported in their parenting role.|
|6.1.1||Engagement with the service||Families are supported from enrolment to be involved in their service and contribute to service decisions.|
|6.1.2||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.|
|6.1.3||Families are supported||Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.|
|6.2||Collaborative partnerships||Collaborative partnerships enhance children’s inclusion, learning and wellbeing.|
|6.2.1||Transitions||Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.|
|6.2.2||Access and participation||Effective partnerships support children’s access, inclusion and participation in the program.|
|6.2.3||Community and engagement||The service builds relationships and engages with its community.|
|EDUCATION AND CARE SERVICES NATIONAL REGULATIONS|
|86||Notification to parents of incident, injury, trauma and illness|
|87||Incident, injury, trauma and illness record|
|157||Access for parents|
|160||Child enrolment records to be kept by approved provider and family day care educator|
|161||Authorisations to be kept in enrolment record|
|162||Health information to be kept in enrolment record|
|168||Education and care Service must have policies and procedures|
|172||Notification of change to policies or procedures|
|181||Confidentiality of records kept by approved provider|
|Anti-Bias and Inclusion Policy Dealing with Complaints Policy Educational Program Policy Incident, Injury, Trauma and Illness Policy||Interactions with Children, Family and Staff Policy Open Door Policy Privacy and Confidentiality Policy Sick Children Policy|
We encourage family participation and open communication within our Service. Families are invited to attend parent information meetings and assist with projects in keeping with our open-door policy.
We aim to ensure open communication through the enrolment and orientation process, policy and statement of philosophy review,feedback forms, Family Committee, daily program, documentation, formal and informal meetings, emails, and conversations.
This policy applies to educators, families, staff, management, approved provider, nominated supervisor, students, volunteers and visitors of the Service.
We acknowledge the primary and critical influence families have in their children’s lives andunderstand that effective relationships between educators and families are fundamental to achieve quality outcomes for children. Community partnerships that focus on active communication, consultation, and collaboration also contribute to children’s learning and wellbeing. Positive relationships with families help to build collaborative partnerships, as together we share a common objective and responsibility for reaching quality outcomes and goals for children.
We will provide regular information about the Service and ongoing opportunities for families to contribute in our curriculum. All staff will communicate with families in a positive and supportive manner that encourages respectful and trusting relationships.
THE APPROVED PROVIDER/ NOMINATED SUPERVISOR/ MANAGEMENT WILL ENSURE
- all families are welcomed and respected at our Service
- information communicated with families is reliable and accurate, especially if it involves the health and safety of children, employees and visitors to the Service. (e.g.: Department of Health, Public Health Units)
- inform families about the processes for providing feedback and making complaints- including any complaints about the handling of CCS [see-Dealing with Complaints Policy(Families)]
- families are aware of our open-door policy, unless such entry would pose a risk to the safety of children/educators or breach court orders regarding access to children
- families are provided with a Family Handbook during the enrolment and orientation process
- the enrolment and orientation process provide families with information about the statement of philosophy, policies, and practices of the Service
- educators provide information to families regarding the content and operation of the educational program in relation to their child, and that a copy of the educational program is available for viewing at the education and care service
- families have access to their child’s developmental records outlining developmental progress against the approved learning framework, as well as their strengths, developmental needs, and interests
- a weekly menu, which accurately describes the food and beverages provided each day, is displayed in a place accessible to parents
- families are notified of any incident, injury, trauma, or illness that affects their child whilst at the Serviceeither immediately after the incident or when they collect their child, depending on the severity of the incident. Notification must be made within 24 hours of the occurrence.
- the early childhood environment has an administrative space that is adequate for the purpose of consulting with parents and for conducting private conversations and meetings
- respect, confidentiality and sensitivity are key elements of effective communication with families
- processes are in place to communicate with families for whom literacy is an issue, or for whom English is not a first language
- fact sheets and brochures are printed in required languages and are readily available for families to access
- an interpreter service is available to ensure communication with parents and families not hindered due to language barriers
- families are notified of changes to Service policies at least 14 days before making changes to a policy or procedure that may have a significant impact on
- the service’s provision of education and care to any child enrolled in the service or
- the family’s ability to utilise the service
- changes to the way fees are charged and collected
- families are notified of any changes to the National Regulations
- the current Education and Care Services National Regulations are available for parents to access
- families are encouraged to complete surveys to contribute and share ideas about their child, provide suggestions about the program or give feedback
- a Family Committee is created to encourage family involvement and input into the Service’s organisation and activities
- develop collaborative partnerships with families that involve respectful communication about all aspects of a child’s learning
- be available for families on arrival and pick up to communicate about their child’s day through informal discussions
- share insights and perspectives about each child with families (EYLF)
- acknowledge the diversity of families and their aspirations for their children (EYLF)
- engage in shared decision-making to support children’s learning development and wellbeing (EYLF)
- encourage families to be involved in the curriculum, providing feedback, visiting the Service, bringing in items from the home environment, and giving feedback on children’s emerging interests and developmental concerns
- create a welcoming and safe environment where children and families are respected regardless of background, ethnicity, languages spoken, religion, family makeup or gender (EYLF)
- encourage ongoing open and direct two-way communication with families to develop trust and a collaborative relationship
- encourage families to contribute to the continuousquality improvement progression within the Service through their involvement in the self-assessment and QIP review
- provide families with a range of communication methods which may include the use of online platforms, emails, verbal communication, newsletters, Daily Report, Family Involvement Wall, sign-in sheets, Notice Board and notes sent home
- use a communication book with families as required (for example, behaviour guidance and inclusion support plans).
- provide accurate information during the enrolment process about their child including related medical and health information
- notify educators when any information related to the education and care of their child changes (Medical Management Plans, Court orders-parental orders, authorised nominee)
- participate in informal and formal interactions with educators to discuss their child’s learning and develop learning goals
- be encouraged to contribute to the learning program and share their culture, language and beliefs with others in the Service
- be invited to contribute to the quality improvement process within the Service
- be invited to be involved in the Family Committee
- be encouraged to attend children’s excursions to help meet required ratios and support their children’s knowledge of and engagement in their community
- be invited to assist with working bees held at the service
- be invited to events held periodically to help families network and develop friendships in the local community
- be invited to review the Service’s policiesand routines.
The Family Communication Policy will be reviewed on an annual basis in conjunction with children, families, educators, staff and management.
Australian Children’s Education & Care Quality Authority. (2014).
Australian Government Department of Education (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.V2.0
Early Childhood Australia Code of Ethics. (2016).
Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. (2017)
Guide to the National Quality Framework (2017). (Amended 2023).
Raising Children Network Australia. (2006-2019). Effective communication with parents: professionalshttps://raisingchildren.net.au/for-professionals/working-with-parents/communicating-with-parents/communication-with-parents
Revised National Quality Standard. (2018).
Yorganop Indigenous Professional Support Unit A Welcoming Yarn Engaging with Aboriginal and Torres Strait Islander Children and their Families in Education and Care Settings. (2017).https://childaustralia.org.au/wp-content/uploads/2017/02/A-Welcoming-Yarn-2016-Final.pdf
|POLICY REVIEWED||APRIL 2023||NEXT REVIEW DATE||APRIL 2024|
|MODIFICATIONS||annual policy maintenance minor formatting edits within textreference to EYLF (V2.0) updatedhyperlinks checked and repaired as requiredContinuous Improvement/Reflection section addedChildcare Centre Desktop Resources section addedlink to Western Australian Education and Care Services National Regulations added in ‘Sources’|
|POLICY REVIEWED||PREVIOUS MODIFICATIONS||NEXT REVIEW DATE|
|APRIL 2022||policy maintenance – change of policy name in related policies- Dealing with Complaintsminor formatting edits within texthyperlinks checked and repaired as required||APRIL 2023|
|FEBRUARY 2021||policy reviewed and minor editssources checked for currency||APRIL 2022|
|APRIL 2020||National regulations addedadditional related policies includedfurther content added to pointsinclusion of culturally and linguistically diverse families further sources added||APRIL 2021|