Finalists for 2022 VEYA

Coburg Children's Centre Inc (CCCI) is improving access for children who experience barriers to their learning. Partnering with D.O.T.S Occupational Therapy, the centre is working towards creating safer and more inclusive learning spaces.

Sensory activity and processing are crucial to all children’s early development. CCCI have completed a comprehensive environmental and sensory assessment of their learning environment with the aim of modifying the centre’s spaces and practices to improve access for a diverse community of children, including those with sensory processing disorders and Autism.

CCCI have supported their educators to develop their capacity to identify and support children’s sensory needs through professional learning. Educators have been supported to change practice, systems, and routines to better support all children to fully participate in their learning.

The centre demonstrates their commitment to addressing disadvantage and exclusion by creating an inclusive service and environment accessible to all children and families, including those from Indigenous and culturally and linguistically diverse backgrounds.

In 2015, Launch Housing developed the Education Pathways Program (EPP), a wrap-around service to support children experiencing homelessness and family violence to remain in, or to connect with education.

Working in partnership with children and their families, the EEP is supporting their participation in kindergarten and primary school.

The only homelessness service in Victoria with a specific focus on engagement in education for children under-12, the EPP was initiated in response to the significant number of children presenting to Launch Housing who were not engaged in formal early learning or education.

The EEP program assists families to enrol in school or kindergarten and provides material aid such as uniforms and healthy lunchbox food. Through the EEP, children requiring additional support can access speech pathology, and a developmental and educational psychologist.

Formal evaluation findings highlight that EPP has significantly reduced the anxiety of participating parents and caregivers experiencing homelessness and has substantially improved children’s attendance and engagement in education.

The Family Voices Podcast, hosted by Dr Kerry Bull, is a series of conversations between families of children with a disability or developmental delay and the professionals they work alongside.

The podcast aims to support families to build their knowledge, skills and confidence when navigating the early childhood intervention landscape and provides an opportunity for parents to hear and to share their individual stories of everyday life.

Each episode focuses on aspects of supporting a child with a disability or developmental delay, including diagnosis, decision-making and inclusion, and issues related to families living with disability. Episodes are underpinned by the National Guidelines: Best Practice in Early Childhood Intervention (2016) and the Victorian Early Years Learning and Development Framework.

The Family Voices Podcast provides families and professionals with real-life examples of the practical application of principles in the National Guidelines and builds collective knowledge of the support and resources available in the community.

Toy Libraries Australia, in collaboration with local communities across Greater Melbourne and Geelong, have established the Toy Well toy libraries service – a free toy lending library for pre-school children from migrant and refugee families.

Toy Libraries Australia have established 6 Toy Well toy libraries at Community Hubs Australia (CHA) sites located within primary schools. CHA is a not-for-profit organisation that supports culturally diverse families with young children, to connect, share, and learn.

Many migrant and refugee families do not have toys in their home, and parents are not always confident in supporting their child's learning through play.

Toy Well toy libraries are providing toys and supporting children and their families to engage in play-based learning at home. Families are also encouraged to visit CHA sites to borrow toys, to volunteer and to attend playgroup where they can connect with their community and learn about the importance of play in children’s development.

A collaboration between Launch Housing and Star Health, Tuning into Kids for Families with Experiences of Homelessness (Tuning into Kids program) is an evidence-based parenting program supporting parents and carers to build and support emotional connections with their children.

Homelessness is a disruptive, destabilising, and traumatic experience for adults and children alike. Families experiencing homelessness are disproportionately more likely to have experienced economic, health and social risk factors that can adversely impact the parent-child relationship.

Through the Tuning into Kids program, parents are supported in a trauma-informed and culturally responsive manner to develop the skills they need to strengthen their relationships with their children and support their children’s development.

An internal evaluation of Launch Housing and Star Health’s facilitation of the Tuning into Kids program demonstrated that it is having a positive impact on parents and carers’ ability to understand their influence on their children’s behaviour and support their children’s emotions.

Ballarat for Kids (B4Kids) is a coalition of organisations taking a whole-of-city approach to supporting children and families to access the support they need to thrive.

B4Kids aims to reduce the number of families falling through gaps in service delivery and/or experiencing barriers to participation by providing access to coordinated social, health and education services in Ballarat.

Working in partnership with families, B4Kids are helping to build parents’ skills and capacity, prevent family violence, and address the intergenerational impacts of disadvantage and poverty.

B4Kids has over 35 participating coalition members across Ballarat. Representing early learning, health, community, education, sport, First Nations, disability, LGBTQIA+, justice services and local and state governments, they are working together to increase opportunities for children and their families to participate in and benefit from Ballarat’s services and community life.

B4Kids is supporting coalition members to work together in new ways that are improving service availability, coordination and access to support, and increasing children and families’ sense of belonging in the city.

In 2021, Maroondah Occasional Care partnered with the Kerrabee Centre to develop the program GenConnect. GenConnect is an intergenerational program that is bringing the children and senior residents of Maroondah together to build family-like connections and a new community.

Maroondah Occasional Care and the Kerrabee Centre developed the GenConnect program to bring together children experiencing vulnerability and trauma and senior residents from the Kerrabee Centre’s Social Inclusion and Wellbeing program experiencing social isolation or a disability.

GenConnect is supporting the children and senior residents to develop their social and language skills and relationship through conversation, play and intentional teaching which has facilitated new and sustained relationships. During COVID-19 children and senior residents stayed connected by exchanging artwork, photographs, and letters.

The program has improved social, emotional and wellbeing outcomes for both the children and senior residents, by creating opportunities for positive and regular social interactions that are building new relationships and a healthy intergenerational community.

Ready, Set, Prep! (RSP) is a collaborative community initiative improving school readiness and life outcomes for children in the culturally diverse suburb of Fawkner, in Moreland’s north.

Incorporating Merri Health, Moreland City Council, maternal and child health, libraries, early years and community services, playgroups, kindergartens and primary schools, the Ready, Set, Prep! partnership is significantly improving outcomes for Fawkner’s young families – now, and for future generations.

The initiative was developed in response to the 2015 Australian Early Development Census (AEDC) results, demonstrating that 37% of children in Fawkner start school developmentally vulnerable in one or more areas – significantly higher than state averages.

As part of the second phase of RSP, the partnership is placing community voice at the centre of the program with a new governance structure incorporating community representation at all levels. RSP’s evidence-based initiatives include the employment of bi-cultural community workers and community champions, and community participation in the co-design of projects and communication that are improving children’s health and developmental outcomes.

The Interactive Play Program is a capacity-building program that provides early childhood teachers and educators with evidence, resources, and methods to encourage children’s play and develop language and social interaction within a kindergarten setting.

Facilitated by a qualified paediatric speech pathologist, the Interactive Play Program recognises the important role that teachers and educators play in the development of children’s interaction, play and language skills. A whole-of-centre approach engages all teachers and educators to refine their skills using a range of methods that can support each child’s development in key areas.

Over 2 sessions, teachers and educators are provided with the data, skills, and approaches that best support children's play and language development. Participants review and reflect on feedback and refine their skills through the evaluation of children’s play participation.

This evidence-based program builds the capacity of all early childhood teachers and educators at a kindergarten and supports them to create a stimulating environment where all children can develop through play.

Mooroopna Park Primary School have established a Wellbeing Team to improve the lives and outcomes of their school community, many of whom experience high levels of disadvantage.

The Wellbeing Team have developed an Oral Language program and a Healthy Eating Program to address 2 key areas of need.

With support from the Greater Shepparton Foundation, the school’s Oral Language Program is delivered by a speech therapist, supported by speech therapy students from Melbourne University. Working to support teachers and education support staff to build their capacity in oral language development, the Oral Language Program has informed the implementation of a structured and effective literacy approach in the early years classrooms.

The Healthy Eating Program underpins the school’s award-winning Wellbeing Program by offering free daily breakfast, morning tea, lunch, and afternoon tea to every student. The positive impact of this locally sustained and health initiative is evidenced by significant improvement in children’s behaviour and engagement in learning.

Ready, Set, Prep! (RSP) is a collaborative community initiative improving school readiness and life outcomes for children in the culturally diverse suburb of Fawkner, in Moreland’s north.

RSP is a partnership between Merri Health, Moreland City Council, maternal and child health, libraries, early years and community services, playgroups, kindergartens, and primary schools. The organisations work together to improve outcomes for Fawkner’s young families through a community of practice for kindergartens and schools to collaborate on transition to school and targeted interventions that improve children’s health and development outcomes.

The initiative was developed in response to the 2015 Australian Early Development Census (AEDC) results, demonstrating that 37% of children in Fawkner start school developmentally vulnerable in one or more areas – significantly higher than state averages.

As part of the second phase of RSP, the partnership is placing community voice at the centre of the program with a new governance structure incorporating community representation at all levels. RSP’s evidence-based initiatives include the employment of bi-cultural community workers and community champions, and community participation in the co-design of projects and communication that are improving children’s health and developmental outcomes.

Buninyong Uniting Kindergarten's transition to school program with Buninyong Primary School, Buninyong Uniting Kindergarten in partnership with Buninyong Primary School

Buninyong Uniting Kindergarten and Buninyong Primary School have formed a cooperative partnership to support children’s continuity of learning and transition between kindergarten and primary school.

Seeking to extend their partnership and transition program, they initiated a collaborative action research project through the Continuity of Learning Program, delivered by the Victorian Academy of Teaching and Leadership. Completed over 4 months, the research project has continued to shape positive outcomes for children transitioning to school from kindergarten.

Engaging children’s voices and participation in the development of the program, along with parent feedback, the service and school have continued their partnership by participating in ongoing reflective practice.

The program now includes longer transitions to support children with additional needs and increases support for sustaining the continuity of relationships across settings. Prep students are encouraged to visit the kindergarten, and kindergarten teachers come to the school to support vulnerable children to attend transition days.

Ready, Set, Prep! (RSP) isa place-based, collective impact approach to improving school readiness, overall health, and wellbeing for children in the culturally diverse City of Moreland.

RSP is a partnership between Merri Health, Moreland City Council, maternal and child health, libraries, early years and community services, playgroups, kindergartens, and primary schools to significantly improve outcomes for Fawkner’s young families – now, and for future generations.

The initiative was started in response to the 2015 Australian Early Development Census results, demonstrating that one-third (37%) of children in Fawkner start school developmentally vulnerable in one or more areas – significantly higher than state averages.

A key foundation of RSP is community-led governance, with local families represented on the steering committee and working groups. RSP initiated a working group on school readiness and transitions for early years educators, service providers and community members. Together, they facilitated a school online readiness session to support families feeling under-prepared for transitions because of COVID lockdowns.

Under the leadership of Amandah Taylor, the Children’s Centre team at Yuille Park Community College has developed a kindergarten program catering to one of the most disadvantaged communities in Victoria.

Amandah has taken the service from ‘Working Towards’ to ‘Excellence’ in all 7 areas of the National Quality Standards, in just 4 years. Demonstrating a strong commitment to professional development and evidence-based practice, Amandah has tailored her kindergarten programs to meet the needs of the diverse community.

Through the development of the Yuille Park Community College Reconciliation Action Plan and the Anti-Racism Policy for the Children’s Centre and college Amandah has built strong and culturally sensitive relationships with the local Aboriginal community.

Amandah’s leadership skills were instrumental in coordinating the City of Ballarat’s Best Start Program, and in the development and implementation of a bridging program between the college and the centre, ensuring continuity of learning and the successful transition to Prep for a vulnerable cohort of children.

Early childhood teacher Brooke O’Brien implemented a Bush Kinder program to support the development of children at Koroit’s Honeypot Early Learning Centre, many of whom are experiencing trauma and struggling with regulating emotion.

Situated at local Aboriginal site, Tower Hill Wildlife Reserve, the Bush Kinder Program was developed in consultation with the local Gunditjmara community to help children experience nature and develop emotional wellbeing while learning about local Aboriginal history and culture.

With training in trauma-informed practice, Brooke has adapted the Bush Kinder program to meet children’s needs, ensuring they feel safe and supported. Brooke has implemented sensory play as a therapy tool, uses predictable routines and engages children’s interest to support the forming of trusting relationships.

Summative assessments of children’s learning and development have demonstrated the Bush Kinder program is having a positive impact. At the beginning of the year, assessments showed 40% of children were below expected developmental levels, after six months of the Bush Kinder children were meeting developmental milestones.

Julie Fitt, Director of St Columbas Uniting Kindergarten, supports her team to develop best practice and attend professional learning to support the children at the kindergarten to be confident and involved learners.

At the heart of Julie’s philosophy is teaching children about having respect for themselves, others, and the environment. A key aspect of the kindergarten program is making children feel safe and protected, while also encouraging them to take risks, develop resilience and build trusting relationships.

Through the Early Languages Program, Julie has integrated AUSLAN into all areas of the kindergarten program including Acknowledgement of Country, morning welcome, stories, songs, and play.

With initiatives such as the long-running breakfast program, embedding Aboriginal traditional perspectives and the Nature Kindergarten program that supports children to direct their learning about nature and Indigenous culture, Julie is increasing children’s confidence and participation in their learning.

Brighthouse Early Learning Centre is focused on creating a whole-of-service culture of ongoing quality improvement based on reflective practice.

Working with their Quality Improvement Plan as a ‘living breathing document’, teachers and educators are supported to strive for excellence in their practice at an individual level while working collaboratively as a team. The leadership team works with teachers and educators to facilitate their professional learning and critical reflection and support them to apply their learning to deliver a program based on intentional teaching guided by children’s interests.

A focus on Aboriginal culture, and the introduction of a pet program, are supporting children to develop greater confidence in their identity and to direct their learning based on their own interests.

Engaging families in their child’s development and learning through the sharing of their knowledge and reflective practice with parents, Brighthouse Early Learning Centre is also enriching children’s home lives and learning.

Director Haritsa Xenidis approaches her leadership of her team at Bambou Early Learning Centre with ongoing support for her staff’s critical reflection and professional learning.

Fostering a culture of continuous improvement within the service, Haritsa holds regular meetings with her staff team to discuss, develop and critically reflect on their practice and approaches.

Dedicated to supporting her team improve their professional knowledge, Haritsa demonstrates her leadership by encouraging and supporting her staff to seek further learning. Individual educators are asked to lead by example with creativity and confidence, and to reflect on their practice in ways that support an individual’s own needs.

Haritsa is empowering her team to achieve exceptional teaching in support of young children’s learning. In supporting the development of educators’ individual practice, she is ensuring that their growing knowledge is invested in meeting the learning needs of the children and their families.

Keele Street Kindergarten has established a Bush Kinder program at Yarra Bend to support children to connect to Country and nature.

The leadership team adopted a collaborative approach, guided by critical reflection, to develop a Bush Kinder program that was relevant and meaningful for their kindergarten community.

The team consulted the Wurundjeri Land Council, Parks Victoria, and Merri Creek Management Committee to understand the history of Yarra Bend and its cultural significance. Working together, they developed a place-based Bush Kinder program responsive to children's emerging interest in flora and fauna.

Landcare custodians showed children how to treat Country with respect when visiting. Wildlife safety experts shared practical skills and knowledge about the wildlife the children could encounter at Yarra Bend.

By creating opportunities for children to learn about Country and the natural bush environment of Yarra Bend, Keele Street Kindergarten has seen an increase in children’s wellbeing, participation, and sense of belonging in their community.