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The National Quality Framework for Early Childhood Education





Childminding

Standard 3. Parents and Families

Valuing and involving parents and families requires a proactive partnership approach evidenced by a range of clearly stated, accessible and implemented processes, policies and procedures.

Component 3.1 | Component 3.2 | Component 3.3 | Component 3.4

Component 3.1 - Staff and parents have both formal and informal opportunities for communication and information sharing about the child.

Signposts for Reflection

3.1.1

What kind of arrangements are in place to facilitate regular formal meetings between yourself and parents?

Think about (e.g.)

  • Types of meetings organised for parents
  • Involving both parents (where appropriate)
  • Frequency of meetings
  • Responding to requests from parents for meetings
  • Space for/location of meetings

3.1.2

How do you disseminate information to parents? See 12.2

Think about (e.g.)

  • Notice Boards
  • Schedules
  • Photographs/children's events and activities
  • Oral communication
  • Newsletter
  • E-mail
  • Texting

3.1.3

What kind of opportunities are in place for informal, regular conversations with parents?

Think about (e.g.)

  • Creating opportunities for informal interaction with parents
  • Making parents welcome within your home See 14.2

3.1.4

How do the formal and informal opportunities for communication with parents support the child's learning and development?

Think about (e.g.)

  • Accessing parents' expert knowledge of their child's development and learning
  • Communicating information to parents about their child's learning and development
  • Integrating parents' knowledge in the planning/assessment of children's learning
  • Supporting parents in understanding their child's learning and development

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Component 3.2 - There are a variety of opportunities for parents to be involved in activities within the setting, taking into account the range of parents' interests and time-constraints.

Signposts for Reflection

3.2.1

How is parental involvement supported and encouraged within your setting?

Think about (e.g.)

  • Opportunities for parents to contribute their skills and resources See 16.4
  • Facilitating parents to participate based on their interests, abilities and cultures See 14.2
  • Being proactive in encouraging parental participation

Component 3.3 - Staff are responsive and sensitive in the provision of information and support to parents in their key role in the learning and development of the child.

See 12.2

Signposts for Reflection

3.3.1

How do you provide information for parents? See 16.1

Think about (e.g.)

  • Range of information
  • Regular review of the information available to parents
  • Response to specific requests for information
  • Making parents aware of information relevant to their key role
  • Supporting parents in the use of this information in the home

Component 3.4 - The setting has written records of all policies and procedures regarding parental involvement and makes them available to all stakeholders.

See 10.2 See 14.1

Signposts for Reflection

3.4.1

How does your setting use its policies and procedures in support of parental involvement?

Think about (e.g.)

  • Positive promotion of parental role
  • Involving parents in the management of the setting
  • Ensuring that parents have read and understood policies and procedures
  • Involving parents in compiling policies for the setting See 4.1
  • Processes for regular review and update of policies
  • Putting your policy into practice See 4.2
  • Documentation of procedures
  • Ensuring that everyone understands and follows these procedures

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