Exceeding NQS in Quality Area 6: Community engagement (Element 6.2.3)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 6: Element 6.2.3

To achieve an Exceeding NQS rating in the National Quality Standard 6.2, specifically in ELEMENT 6.2.3 COMMUNITY ENGAGEMENT, here’s an exhaustive list of practical steps based on the provided references:

Element 6.2.3: Community Engagement

Objective: The service builds relationships and engages with its community.

1. Engage with the Local Community:
   • Develop respectful and responsive connections with the immediate or wider community.
   • Enrich the educational program by inviting diverse groups within the community to share their interests and expertise.
   • Reflect on the inclusiveness of the service’s practices based on community feedback.
2. Promote Cultural Understanding:
   • Build connections with people in the community to help children learn about various cultures within Australia.
   • Enhance knowledge about Aboriginal and Torres Strait Islanders’ perspectives, identity, histories, cultures, and places of significance in the local community.
3. Facilitate Community Visits:
   • Provide opportunities for children to visit places in the community.
   • Help children form relationships with a broad range of people from the community.
   • Foster respect and trust in adults outside their immediate family and service.
4. Engage Older Children in Community Activities:
   • For school-age children, involve them in a wide range of community activities.
   • Enable older children to develop their capacity for independence and self-direction within the context of their local community.
5. Assessment Guide for Meeting Element 6.2.3:
   • Ensure the environment reflects the lives of the children, families, and the cultural diversity of the broader community.
   • Use images, books, and resources that provide a balanced view of contemporary Australians.
   • Respond positively to the differences in families’ home lives and lifestyle choices.
   • Plan and implement experiences in the program to support children’s understanding of the community.
   • Build connections between the service and the local community.
   • Reflect and incorporate the diversity of the local community across its operations.
   • Strengthen children’s connection with and understanding of their community.
   • Use community resources to improve the educational program.
   • Share information about community events relevant for children and families.
   • Invite community members into the service and participate in local community events.
   • Raise awareness of Aboriginal and Torres Strait Islander and/or other local communities.
   • Support children to develop an understanding of their social and cultural heritage.
   • Incorporate educational excursions or incursions to develop children’s understanding of their local community.

Exceeding NQS Guidance for Standard 6.2: Collaborative Partnerships

1. Embedded in Service Operations (Theme 1):
   • Ensure that all educators, the educational leader, and the co-ordinator demonstrate a deep understanding of the requirements of the Standard and are committed to high-quality practice.
   • Establish and maintain ongoing collaborative partnerships with the community.
   • Promote continuity of learning and transitions for each child by sharing relevant information and building collaborative strategies with stakeholders.
2. Informed by Critical Reflection (Theme 2):
   • Reflect on the service’s approach to collaborative partnerships.
   • Ensure the approach is informed by current recognized guidance on collaborative partnerships.
   • Engage in robust debate and discussion about the service’s approach to building community partnerships.
3. Shaped by Meaningful Engagement with Families and/or the Community (Theme 3):
   • Reflect the unique geographical, cultural, and community context of the service.
   • Welcome and draw on the voices, priorities, and strengths of the children and families at the service.
   • Build and sustain reciprocal relationships with community groups, including connections with local Elders.

By following these steps and ensuring that the practices are consistent, frequent, and intentional, your service can work towards achieving an Exceeding NQS rating in the National Quality Standard 6.2.

An Example Monthly Schedule

Ready to implement these practical steps in your service? Using the constraints of 4 hours per week to work on improvements, we’ve created an example schedule below.

Given the limited time of 4 hours per week, it’s essential to prioritize tasks and break them down into manageable chunks. Here’s an example monthly schedule for an educator to work on improving their service based on the practical steps provided:

Week 1: Research & Planning

Total Hours: 4 hours

1. Research & Understanding (1 hour):
   • Review the National Quality Standard 6.2 and ELEMENT 6.2.3 COMMUNITY ENGAGEMENT guidelines.
   • Understand the objectives and expectations.
2. Self-assessment (1 hour):
   • Evaluate the current state of the service in relation to the guidelines.
   • Identify areas of strength and areas that need improvement.
3. Planning (2 hours):
   • Draft a plan for community engagement activities for the month.
   • Prioritize activities based on the self-assessment.

Week 2: Community Engagement & Cultural Understanding

Total Hours: 4 hours

1. Engage with the Local Community (2 hours):
   • Reach out to local community groups or leaders for potential collaboration.
   • Plan a community visit or invite a community member to share their expertise.
2. Promote Cultural Understanding (2 hours):
   • Research and gather resources (books, images) that provide a balanced view of contemporary Australians.
   • Plan activities or sessions that promote cultural understanding among children.

Week 3: Activities & Assessment Preparation

Total Hours: 4 hours

1. Facilitate Community Visits (2 hours):
   • Organize a short trip to a local place of interest or invite a community member for a talk.
   • Prepare materials and resources needed for the visit or talk.
2. Assessment Guide Preparation (2 hours):
   • Review the assessment guide for meeting Element 6.2.3.
   • Prepare necessary documentation and evidence that showcases the service’s efforts in community engagement.

Week 4: Reflection & Future Planning

Total Hours: 4 hours

1. Reflect on Activities (2 hours):
   • Analyze the success and challenges of the community engagement activities conducted.
   • Gather feedback from children, families, and other educators.
2. Plan for the Next Month (2 hours):
   • Based on reflections and feedback, plan activities for the next month.
   • Identify areas that need more focus and allocate time for those in the coming weeks.

By following this schedule, the educator can systematically work towards improving their service in line with the National Quality Standard 6.2, specifically in ELEMENT 6.2.3 COMMUNITY ENGAGEMENT.

Reflective Questions

Reflective questions are crucial for educators to critically analyze their practices, identify areas of improvement, and ensure alignment with the objectives of Element 6.2.3. Here’s an exhaustive list of reflective questions to guide reflection for Element 6.2.3:

Understanding & Objectives

1. Do I fully understand the objectives and expectations of Element 6.2.3?
2. How does our current practice align with the guidelines of Element 6.2.3?
3. What are our strengths and areas of improvement in relation to community engagement?

Community Engagement

1. How effectively are we building relationships with our local community?
2. Are there community groups or members we haven’t engaged with but should consider?
3. How do our community engagement activities enrich the educational program for children?
4. Are there feedback mechanisms in place for community members to share their experiences and suggestions with our service?

Cultural Understanding & Inclusiveness

1. How are we promoting cultural understanding and respect among children?
2. Are there specific cultures or groups within our community that we need to learn more about or engage with more deeply?
3. How do our practices and resources reflect the cultural diversity of our community?
4. Are we actively seeking to include Aboriginal and Torres Strait Islander perspectives in our program?

Activities & Visits

1. How often do we organize community visits or invite community members to our service?
2. Are the community activities relevant and beneficial for the children’s learning and understanding?
3. How do we ensure that children are safe and engaged during community visits?

Feedback & Improvement

1. What feedback have we received from children, families, and community members about our community engagement activities?
2. How do we incorporate this feedback into our practices and planning?
3. Are there any challenges or barriers we face in community engagement, and how can we address them?

Collaboration & Partnerships

1. How do we foster collaborative partnerships with community organizations, businesses, or local leaders?
2. Are there potential partnerships we haven’t explored that could benefit our service and the children?
3. How do we ensure that our partnerships are mutually beneficial and aligned with our educational objectives?

Future Planning & Goals

1. What are our short-term and long-term goals for community engagement?
2. How do we track our progress towards these goals?
3. Are there resources, training, or support we need to enhance our community engagement practices?

Personal Reflection

1. How do my personal beliefs, values, and biases influence our community engagement practices?
2. Am I open to learning and growing in the area of community engagement?
3. How can I further educate myself and stay updated on best practices in community engagement?

By regularly reflecting on these questions, educators can ensure that their practices align with the objectives of Element 6.2.3 and continuously improve their community engagement efforts.

Learning from ACEQA case studies

Based on these case studies, here are the 5 most important practical steps that services have taken to achieve Exceeding NQS standards in Element 6.2.3, along with the reasons, tips, and estimated time for implementation:

Case Study 1: Standard 6.2 Collaborative partnerships

Educators from a family day care service in a small rural town have set up a number of strategies to support each other in their educator role. Given the difficulty in meeting up during the week due to the distance educators needed to travel, some educators meet at a local café on a Saturday morning once per month to share information and ideas.

1. Regular Meetings and Communication Platforms:

• Reason: Educators from the family day care service set up regular meetings and utilized platforms like Facebook and Zoom to stay connected and share information.
• Tips: Establish a regular schedule for in-person meetings and supplement with online platforms for continuous communication.
• Estimated Time: Setting up online platforms: 2-3 hours. Monthly meetings: 2 hours/month.

2. Active Involvement in Local Events:

• Reason: The service actively participated in town and local events, fostering a strong sense of belonging and connection with the community.
• Tips: Identify local events or activities and ensure service representation. Engage children in these events when appropriate.
• Estimated Time: 3-4 hours/event.

3. Establish Strong Links with Local Schools and Services:

• Reason: The service engaged with local schools and other early childhood education services, enhancing collaboration and understanding.
• Tips: Attend local networking groups, establish regular communication, and collaborate on projects or initiatives.
• Estimated Time: 2 hours/meeting.

4. Transition to School Initiatives:

• Reason: The service actively planned and reflected on children’s transition to school, ensuring a smooth and supportive process.
• Tips: Engage with local schools, gather resources, and initiate discussions on school readiness and transition strategies.
• Estimated Time: 4-5 hours for planning and discussions.

5. Tailored Support and Professional Learning Sessions:

• Reason: The service provided tailored support to educators based on specific needs and organized learning sessions to share research and best practices.
• Tips: Identify areas of need, organize training sessions, and provide one-on-one support when necessary.
• Estimated Time: 3 hours/session.

Case Study 2: Standard 6.2 Collaborative partnerships

This kindergarten/preschool, situated in an outer suburb of a major Victorian city, is committed to actively seeking out partnerships in response to the needs of the community. Their vision and approach to developing and sustaining collaborative partnerships with the community is informed by their service philosophy as well as the principles and practices of the Early Year Learning Framework (EYLF) and the practice principles of the Victorian Early Years Learning and Development Framework (VEYLDF), Victoria’s approved learning framework.

1. Active Engagement with Community Groups:

• Reason: The service actively sought partnerships with community groups, such as local schools and speech pathology services, to address community needs.
• Tips: Identify potential community partners and establish regular communication and collaboration.
• Estimated Time: 2-3 hours/meeting.

2. Intergenerational Programs with Aged Care Facilities:

• Reason: The service initiated a program where children visited an aged care facility, promoting mutual benefits for both children and the elderly.
• Tips: Identify nearby aged care facilities, establish communication, and plan regular visits or activities.
• Estimated Time: 3 hours/visit.

3. Continuous Reflection and Evaluation:

• Reason: The service used reflection journals and team meetings to evaluate and improve their programs.
• Tips: Implement reflection journals for staff and organize regular team meetings to discuss and evaluate programs.
• Estimated Time: 2 hours/meeting.

4. Documentation and Sharing with Families:

• Reason: The service documented visits and activities, sharing them with families to foster communication and engagement.
• Tips: Document activities using photos or notes and create a platform or space to share with families.
• Estimated Time: 2 hours/week.

5. Collaborative Planning and Feedback Mechanisms:

• Reason: The service collaborated with other institutions, like aged care facilities, to plan programs and sought feedback to improve.
• Tips: Establish feedback mechanisms, such as suggestion boxes or surveys, and engage in collaborative planning sessions with partners.
• Estimated Time: 3 hours/planning session.

These practical steps, derived from the case studies, provide a roadmap for services aiming to achieve Exceeding NQS standards in Element 6.2.3. Implementing these steps requires dedication, collaboration, and continuous reflection to ensure the best outcomes for children and the broader community.