Element 6.1.1 Engagement with the service – Families are supported from enrolment to be involved in the service and contribute
to service decisions.

Click on the button below that best describes you and follow the simple steps. Complete each step as it will automatically write your QIP and Self Assessment Tool.

Educators

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. How do you regularly share information with families about their child’s participation in the Curriculum, and their achievements and needs?
  2. How do you regularly encourage families to help build curriculum by sharing their culture, jobs, interests etc?
  3. How do you make sure you fully understand any specific medical / behaviour / nutrition/physical activity/learning needs children may have, any related services they access, and do you regularly involve families in decision making processes around these needs?

What Regulation goes with this NQS Element?

Regulation 157 Access for Parents

Educators must always let parents/guardians into the Service if their child’s there unless there’s a Court Order prohibiting the parent’s access, or it wouldn’t be safe for other children or staff.

What do educators need to do to comply with the Regulation? Please write your answer below. 

 

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Is the environment welcoming for all families?
  • Is communication respectful and sensitive for all families?
  • Is diversity recognised and valued when engaging with families?
  • Are families’ questions, concerns and requests responded to in a prompt and courteous way?
  • Do educators implement a range of strategies to share information and engage families in decision-making processes?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

When Cade and his mum turned up for Cade’s first day, he was very upset and educators struggled to help him with his separation anxiety. They tried a couple of different things but nothing really worked.


The green text is directly related to the meeting indicators for Element 6.1.1 on pages 254-257 of the NQS Guide

While our Nominated Supervisor Matt showed a potential new family around our Service Mum Angela said she wasn’t sure how her son Cade would settle as his father was in the Army and had recently left for a tour of Afghanistan. Dad was going to be away for 6 months and Cade was already missing him and showing signs of distress. Matt said educators had lots of strategies for settling children and they would work with her to help Cade settle as soon as possible. For example, Cade would need to understand that she was coming back at the end of the day seeing he’d already ‘lost’ his dad, so educators would use words like “I’m here to keep you safe until Mum comes back after afternoon tea.”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 262-264.

While our Nominated Supervisor Matt showed a potential new family around our Service Mum Angela said she wasn’t sure how her son Cade would settle as his father was in the Army and had recently left for a tour of Afghanistan. Dad was going to be away for 6 months and Cade was already missing him and showing signs of distress. Matt said educators had lots of strategies for settling children and they would work with her to help Cade settle as soon as possible. For example, Cade would need to understand that she was coming back at the end of the day seeing he’s already ‘lost’ his dad, so educators would use words like “I’m here to keep you safe until Mum comes back after afternoon tea.” They would also plan activities and experiences which involved learning about the Army, soldiers, the countries they’re deployed to etc to help Cade understand Army life and because the Curriculum was always based around children’s interests and family lives. At this point Matt explained how many parents participated in the Curriculum by sharing their interest, job or culture with children and encouraged Angela to consider sharing what life in the Army is like for families. Cade would love it if she visited and Angela agreed to organise a date with educators. Matt also mentioned there were a couple of other Service families where a parent was deployed overseas, and offered to help Angela get in touch and potentially develop a support group.

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Parental Interaction and Involvement in the Service Policy

  • We will communicate with families in a variety of ways
  • We will provide relevant information to families in their home language if necessary
  • We take complaints by families seriously. We may ask that complaints raised verbally be put in writing. We will use our Grievance Procedure to investigate and action complaints
  • Families are encouraged to be involved in all aspects of our Service eg by sharing information about their family or culture, making suggestions about service operations, assisting with daily activities
  • We have an ‘Open Door’ policy and welcome families at all times.

Room/Group Leader

  1. Set a goal for the week.
    Goal doesn’t always need to link to NQS Element. A goal can be used to solve a challenge or be positive improvement i.e. learning area setup
    Click here for goal template.
  2. Identify barriers
  3. Track the goal daily
  4. Celebrate achieved goal.

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. How do you regularly share information with families about their child’s participation in the Curriculum, and their achievements and needs?
  2. How do you regularly encourage families to help build curriculum by sharing their culture, jobs, interests etc?
  3. How do you make sure you fully understand any specific medical / behaviour / nutrition/physical activity/learning needs children may have, any related services they access, and do you regularly involve families in decision making processes around these needs?

What Regulation goes with this NQS Element?

Regulation 157 Access for Parents

Educators must always let parents/guardians into the Service if their child’s there unless there’s a Court Order prohibiting the parent’s access, or it wouldn’t be safe for other children or staff.

What do educators need to do to comply with the Regulation? Please write your answer below. 

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Is the environment welcoming for all families?
  • Is communication respectful and sensitive for all families?
  • Is diversity recognised and valued when engaging with families?
  • Are families’ questions, concerns and requests responded to in a prompt and courteous way?
  • Do educators implement a range of strategies to share information and engage families in decision-making processes?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

When Cade and his mum turned up for Cade’s first day, he was very upset and educators struggled to help him with his separation anxiety. They tried a couple of different things but nothing really worked.


The green text is directly related to the meeting indicators for Element 6.1.1 on pages 254-257 of the NQS Guide

While our Nominated Supervisor Matt showed a potential new family around our Service Mum Angela said she wasn’t sure how her son Cade would settle as his father was in the Army and had recently left for a tour of Afghanistan. Dad was going to be away for 6 months and Cade was already missing him and showing signs of distress. Matt said educators had lots of strategies for settling children and they would work with her to help Cade settle as soon as possible. For example, Cade would need to understand that she was coming back at the end of the day seeing he’d already ‘lost’ his dad, so educators would use words like “I’m here to keep you safe until Mum comes back after afternoon tea.”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 262-264.

While our Nominated Supervisor Matt showed a potential new family around our Service Mum Angela said she wasn’t sure how her son Cade would settle as his father was in the Army and had recently left for a tour of Afghanistan. Dad was going to be away for 6 months and Cade was already missing him and showing signs of distress. Matt said educators had lots of strategies for settling children and they would work with her to help Cade settle as soon as possible. For example, Cade would need to understand that she was coming back at the end of the day seeing he’s already ‘lost’ his dad, so educators would use words like “I’m here to keep you safe until Mum comes back after afternoon tea.” They would also plan activities and experiences which involved learning about the Army, soldiers, the countries they’re deployed to etc to help Cade understand Army life and because the Curriculum was always based around children’s interests and family lives. At this point Matt explained how many parents participated in the Curriculum by sharing their interest, job or culture with children and encouraged Angela to consider sharing what life in the Army is like for families. Cade would love it if she visited and Angela agreed to organise a date with educators. Matt also mentioned there were a couple of other Service families where a parent was deployed overseas, and offered to help Angela get in touch and potentially develop a support group.

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Parental Interaction and Involvement in the Service Policy

  • We will communicate with families in a variety of ways
  • We will provide relevant information to families in their home language if necessary
  • We take complaints by families seriously. We may ask that complaints raised verbally be put in writing. We will use our Grievance Procedure to investigate and action complaints
  • Families are encouraged to be involved in all aspects of our Service eg by sharing information about their family or culture, making suggestions about service operations, assisting with daily activities
  • We have an ‘Open Door’ policy and welcome families at all times.

Educational Leader

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

1. Do you need any new knowledge to be able to teach your educators?

2. When are you going to teach/coach them?

3. How are you going to teach/coach eg demonstration, role model, provision of resources, staff meeting etc?

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Is the environment welcoming for all families?
  • Is communication respectful and sensitive for all families?
  • Is diversity recognised and valued when engaging with families?
  • Are families’ questions, concerns and requests responded to in a prompt and courteous way?
  • Do educators implement a range of strategies to share information and engage families in decision-making processes?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

When Cade and his mum turned up for Cade’s first day, he was very upset and educators struggled to help him with his separation anxiety. They tried a couple of different things but nothing really worked.


The green text is directly related to the meeting indicators for Element 6.1.1 on pages 254-257 of the NQS Guide

While our Nominated Supervisor Matt showed a potential new family around our Service Mum Angela said she wasn’t sure how her son Cade would settle as his father was in the Army and had recently left for a tour of Afghanistan. Dad was going to be away for 6 months and Cade was already missing him and showing signs of distress. Matt said educators had lots of strategies for settling children and they would work with her to help Cade settle as soon as possible. For example, Cade would need to understand that she was coming back at the end of the day seeing he’d already ‘lost’ his dad, so educators would use words like “I’m here to keep you safe until Mum comes back after afternoon tea.”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 262-264.

While our Nominated Supervisor Matt showed a potential new family around our Service Mum Angela said she wasn’t sure how her son Cade would settle as his father was in the Army and had recently left for a tour of Afghanistan. Dad was going to be away for 6 months and Cade was already missing him and showing signs of distress. Matt said educators had lots of strategies for settling children and they would work with her to help Cade settle as soon as possible. For example, Cade would need to understand that she was coming back at the end of the day seeing he’s already ‘lost’ his dad, so educators would use words like “I’m here to keep you safe until Mum comes back after afternoon tea.” They would also plan activities and experiences which involved learning about the Army, soldiers, the countries they’re deployed to etc to help Cade understand Army life and because the Curriculum was always based around children’s interests and family lives. At this point Matt explained how many parents participated in the Curriculum by sharing their interest, job or culture with children and encouraged Angela to consider sharing what life in the Army is like for families. Cade would love it if she visited and Angela agreed to organise a date with educators. Matt also mentioned there were a couple of other Service families where a parent was deployed overseas, and offered to help Angela get in touch and potentially develop a support group.

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Nominated Supervisor

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Is the environment welcoming for all families?
  • Is communication respectful and sensitive for all families?
  • Is diversity recognised and valued when engaging with families?
  • Are families’ questions, concerns and requests responded to in a prompt and courteous way?
  • Do educators implement a range of strategies to share information and engage families in decision-making processes?

Your team crave feedback on their weekly Centre Support professional development.
Getting appropriate feedback and seeing actions which come from their comments and reflections inspires them to keep on completing the professional development. It’s important therefore that you read the Educators’ section and make sure you and/or the Educational Leader:

  • action the checklist results eg if educators ask for help by answering ‘T’ they get the help they need
  • follow up their critical reflection ie help implement outcomes
  • use their QIP contributions and celebrate them with your educators.

When Cade and his mum turned up for Cade’s first day, he was very upset and educators struggled to help him with his separation anxiety. They tried a couple of different things but nothing really worked.


The green text is directly related to the meeting indicators for Element 6.1.1 on pages 254-257 of the NQS Guide

While our Nominated Supervisor Matt showed a potential new family around our Service Mum Angela said she wasn’t sure how her son Cade would settle as his father was in the Army and had recently left for a tour of Afghanistan. Dad was going to be away for 6 months and Cade was already missing him and showing signs of distress. Matt said educators had lots of strategies for settling children and they would work with her to help Cade settle as soon as possible. For example, Cade would need to understand that she was coming back at the end of the day seeing he’d already ‘lost’ his dad, so educators would use words like “I’m here to keep you safe until Mum comes back after afternoon tea.”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 262-264.

While our Nominated Supervisor Matt showed a potential new family around our Service Mum Angela said she wasn’t sure how her son Cade would settle as his father was in the Army and had recently left for a tour of Afghanistan. Dad was going to be away for 6 months and Cade was already missing him and showing signs of distress. Matt said educators had lots of strategies for settling children and they would work with her to help Cade settle as soon as possible. For example, Cade would need to understand that she was coming back at the end of the day seeing he’s already ‘lost’ his dad, so educators would use words like “I’m here to keep you safe until Mum comes back after afternoon tea.” They would also plan activities and experiences which involved learning about the Army, soldiers, the countries they’re deployed to etc to help Cade understand Army life and because the Curriculum was always based around children’s interests and family lives. At this point Matt explained how many parents participated in the Curriculum by sharing their interest, job or culture with children and encouraged Angela to consider sharing what life in the Army is like for families. Cade would love it if she visited and Angela agreed to organise a date with educators. Matt also mentioned there were a couple of other Service families where a parent was deployed overseas, and offered to help Angela get in touch and potentially develop a support group.

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.