Element 1.3.3: Information for families
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. 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 and development 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 seeking their input and feedback. Educators encourage families 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 sensitively, 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:
- having 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 information is made available and accessible to families, particularly families with diverse needs
- whether 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 with families about their child’s progress
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
- documented expectations about the ways educators share information with families such as through:
- phone calls
- communication books
- offering meetings at mutually convenient times
- documented expectations about how educators record information from families
- transition statements for children transitioning to school
- the educational program, including planning and reflections 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 developmental needs, interests, experiences, participation and progress (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.