Finalists for 2026 VEYA

In Geelong, some families from refugee backgrounds miss out on early learning. Many have limited English or lack confidence using services. Others are unsure about enrolment, forms and where to get help. Newly arrived families face the biggest challenges.

Foundation House works with Our Place (Northern Bay) and CALD Outreach (City of Greater Geelong) to run Family Voices Matter. The program brings families and early years services together every 2 weeks. Interpreters, childcare, lunch and a small thank you payment helps families to take part.

Facilitators use a trauma-informed approach, with clear routines and time to talk openly. This helps create a safe place where people can share their experiences and ideas.

Families work with partners to identify problems and find solutions. They have created 2 important resources for early years providers. These resources help services use interpreters and make information easier to understand. They also help children move into kindergarten, playgroup and school.

The resources can be shared with other services and used in other communities. The model can be adapted to different settings while keeping families at the centre of the work.

Glen Education’s Education and Inclusion Team connects families with the services, schools and government programs they need. This includes allied health, NDIS, community health and child and family services.

Support starts before a child enrols. Staff meet families at tours and open days. They also work with Maternal and Child Health services. This means children and families can get help early.

The team uses a family-centred, trauma-informed approach. Staff work closely with families and build strong relationships. Families are part of decisions about their child. Educators receive coaching and training.

When a child needs extra support, the team brings the right people together. This helps children with development, behaviour or trauma challenges to take part in early learning. Families trust the approach and say it is less stressful and easier.

Staff meet with other services to share ideas and solve problems. This keeps everyone working together and ensures families get the support they need. The model can also be adapted for different communities and early learning settings.

VICSEG New Futures runs 22 supported playgroups across Melbourne’s north and west. The program helps culturally diverse families connect with early learning and their local community.

Trained bi-cultural facilitators lead the groups. Many have moved to Australia themselves. They understand the experience of settling into a new community. Families can join groups in their own language or multicultural groups. This gives them a chance to meet other families and build new connections.

The groups meet each week. Children learn through play. Sessions also include stories in 11 languages and health information. Families can be linked with local community and health services. They also take part in social activities and visits to parks and libraries.

Families are asked for feedback. Their ideas help improve the program. Facilitators take part in training 3 times a year. They share what they have learned with staff at other sites.
More than 99 per cent of families complete the program. Weekly attendance is above 70 per cent. The playgroups are held in schools and community hubs. This helps families when their children start kindergarten and school.

Sing&Grow is a program that helps babies, toddlers and young children learn and develop. Parents and carers attend the sessions with their children. This helps to make family relationships stronger. The program uses music to help children socialise and develop important language skills. It has been running for more than 25 years.

The Sing&Grow program works particularly well for children whose parents don’t speak English fluently. It also helps families who have experienced trauma. Parents and carers can take part alongside their children by singing, moving and playing together. This helps everyone learn something they can take away from the session and continue doing at home.

Every session is led by a music therapist with specialised skills. Sessions take place inside kindergartens or community centres, which are familiar places to children and parents. Refugee and migrant families are encouraged to take part, and First Nations families are too.

A recent survey found that the Sing&Grow program boosted children’s social skills and confidence. It also found that 90% of parents who go along to the sessions with their child feel more confident about parenting. They also learned new ways to play with their child.

The City of Hume has many families from different cultural backgrounds who speak a range of languages. The Being a Parent (BaP) program is designed to support these families.

The program goes for 9 weeks. Each session is run by someone who speaks the same language as the people taking part. This helps everyone to feel safe, supported and included. People taking part in the program form close friendships and give each other valuable support and share ideas about parenting.

The BaP program helps families to connect. It helps parents learn how to support their children with their schoolwork and make new friends. It also helps parents and carers learn how to understand their child better. Some parents have even progressed to running these sessions themselves.

Over the past 2 years, more than 70 parents have taken part in the BaP program. Every parent who has participated the BaP program reports feeling calmer and more confident.

The Bringing Up Aboriginal Babies at Home (BUABAH) program helps Aboriginal families prepare for and care for their new babies. The program aims to keep babies safe so they can remain in their family home.

The BUABAH program uses Dadirri – which means deep listening. This helps to build trust between pregnant mothers and the program leaders. The program keeps families at the centre of everything.

Expectant mothers and families are supported early in the pregnancy. They work together to prepare for the birth, access help and resources. They do this in ways that help them feel culturally safe.

The University of Melbourne was involved in developing the BUABAH program. Because of its success, the program is now offered to more Aboriginal families. As every community is different, the program can look different in each area. However, the key parts stay the same. Aboriginal people lead the support. Families get help early and stay connected to culture. The program also keeps checking what works and looks for ways to improve.

The BUABAH program has been found to help Aboriginal mothers feel more connected with their community. They also report feeling more confident as parents. Most importantly, the program has led to fewer Aboriginal babies being involved in Child Protection.

Children at Ada Mary A’Beckett Children’s Centre regularly visit the beach across the road for kindergarten. But getting there safely was a concern.

In 2024, the centre took part in the Starting Out Safely road safety inquiry project.

Children, educators and families gathered evidence together. Children explored the local area and identified risks. These included fast-moving traffic, car park hazards and a lack of safe places to cross the road. Educators mapped traffic, surveyed families and timed the walk to the beach. They then shared their findings with the City of Port Phillip Council.

Council officers walked the route with the children and listened to what they had found. The centre and council are now working together on ways to make the area safer. This includes better parking rules and plans for safer pedestrian crossings. Children have also designed their own road safety signs.

The project gives children a real say in decisions about their community. It also shows them that their ideas and research can help bring about change.

Learning about road safety does not have to be boring. GippSport’s Early Years Road Safety Play Program teaches young children about road safety through play and movement. The program was developed with Wellington Shire Council and local early years networks. It helps children learn how to stay safe near roads.

Children use road safety kits to practise. The kits have cones, pedestrian signs, small traffic lights and road markings. Children use them to make their own roads and practise crossing safely. They also play games, make up stories and solve problems together.

As part of the program, educators receive resources and training. This helps them teach road safety during everyday activities. Families also receive simple activities they can do at home. Educators and families share their ideas about what works well. The program has been a big success. Children have even started using what they learn in their play.

The kits can be used many times and taken to different places. GippSport works with local services to keep the program running and help more children learn about road safety.

Koorie Kids Playgroup is a playgroup for Aboriginal and Torres Strait Islander children and families. It is led by First Nations staff and was created to meet the needs of families in the area. The program is run by the Victorian Aboriginal Child and Community Agency at the Keon Park Children’s Hub, which provides the space and resources.

A key strength of the playgroup is that it takes place in a kindergarten setting. This helps children and families become familiar with the environment before starting kindergarten. They can explore the learning spaces, take part in activities and learn about daily routines. Over time, this helps build confidence, trust and a stronger sense of belonging.

The playgroup also helps families connect with Maternal and Child Health services and other local supports. Families can get help to fill in forms, learn about job opportunities and know where to go when they need help or advice.

The program continues to grow through reflection and feedback form families. Around 15 families now attend, and many say they feel welcomed, safe and connected to their community.

Pop-up Playgroups help families with young children connect, play and learn. The program began as a pilot in 2023 as more families moved to the area without friends or family nearby. It also helped the growing number of parents who felt isolated after the pandemic.

The free playgroups are open to children aged 5 and under and their families. The playgroups run between different towns, bringing activities closer to where families live. Sessions run every 2 weeks on different days. There is no registration or ongoing commitment needed. This makes it easier for families to join when it suits them.

Children learn through play while families meet other people and build friendships. The program works with libraries, sports groups, kindergartens, and health and emergency services. Families can learn about local support and get help when they need it.

Bringing playgroups to different towns makes them easy to join. Up to 100 people now attend some sessions. The council listens to families and uses what it learns to improve the program. Families say the program makes helps them feel part of their local community.

At BiraBira Early Learning Centre (BiraBira) they use an approach based on research to support children’s wellbeing. It supports children’s emotional, physical and developmental wellbeing as part of their everyday learning and care.

Educators build strong relationships with children and families from different backgrounds. They help children understand their feelings and learn ways to deal with them. Children can use wellbeing spaces and take part in ‘kindness activities’. These help children learn to care for others and show respect.

Children also spend time outdoors being active. BiraBira works with local groups to support children’s health.

Educators watch how children are growing and learning. If a child needs extra help, they work with the family to find the right support. Staff meet regularly to talk about what is working and what they can improve. They also listen to families and health professionals.

Educators take part in regular training and share what they learn with each other. New educators are also given chances to learn and grow.

Local primary schools say BiraBira children are confident, independent and ready to learn. The approach can also be used in other early learning services.

The Positive Kick program gives children a fun and familiar way to learn about wellbeing. The program helps children aged 5 to 8 build confidence, friendships and healthy habits.

Children play soccer and team games while learning about courage, kindness, teamwork and gratitude. Each child gets a booklet with positive messages. The soccer balls have messages on them, too. Children can use these messages to talk about their feelings and the things they do well. Parents and carers can use them at home.

Children say they feel proud, happy, confident and motivated after taking part in the program. They want to use what they learn at school, at home and in sport. Parents say they have also noticed positive changes. Their children are fitter and more confident. Their teamwork and leadership skills have improved.

An independent review found children who could name things they were good at increased from 35 per cent to 87 per cent after taking part. The innovative program helps children stay healthy and build life skills.

Starting school is a big change for young children. Keysborough Primary Kindergarten and Keysborough Primary School are working together to make the move easier.

Children from the kindergarten visit the school, take part in events and spend time in school spaces before they start Foundation. They get to know the people, places and routines of school life. This helps children feel comfortable, confident and part of the school community.

Kindergarten and school staff plan together, share ideas and take part in training. They learn about how each setting works and share what they know. This helps both teams use the strengths of kindergarten and school to support children.

Staff also work together to recognise when a child may need extra help. They can respond early and make sure each child’s needs and strengths are considered. Families also get a clearer picture of what to expect when their child starts school.

The partnership helps children and families feel ready for the move to school. It also helps keep children’s learning and wellbeing on track as they make the change.

Every child deserves a great start to school life, but some children and families need extra help. For children who need a little more help, having the right people around them can make starting school much easier. Northern Schools Early Years Cluster is helping to meet this need. The cluster supports 19 early learning services across Victoria. Most are based in schools and communities where families are facing disadvantage.

Its Wellbeing Program puts family support workers inside early learning teams. Many of these specialists are social workers. They support families living with disability, adjusting to life in a new country or dealing with difficulties at home.

The workers spend time with educators from kindergartens and school staff to make sure children get the support they need. They help families find the right services and apply for funding. Working as a team means concerns can be picked up early. It also means children and families have consistent support as they and move from kindergarten into school

The program has already helped hundreds of children and families. It has also improved children’s attendance at school, and helped families get support sooner.

Connie Aldamiz works at Millewa Kindergarten, a small rural community near Mildura. Her leadership and commitment make families and the wider community feel connected and supported.

Since joining the kindergarten, Connie has helped improve how the community sees kindergarten. She spent 6 months reviewing the kindergarten’s philosophy so it better reflects the community’s values and needs. She creates a safe and predictable environment where children feel heard and valued. Children, families, educators and the community help shape the program.

Connie builds trust with families by listening to their needs. This helps to remove barriers to attending kindergarten. She provides support and connects families with services. She treats everyone with respect and without judgement. Families now feel safe to share their circumstances because they know they will be listened to and supported.

Connie works closely with the school and people in the local community. She keeps learning new things so she can do her job better. Her work has increased attendance and strengthened connections between families, kindergarten and school.

Diah Hastuti works in a vulnerable community in Fitzroy. She has created a nurturing environment where children feel safe and empowered.

At Dill-be-din Kindergarten, Diah noticed 2 things that were making it harder for children to enjoy kindergarten. Some children were not coming to kindergarten often. Others felt upset saying goodbye to their families. This was especially hard for children who communicated without spoken words and children who were deaf or hard of hearing.

Diah changed the way she supported children and their families so they felt safe, understood and included.

She learned some basic Arabic so she could talk with families in their language and learn more about their culture. She also used words in Arabic, Oromo and Amharic in children’s learning displays. Diah introduced simple sign language to help everyone communicate.

She used interpreters when families needed them and regularly checked in to see how families and children were feeling. These changes helped children and families feel listened to, respected and welcomed. They also helped everyone feel safer and more connected at kindergarten.

Because of these changes, more children came to kindergarten regularly, with attendance increasing from 50% to 80%. Families became more involved. Children were able to manage their feelings better, and more children used sign language and gestures to communicate.

Carly Martin has improved the way children learn. She helps them build strong relationships and supports their connection to Country. She also encourages children to contribute to their community.

For 9 years, Kinglake Ranges Children's Centre’s djila burru burru (play bush) program has given children more time playing outside. This helps their mental health and wellbeing. In 2025, Carly helped to increase the program from 3 to 6 hours a week.

Carly also makes sure children have a say in decisions that affects them. She helped set up a Children’s Council. Kindergarten children meet with the centre director to share their ideas. The council was created because children and families wanted more opportunities to help make decisions at the service. Children now help review and improve parts of the service, like the kindergarten’s philosophy and play spaces. They take part in ways that suit their age and understanding.

When children noticed rubbish harming local wildlife, Carly listened and helped them investigate. She asked questions and guided their learning without giving them the answers. The children chose to contact Parks Victoria and local police. They wrote letters to share their concerns. Their actions led to more signs and patrols in the National Park, showing children that their ideas can make a real difference.

For Krystal Blyth, good teaching starts with strong and trusting relationships - with children, families and her team. She takes time to learn about each child’s strengths, interests, culture and needs. As a result, they feel valued and ready to learn in her care.

Krystal is passionate about making learning meaningful. She uses child-led play, guided learning and intentional teaching to support development. This helps children build confidence and a sense of belonging.

Collaboration is central to Krystal’s practice. She works closely with her team to find the best way to support children. This approach is important, especially for children who are anxious or find communicating difficult. She also works closely with families, valuing and listening to their ideas. This ensures the best possible care and outcomes for each child.

As Educational Leader, Krystal mentors and supports colleagues and encourages their professional growth. She shares her knowledge and encourages the team to learn from each other. This creates a workplace where educators learn and work together.

Julie Joyce has worked at Coburg Children’s Centre for more than 18 years. She has helped make the kindergarten a better place by including everyone, trying new ideas and supporting the needs of others. As a proud Deaf educator, she makes Auslan and Deaf culture part of everyday learning.

Children use Auslan during songs, stories, play time and meals. They learn that communication includes gestures, movement and sounds - not spoken words alone. This helps them develop empathy, communication skills and a respect for difference.

In 2019, Julie became the kindergarten's Learn Languages program teacher. The program is funded by the Department of Education's Early Childhood Language program. Julie teaches Auslan to children in both sessional and long day care. Beyond this, she also continues to work as an educator across the service.

Julie's practice is based on latest evidence. She works closely with families and other educators to help children feel welcome, included and supported. Her ideas have helped make early childhood education better for children and their families.

Cerri May brings more than 30 years of experience to her role at Gowrie at The Harbour. She believes children are capable and curious learners from birth. She knows they learn best in caring and inclusive environments.

Cerri plans engaging experiences that help children explore, work together and make choices. She reflects on her teaching and uses this to improve learning for every child. She gives children open-ended activities where they can create, experiment and enjoy messy play. This creates lots of opportunities for children to express themselves and take part.

Cerri builds strong partnerships with families and professionals. This helps her to understand and support each child’s strengths and needs. She adapts learning using tools such has braille and sound. This helps children to learning how to manage their emotions and develop empathy.

Cerri takes pride in professional development. She is skilled in coaching, trauma-informed practice and sensory systems. She works to strengthen the practice and growth of educators and visiting students. Cerri uses mentoring, coaching and workshops to share her experience.

54reasons Kindergarten Mooroopna has strong roots in the local Koorie community. It started as informal programs on the Mooroopna flats and grew into a kindergarten led by the Aboriginal community. Community voices continue to guide decisions, programs and everyday practice.

The service provides a culturally safe program that is closely connected to community. Located on Country at Rumbalara, children learn in a setting that reflects their culture, identity and connection to place. Aboriginal perspectives are reflected in everyday learning. Aunties, Uncles and Elders help guide this learning.

Educators use teaching approaches that support Aboriginal ways of learning. Children learn through storytelling, observation, connection to Country and strong relationships. These approaches help children engage in learning and strengthen their sense of identity.

54 reasons also support families through programs such as community meals. These activities help families build connections and feel a sense of belonging. The service is led by Aboriginal staff and guided by community voices. Together, they have created a place where children and families feel connected and supported.

Lake Tyers Early Learning Centre and Kindergarten provides kindergarten and childcare on the Lake Tyers Aboriginal Trust. It mainly supports Aboriginal children and families. The service is built on strong relationships and culturally respectful practice.

Aboriginal perspectives are embedded into everyday learning. Children learn on Country and take part in family-led learning and activities. Staff seek advice from the local cultural authority and families to support their practice.

They provide a daily bus service to support children to attend. These regular trips also give educators opportunities to connect with families. This helps them to build trust and better understand each child's needs.

Staff provide further support by helping families with paperwork, referrals and school enrolments. They also adapt meetings and ways of communicating to suit family needs. Through strong partnerships, and ongoing professional learning, the service is providing education that suits the local area, respects different cultures, and supports the community’s different needs.

The service creates a welcoming environment where children and families feel included. Families help to develop cultural safety plans to reflect their individual experiences.

At Murray Valley Aboriginal Co-operative Early Learning Centre (MVAC ELC), children and families come first. Daily conversations, culturally safe environments and accessible processes support strong relationships with families. Families can receive help with transport and referrals to MVAC Family Services. Aboriginal culture is part of everyday life at the centre. This helps children feel proud of who they are and where they belong.

Aboriginal perspectives are part of everyday learning. Aboriginal educators play an important role in supporting children's learning and wellbeing. Non-Indigenous staff take part in ongoing cultural learning to strengthen their practice.

Working together is a key strength of MVAC ELC. Families, Elders and community members are involved in children's learning. The centre works closely with Aboriginal organisations, health services and local preschools. By working together, they help children learn, grow and get the support they need.

Debbie Roper is Pedagogical Leader supporting all Gowrie Victoria services. Using her Master of Learning Intervention and current research, she helps educators improve their teaching practice. Debbie turns research into practical strategies that support children’s learning, development and wellbeing.

Staff raised concerns about children’s behaviour and inclusion. In response, Debbie created a support network for experienced educational leaders. Together, they made a shared plan for teaching and supporting children, based on research and the Gowrie philosophy. They explored what quality teaching looks like and ways to keep improving. The group realised that mealtimes could provide more opportunities for learning. Children now eat in smaller groups and help set up the meal spaces to enjoy calmer mealtimes where everyone can talk, connect, and feel relaxed as a result. Through an Innovation Grant from the Department of Education, Debbie partnered with Professor Catherine Neilsen to design and run a workshop on a tool she developed called the 6Rs Framework. This helps educators to understand that behaviour is a way for children to communicate their needs and respond in more supportive ways. Debbie supported this work with a community of practice and e-learning modules. The results have been excellent with more than 70% of participating staff reporting they felt much more confident in supporting children’s behaviour and inclusion.

Rebecca Waingold is an educational leader at The Merrell Kindergarten. She has created a culture where people think deeply about their teaching and the impact it has on children. She also encourages her colleagues to think about children’s rights and reflect on how their words and actions shape children’s experiences.

Rebecca is committed to inclusion. She makes sure information is always printed in different languages so all families can access it. She also includes First Nations perspectives in the curriculum. She helps her colleagues to teach with intention, keeping children at the centre of every decision.

Rebecca works hard to ensure everyone feels as though they belong. She has planted apple trees in the kindergarten so children can cook with fresh fruit. She encourages children to care for the environment, solve problems and share their ideas. Rebecca has also introduced Wicket, a therapy dog, who soothes children who are feeling anxious. He helps them feel calm and ready to learn.

Through her leadership, children have developed greater confidence, wellbeing and readiness to learn.

Yarrawonga Preschool improved their teaching practice through reflection and professional learning. The teaching team wanted to help children’s confidence, involve them in decision making at the kindergarten and be able to take risks safely.

Staff began by reflecting on their teaching practice and exploring research about how children learn. The Educational Leader visited Forest Kindergarten’s in Denmark to learn how children can develop independence, decision-making and risk management skills. The service also supported educators with professional learning to strengthen intentional teaching practices. This has helped them become more confident and purposeful in the way they support children’s learning. They create real and engaging learning environments where children can make choices, build independence, and develop their wellbeing.

The team established a Bush Kinder program, including a fire pit where children practice taking risks and learning how to manage themselves safely. Children are encouraged to use real materials and tools during play.

Children at Yarrawonga Preschool are now more confident and independent. They show stronger problem solving skills and take greater responsibility for their learning.