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  2. Guide to the NQF
  3. Section 3: National Quality Standard and Assessment and Rating
  4. Quality Area 1: Educational program and practice
  5. Standard 1.3: Assessment and planning
  6. Element 1.3.3: Information for families

Table of contents

Element 1.3.3: Information for families

Families are informed about the program and their child’s progress.

 

 

National Law and National Regulations underpinning Element 1.3.3

Regulation 75 Information about the educational program to be kept available

Regulation 76 Information about educational program to be given to parents

State and territory specific provisions

NSW – Regulation 274A Programs for children over preschool age

NT – Regulation 289A Programs for children over preschool age

Qld – Regulation 298A Programs for children over preschool age

SA – Regulation 325B Programs for children over preschool age

Tas – Regulation 345A Programs for children over preschool age

Vic – Regulation 359A Programs for children over preschool age

WA – Regulation 373A Programs for children over preschool age (please check the legislation for commencement dates in WA)

What Element 1.3.3 aims to achieve

Quality education and care services engage with families to provide information about the wellbeing, learning and development of their child. Educational leaders support educators to recognise the benefits of quality education and care to both families and the service and to understand that learning outcomes are best achieved when educators work in partnerships with families and acknowledge the diversity of families and their aspirations for their children. Services develop a communication plan in consultation with families to ensure that information for families is accessible, meaningful and useful.

Educators verbally inform families of their child’s participation and progress whenever possible, and share documentation about children’s learning development and wellbeing in ways that are accessible, understandable and meaningful for families. This enables families to understand their child’s strengths, abilities and knowledge from the perspective of the service. Educators also share ‘point-in-time’ summaries about each child’s progress towards the learning outcomes and engage families in the assessment process by actively seeking their input and feedback. Educators draw on families’ knowledge and expertise and encourage them to share in decision-making about their child’s further learning, development and wellbeing.

The educational program is displayed in a way that is accessible, understandable and meaningful for families to read so that they can view what has been planned for their child.

Information is also provided that documents children’s participation and their progress against the approved framework’s learning outcomes, as well as how educators have supported and guided them. Educational leaders support educators to share information safely, sensitively and respectfully, taking into account the child and family’s right to confidentiality.

Assessment guide for meeting Element 1.3.3 (for all services)

Information for families about their child’s progress

Assessors may observe educators:

 

  • initiating and responding to conversations with families about their child
  • verbally sharing positive observations with families about their child
  • showing meaningful documentation to families about their child
  • exchanging information with families about the educational program.

Assessors may discuss:

 

  • how educators:
    • seek input from families about their preferences for the way they receive information about their child’s progress
    • document observations or information of a sensitive nature
    • support continuity of learning and transitions for each child
  • how clear and accessible information is made available to families, with consideration to the diversity of families and their aspirations for their child's learning, development and wellbeing
  • how educators seek feedback from families about how they access documentation about their child and whether it is useful, understandable and meaningful to them
  • educators’ understanding of the need to respect children and their families’ right to confidentiality
  • how arrangements are made to exchange information about the child with families at mutually convenient meeting times
  • educators’ understanding of the importance of communicating and sharing information safely and respectfully with families about their child’s progress.

School age children

  • how barriers are addressed to involve families in their child or young person’s learning
  • how the service works with families and the school to support a consistent learning approach for children and young people.

Assessors may sight:

 

  • documentation (such as a communication plan) that demonstrates that families have been consulted about how they would like to receive information about their child’s progress
  • a range of strategies being implemented to share information with families in meaningful and useful ways, with consideration to the diversity of families and their aspirations for their child's learning, development and wellbeing
  • documented expectations about the ways educators share information with families such as through:
    • conversations
    • emails
    • phone calls
    • communication books
    • offering meetings at mutually convenient times
  • documented expectations about how educators gather and record information from families
  • transition statements for children transitioning to school
  • the educational program, including planning, evaluations, reflections and insights for families about the experiences and learning that have occurred
  • the educational program displayed in an accessible location for families to view and understand
  • documented information about each child’s strengths, ideas, interests, experiences, relationships, participation and progress (see Element 1.3.1) that is shared with families.

School age children

  • documented evaluations of children and young people’s achievements, capabilities and wellbeing in relation to program outcomes (see Element 1.3.1) that is shared with families.

In the ACT, documented evaluations of each child's wellbeing, development and learning, proportionate to their attendance and individual needs (see Element 1.3.1) that is shared with families.