The National Quality Framework for Early Childhood Education
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
3.1.1What kind of arrangements are in place to facilitate regular formal meetings between parents and staff?
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How do you disseminate information to parents? See 12.2
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What kind of opportunities are in place for informal, regular conversations with parents?
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How do the formal and informal opportunities for communication with parents support the 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
3.2.1How is parental involvement supported and encouraged within your setting?
Think about (e.g.)
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.
Signposts for Reflection
3.3.1How do you provide information for parents? See 16.1
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Do you create opportunities for other professionals from the community to engage with parents within the school? See 16.3
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Component 3.4 - The setting has written records of all policies and procedures regarding parental involvement and makes them available to all stakeholders.
Signposts for Reflection
3.4.1How does your setting use its policies and procedures in support of parental involvement?
Think about (e.g.)