Element 6.2.2 Access and participation – Effective partnerships support children’s access, inclusion and participation in the program

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. Do you plan activities that promote diversity, gender equity and challenge stereotypes?
  2. Do you critically reflect though a child’s eyes and make changes to your practice as a result?
  3. Do you challenge your own beliefs/biases to ensure children are not limited by any artificial barriers you may construct?

What Regulation goes with this NQS Element?

Law section 3 Objectives and guiding principles

The guiding principles of the national quality framework are:

(a) that the rights and best interests of the child are paramount;
(b) that children are successful, competent and capable learners;
(c) that the principles of equity, inclusion and diversity underlie this Law;
(d) that Australia’s Aboriginal and Torres Strait Islander cultures are valued;
(e) that the role of parents and families is respected and supported;
(f) that best practice is expected in the provision of education and care services.

Who has to do what?

All educators must consistently implement practices which promote equity, inclusion and diversity.

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:

  • Would families agree you hold high expectations of what their child can achieve?
  • Would families agree you adjust the environment or your teaching practices etc so their child can achieve their best?.
  • Do you really know how to contact/liaise/ work with inclusion support providers or other specialists? How could you improve in this area?

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.

We told one family who asked about enrolment that we’re a preschool/kindergarten, so we couldn’t take their un-toilet trained child.


The green text is directly related to the meeting indicators for Element 6.2.2 on pages 274-276 of the NQF Guide.

We told one family who asked about enrolment that, even though we’re a preschool/ kindergarten and normally only take toilet trained children, we’d be happy to talk to them further about their child’s incontinence and how we may be able to accommodate the child (see enrolment enquiries folder).


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 NQF Guide pages 279-281.

We told one family who asked about enrolment that, even though we’re a preschool/ kindergarten and normally only take toilet trained children, we’d be happy to talk to them further about their child’s additional needs and how we may be able to accommodate the child. Further discussion revealed the child was being treated by a urologist (specialises in urinary tract disorders). We advised the family about the need for a Medical Management Plan, and that we would be happy to work with them and the specialist to assist their child. We ended up enrolling the child and there was no problem meeting his needs (refer child’s file). The only thing that was a bit tricky was changing him discreetly, but we set up a separate area of the bathroom with a curtain we could draw if needed. For child protection purposes, we always made sure two staff were present during changes.

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.

Additional Needs Policy

  • We welcome children with additional needs eg they come from diverse cultural backgrounds, are experiencing difficult family circumstances, have a physical, sensory or intellectual condition, have learning difficulties or are gifted
  • Our environment, equipment and curriculum will be designed and adapted to ensure participation by all children, to the extent reasonably practical given service financial constraints. Where possible we will request support from the Government’s Inclusion Support program
  • Educators will implement a range of strategies to help each child achieve their personal best and will complete training as required to help them teach and care for additional needs children
  • We will access professional support services for children with special needs with parents’ consent, and may develop an individual support plan for children
  • Parents of children with a diagnosed or undiagnosed additional must work with educators to ensure the best outcomes for their child and other children at the service. The Nominated Supervisor may suspend or terminate their child’s enrolment if parents do not do this.

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. Do you plan activities that promote diversity, gender equity and challenge stereotypes?
  2. Do you critically reflect though a child’s eyes and make changes to your practice as a result?
  3. Do you challenge your own beliefs/biases to ensure children are not limited by any artificial barriers you may construct?

What Regulation goes with this NQS Element?

Law section 3 Objectives and guiding principles

The guiding principles of the national quality framework are:

(a) that the rights and best interests of the child are paramount;
(b) that children are successful, competent and capable learners;
(c) that the principles of equity, inclusion and diversity underlie this Law;
(d) that Australia’s Aboriginal and Torres Strait Islander cultures are valued;
(e) that the role of parents and families is respected and supported;
(f) that best practice is expected in the provision of education and care services.

Who has to do what?

All educators must consistently implement practices which promote equity, inclusion and diversity.

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:

  • Would families agree you hold high expectations of what their child can achieve?
  • Would families agree you adjust the environment or your teaching practices etc so their child can achieve their best?.
  • Do you really know how to contact/liaise/ work with inclusion support providers or other specialists? How could you improve in this area?

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.

We told one family who asked about enrolment that we’re a preschool/kindergarten, so we couldn’t take their un-toilet trained child.


The green text is directly related to the meeting indicators for Element 6.2.2 on pages 274-276 of the NQF Guide.

We told one family who asked about enrolment that, even though we’re a preschool/ kindergarten and normally only take toilet trained children, we’d be happy to talk to them further about their child’s incontinence and how we may be able to accommodate the child (see enrolment enquiries folder).


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 NQF Guide pages 279-281.

We told one family who asked about enrolment that, even though we’re a preschool/ kindergarten and normally only take toilet trained children, we’d be happy to talk to them further about their child’s additional needs and how we may be able to accommodate the child. Further discussion revealed the child was being treated by a urologist (specialises in urinary tract disorders). We advised the family about the need for a Medical Management Plan, and that we would be happy to work with them and the specialist to assist their child. We ended up enrolling the child and there was no problem meeting his needs (refer child’s file). The only thing that was a bit tricky was changing him discreetly, but we set up a separate area of the bathroom with a curtain we could draw if needed. For child protection purposes, we always made sure two staff were present during changes.

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.

Additional Needs Policy

  • We welcome children with additional needs eg they come from diverse cultural backgrounds, are experiencing difficult family circumstances, have a physical, sensory or intellectual condition, have learning difficulties or are gifted
  • Our environment, equipment and curriculum will be designed and adapted to ensure participation by all children, to the extent reasonably practical given service financial constraints. Where possible we will request support from the Government’s Inclusion Support program
  • Educators will implement a range of strategies to help each child achieve their personal best and will complete training as required to help them teach and care for additional needs children
  • We will access professional support services for children with special needs with parents’ consent, and may develop an individual support plan for children
  • Parents of children with a diagnosed or undiagnosed additional must work with educators to ensure the best outcomes for their child and other children at the service. The Nominated Supervisor may suspend or terminate their child’s enrolment if parents do not do this.

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 plan activities that promote diversity, gender equity and challenge stereotypes?
  2. Do you critically reflect though a child’s eyes and make changes to your practice as a result?
  3. Do you challenge your own beliefs/biases to ensure children are not limited by any artificial barriers you may construct?

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:

  • Would families agree you hold high expectations of what their child can achieve?
  • Would families agree you adjust the environment or your teaching practices etc so their child can achieve their best?.
  • Do you really know how to contact/liaise/ work with inclusion support providers or other specialists? How could you improve in this area?

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.

We told one family who asked about enrolment that we’re a preschool/kindergarten, so we couldn’t take their un-toilet trained child.


The green text is directly related to the meeting indicators for Element 6.2.2 on pages 274-276 of the NQF Guide.

We told one family who asked about enrolment that, even though we’re a preschool/ kindergarten and normally only take toilet trained children, we’d be happy to talk to them further about their child’s incontinence and how we may be able to accommodate the child (see enrolment enquiries folder).


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 NQF Guide pages 279-281.

We told one family who asked about enrolment that, even though we’re a preschool/ kindergarten and normally only take toilet trained children, we’d be happy to talk to them further about their child’s additional needs and how we may be able to accommodate the child. Further discussion revealed the child was being treated by a urologist (specialises in urinary tract disorders). We advised the family about the need for a Medical Management Plan, and that we would be happy to work with them and the specialist to assist their child. We ended up enrolling the child and there was no problem meeting his needs (refer child’s file). The only thing that was a bit tricky was changing him discreetly, but we set up a separate area of the bathroom with a curtain we could draw if needed. For child protection purposes, we always made sure two staff were present during changes.

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:

  • Would families agree you hold high expectations of what their child can achieve?
  • Would families agree you adjust the environment or your teaching practices etc so their child can achieve their best?.
  • Do you really know how to contact/liaise/ work with inclusion support providers or other specialists? How could you improve in this area?

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.

We told one family who asked about enrolment that we’re a preschool/kindergarten, so we couldn’t take their un-toilet trained child.


The green text is directly related to the meeting indicators for Element 6.2.2 on pages 274-276 of the NQF Guide.

We told one family who asked about enrolment that, even though we’re a preschool/ kindergarten and normally only take toilet trained children, we’d be happy to talk to them further about their child’s incontinence and how we may be able to accommodate the child (see enrolment enquiries folder).


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 NQF Guide pages 279-281.

We told one family who asked about enrolment that, even though we’re a preschool/ kindergarten and normally only take toilet trained children, we’d be happy to talk to them further about their child’s additional needs and how we may be able to accommodate the child. Further discussion revealed the child was being treated by a urologist (specialises in urinary tract disorders). We advised the family about the need for a Medical Management Plan, and that we would be happy to work with them and the specialist to assist their child. We ended up enrolling the child and there was no problem meeting his needs (refer child’s file). The only thing that was a bit tricky was changing him discreetly, but we set up a separate area of the bathroom with a curtain we could draw if needed. For child protection purposes, we always made sure two staff were present during changes.

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.