Exceeding guidance for Standard 6.2: Collaborative partnerships

Overview

The following guidance is questions for services to ask of their own practice to consider whether their service Exceeds the NQS in Standard 6.2.

Questions to guide reflection on practice for Standard 6.2

Exceeding theme 1: Practice is embedded in service operations

• How do educators, the educational leader, and the co-ordinator demonstrate a deep understanding of the requirements of the Standard, concepts and the component elements, and a commitment to high quality practice at all times?
• How do educators, co-ordinators and the educational leader:
  • establish and maintain ongoing collaborative partnerships with the community and link with community and support agencies to enhance children’s learning, wellbeing and participation?
  • consistently facilitate inclusion and support assistance to ensure that the educational program enables each child to fully participate?
  • systematically promote continuity of learning and transitions for each child by sharing relevant information, clarifying responsibilities, and building collaborative strategies with relevant stakeholders?
• Across the service, how does the observed and discussed approach to building collaborative partnerships with the community display a strong commitment to the principles and practices of the approved learning framework/s, and align with the educational program and with resources that support community engagement and inclusion?

Exceeding theme 2: Practice is informed by critical reflection

• How is the service’s approach to collaborative partnerships:
  • reflective of robust debate, discussion, and opportunities for input by all educators, and informed by critical reflection and past incidents?
  • informed by current recognised guidance on collaborative partnerships?
• Are any changes to the service’s approach to collaborative partnerships understood by all and implemented appropriately?
• How do educators, co-ordinators and the educational leader:
  • purposefully consider and create opportunities to strengthen the service’s approach to enhancing children’s inclusion, learning and wellbeing, and seek out new links and partnerships where opportunities to further enhance children’s and families’ outcomes are identified?
  • explain how ongoing community engagement influences the design and delivery of the educational program and supports children’s learning, wellbeing and enables full participation in the program for every child?
  • discuss how the service’s approach to inclusion support and supporting transitions between learning environments aligns with practice theory, the approved learning framework/s and the service’s policies and procedures?
  • consider and discuss social justice and equity implications of their approach to inclusion support and supporting transitions for all children, including self awareness of their own biases and how these may impact on child and family outcomes?
  • challenge stereotypes, raise awareness of and cultivate deep respect for Aboriginal and Torres Strait Islander histories and cultures?
• As a team, how do educators, co-ordinators and the educational leader engage in robust debate and discussion about the service’s approach to building community partnerships and supporting inclusion and transitions? Are personal, professional and organisational values that influence practice identified, discussed and challenged as part of this debate and discussion?

Exceeding theme 3: Practice is shaped by meaningful engagement with families and/or the community

• How do the service’s collaborative partnerships:
  • reflect the unique geographical, cultural and community context of the service?
  • welcome, reflect and draw on the voices, priorities and strengths of the children and families at the service?
• How are educators, co-ordinators and the educational leader:
  • supporting families to build relationships with relevant community services and agencies that enhance children’s wellbeing, learning and participation in the educational program?
  • seeking out and building new community partnerships in response to the perspectives, priorities and strengths of the children and families at the service, including the changing support and transition needs of children, at the direct request of families when appropriate?
• How do community partnerships contribute to a culture of inclusiveness and sense of belonging at the service?
• In what ways does the service demonstrate a commitment to building and sustaining reciprocal relationships with community groups, including mutually beneficial partnerships that make connections with local Elders and give back to the community?