Element 6.2.3 Community engagement – The service builds relationships and engages with its community.

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 involve local Aboriginal and Torres Strait Islander and/or other local community members in the delivery of the curriculum?
  2. Do you approach local businesses requesting an excursion ie butcher, panel beaters, accountant?
  3. Do you have a lesson plan before you go on excursions, and a list of questions to ask just in case the children run out of questions?

What Regulation goes with this NQS Element?

  • Regulation 4 Definition of regular outing
  • Regulation 100 Risk assessment must be conducted before excursion
  • Regulation 101 Conduct of risk assessment for excursion
  • Regulation 102 Authorisation for Excursions

Who has to do what?

You must ensure a risk assessment (which includes all the requirements of Reg 101) is completed, then authorisation (which includes all the requirements of Reg 102) obtained from parents, before any child is taken on an excursion. Also see the Excursion Policy for what risk assessment and authorisation must include.

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 respond positively to their home lives and lifestyle choices when they may differ to those of other families?
  • Would families from different cultural backgrounds agree you’re committed to improving your understanding of their cultures eg through discussion with them?
  • Would families agree you implement activities which help children understand more about the community they live in?

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.

Our parent committee help us raise funds through events held in the local, community. This year however because of COVID we’ve had to cease all fundraising activities involving the community.


The green text is directly related to the meeting indicators for Element 6.2.3 on pages 277-278 of the NQF Guide.

Our parent Committee help us raise funds through events held in the local community. This year however because of COVID they’ve had to think outside the square to ensure our community fundraising activities can continue. The Committee came up with a Cook and Play Book which has a collection of favourite recipes, activities, jokes and drawings from all children and many staff. Throughout the book there are references to what kids did during lockdown with their families, so it’s also time capsule full of stories about people living through the pandemic (please have a look at a copy!)


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.

Our parent Committee help us raise funds through events held in the local community. This year however because of COVID they’ve had to think outside the square to ensure our community fundraising activities can continue. Drawing on the strengths and voices of our children and families, the Committee came up with a Cook and Play Book which has a collection of favourite recipes, activities, jokes and drawings from all children and many staff, reflecting our unique community context. Throughout the book there are references to what kids did during lockdown with their families, so it’s also time capsule full of stories about people living through the pandemic (please have a look at a copy!) These stories also helped educators build curriculum linked to each child’s daily lives and interests. See for example activities related to Hannah’s vege pickling at home (Cubs group), Dylan’s Lego project (Tigers group), and Soraya’s soap making (Lions group).

Note this is based on a true story https://www.mudgeeguardian.com.au/story/7016686/special-book-from-unique-time-in-history-mudgee-preschool-fundraising-initiative-a-lesson-from-lockdown/

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.

Transport Policy

Also refer to the Excursion Policy for excursions involving transport.

Children will not be transported unless parents authorise this. Policy outlines what must be included.

The Nominated Supervisor or educators will complete a risk assessment before children are transported unless it is ‘regular transportation’ (circumstances are substantially the same) and a risk assessment has been completed within the last 12 months. Policy outlines what must be included.

The Nominated Supervisor will:

  • nominate the driver (service operated vehicles), lead educator and person responsible for checking vehicle at end of trip
  • update risk assessments and obtain new authorisations if circumstances change
  • ensure drivers meet the fitness and licensing requirements outlined in Policy
  • ensure child restraints/booster seats in vehicles meet Australian standards
  • follow recognised service schedules and organise an annual mechanical inspection, or sight evidence vehicle has had mechanical inspection within the last 12 months

The Nominated Supervisor and staff will:

  • ensure and all children are appropriately restrained as required by Australian laws and outlined in Policy
  • complete a risk assessment and implement measures to remove or control the risks posed by any car park on the premises.

To ensure children’s safety educators will:

  • implement the Transport Procedure or Transport Procedure Excursions when transporting children to and from destinations
  • closely supervise children when outside the service near roads
  • regularly integrate learning about road safety into the curriculum.

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 involve local Aboriginal and Torres Strait Islander and/or other local community members in the delivery of the curriculum?
  2. Do you approach local businesses requesting an excursion ie butcher, panel beaters, accountant?
  3. Do you have a lesson plan before you go on excursions, and a list of questions to ask just in case the children run out of questions?

What Regulation goes with this NQS Element?

  • Regulation 4 Definition of regular outing
  • Regulation 100 Risk assessment must be conducted before excursion
  • Regulation 101 Conduct of risk assessment for excursion
  • Regulation 102 Authorisation for Excursions

Who has to do what?

You must ensure a risk assessment (which includes all the requirements of Reg 101) is completed, then authorisation (which includes all the requirements of Reg 102) obtained from parents, before any child is taken on an excursion. Also see the Excursion Policy for what risk assessment and authorisation must include.

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 respond positively to their home lives and lifestyle choices when they may differ to those of other families?
  • Would families from different cultural backgrounds agree you’re committed to improving your understanding of their cultures eg through discussion with them?
  • Would families agree you implement activities which help children understand more about the community they live in?

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.

Our parent committee help us raise funds through events held in the local, community. This year however because of COVID we’ve had to cease all fundraising activities involving the community.


The green text is directly related to the meeting indicators for Element 6.2.3 on pages 277-278 of the NQF Guide.

Our parent Committee help us raise funds through events held in the local community. This year however because of COVID they’ve had to think outside the square to ensure our community fundraising activities can continue. The Committee came up with a Cook and Play Book which has a collection of favourite recipes, activities, jokes and drawings from all children and many staff. Throughout the book there are references to what kids did during lockdown with their families, so it’s also time capsule full of stories about people living through the pandemic (please have a look at a copy!)


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.

Our parent Committee help us raise funds through events held in the local community. This year however because of COVID they’ve had to think outside the square to ensure our community fundraising activities can continue. Drawing on the strengths and voices of our children and families, the Committee came up with a Cook and Play Book which has a collection of favourite recipes, activities, jokes and drawings from all children and many staff, reflecting our unique community context. Throughout the book there are references to what kids did during lockdown with their families, so it’s also time capsule full of stories about people living through the pandemic (please have a look at a copy!) These stories also helped educators build curriculum linked to each child’s daily lives and interests. See for example activities related to Hannah’s vege pickling at home (Cubs group), Dylan’s Lego project (Tigers group), and Soraya’s soap making (Lions group).

Note this is based on a true story https://www.mudgeeguardian.com.au/story/7016686/special-book-from-unique-time-in-history-mudgee-preschool-fundraising-initiative-a-lesson-from-lockdown/

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.

Transport Policy

Also refer to the Excursion Policy for excursions involving transport.

Children will not be transported unless parents authorise this. Policy outlines what must be included.

The Nominated Supervisor or educators will complete a risk assessment before children are transported unless it is ‘regular transportation’ (circumstances are substantially the same) and a risk assessment has been completed within the last 12 months. Policy outlines what must be included.

The Nominated Supervisor will:

  • nominate the driver (service operated vehicles), lead educator and person responsible for checking vehicle at end of trip
  • update risk assessments and obtain new authorisations if circumstances change
  • ensure drivers meet the fitness and licensing requirements outlined in Policy
  • ensure child restraints/booster seats in vehicles meet Australian standards
  • follow recognised service schedules and organise an annual mechanical inspection, or sight evidence vehicle has had mechanical inspection within the last 12 months

The Nominated Supervisor and staff will:

  • ensure and all children are appropriately restrained as required by Australian laws and outlined in Policy
  • complete a risk assessment and implement measures to remove or control the risks posed by any car park on the premises.

To ensure children’s safety educators will:

  • implement the Transport Procedure or Transport Procedure Excursions when transporting children to and from destinations
  • closely supervise children when outside the service near roads
  • regularly integrate learning about road safety into the curriculum.

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 involve local Aboriginal and Torres Strait Islander and/or other local community members in the delivery of the curriculum?
  2. Do you approach local businesses requesting an excursion ie butcher, panel beaters, accountant?
  3. Do you have a lesson plan before you go on excursions, and a list of questions to ask just in case the children run out of questions?

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 respond positively to their home lives and lifestyle choices when they may differ to those of other families?
  • Would families from different cultural backgrounds agree you’re committed to improving your understanding of their cultures eg through discussion with them?
  • Would families agree you implement activities which help children understand more about the community they live in?

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.

Our parent committee help us raise funds through events held in the local, community. This year however because of COVID we’ve had to cease all fundraising activities involving the community.


The green text is directly related to the meeting indicators for Element 6.2.3 on pages 277-278 of the NQF Guide.

Our parent Committee help us raise funds through events held in the local community. This year however because of COVID they’ve had to think outside the square to ensure our community fundraising activities can continue. The Committee came up with a Cook and Play Book which has a collection of favourite recipes, activities, jokes and drawings from all children and many staff. Throughout the book there are references to what kids did during lockdown with their families, so it’s also time capsule full of stories about people living through the pandemic (please have a look at a copy!)


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.

Our parent Committee help us raise funds through events held in the local community. This year however because of COVID they’ve had to think outside the square to ensure our community fundraising activities can continue. Drawing on the strengths and voices of our children and families, the Committee came up with a Cook and Play Book which has a collection of favourite recipes, activities, jokes and drawings from all children and many staff, reflecting our unique community context. Throughout the book there are references to what kids did during lockdown with their families, so it’s also time capsule full of stories about people living through the pandemic (please have a look at a copy!) These stories also helped educators build curriculum linked to each child’s daily lives and interests. See for example activities related to Hannah’s vege pickling at home (Cubs group), Dylan’s Lego project (Tigers group), and Soraya’s soap making (Lions group).

Note this is based on a true story https://www.mudgeeguardian.com.au/story/7016686/special-book-from-unique-time-in-history-mudgee-preschool-fundraising-initiative-a-lesson-from-lockdown/

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 respond positively to their home lives and lifestyle choices when they may differ to those of other families?
  • Would families from different cultural backgrounds agree you’re committed to improving your understanding of their cultures eg through discussion with them?
  • Would families agree you implement activities which help children understand more about the community they live in?

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.

Our parent committee help us raise funds through events held in the local, community. This year however because of COVID we’ve had to cease all fundraising activities involving the community.


The green text is directly related to the meeting indicators for Element 6.2.3 on pages 277-278 of the NQF Guide.

Our parent Committee help us raise funds through events held in the local community. This year however because of COVID they’ve had to think outside the square to ensure our community fundraising activities can continue. The Committee came up with a Cook and Play Book which has a collection of favourite recipes, activities, jokes and drawings from all children and many staff. Throughout the book there are references to what kids did during lockdown with their families, so it’s also time capsule full of stories about people living through the pandemic (please have a look at a copy!)


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.

Our parent Committee help us raise funds through events held in the local community. This year however because of COVID they’ve had to think outside the square to ensure our community fundraising activities can continue. Drawing on the strengths and voices of our children and families, the Committee came up with a Cook and Play Book which has a collection of favourite recipes, activities, jokes and drawings from all children and many staff, reflecting our unique community context. Throughout the book there are references to what kids did during lockdown with their families, so it’s also time capsule full of stories about people living through the pandemic (please have a look at a copy!) These stories also helped educators build curriculum linked to each child’s daily lives and interests. See for example activities related to Hannah’s vege pickling at home (Cubs group), Dylan’s Lego project (Tigers group), and Soraya’s soap making (Lions group).

Note this is based on a true story https://www.mudgeeguardian.com.au/story/7016686/special-book-from-unique-time-in-history-mudgee-preschool-fundraising-initiative-a-lesson-from-lockdown/

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.