Finalists for 2024 VEYA

As part of a strong commitment to education access and participation for all children, Glen Education introduced an Education and Inclusion Support Team to complement their Customer Relations Team and enhance the supports provided to each family, child and education team throughout the year.

Where other doors may have closed on parents because services were unable to deal with complex disability and support needs, Glen Education’s dedicated teams focus on providing a warm welcome and an end-to-end service centred around partnerships which respect and celebrate the unique experiences, strengths, and needs of each family.

Policies and processes implemented at Glen Education focus on inclusion, complimented by relationships formed with local council and community health providers ensuring children with additional support needs have priority access. These efforts reflect Glen Education’s commitment to a rights and social justice framework, and to ensuring that all children are supported to thrive in an inclusive early childhood program.

In partnership with Connected Beginnings Mildura

In November 2023, Mildura Rural City Council in partnership with Connected Beginnings held an ‘Enrol to Kinder Day’ to support families to overcome barriers to kindergarten enrolment. The event addressed issues like low literacy, limited English, and lack of internet access, which previously made completing enrolment forms challenging.

Over 120 families attended, receiving help to complete kindergarten enrolment forms, immunisations and obtain important paperwork like birth certificates. A suite of community and health services attended, providing an opportunity for families to engage with early learning and other service-based organisations.

The innovative Enrol to Kinder Day took a community-centred approach and was designed to not only reduce barriers to early childhood education engagement, but provide an opportunity to link families with support services and increase relationships and trust between council staff and vulnerable community members.

The Future Me project empowers young children from all backgrounds to imagine future endeavours in science, technology, engineering, and mathematics (STEM). Taking a creative, multifaceted approach, the program seeks to bridge the gender gap and inspires girls from an early age.

Future Me leveraged evidence-based practices to produce comic books, science events and hands-on workshops that nurture creativity, problem-solving and critical thinking. The comic book series features female protagonists engaged in science and technology, sparking curiosity in over 10,000 young readers to date.

Research shows that early exposure to STEM significantly influences children's future career choices and interests. By partnering with schools, community centres, and local organisations, Future Me reaches a broad audience and provides a unique and comprehensive learning experience that goes beyond traditional educational practices. Since its inception, Future Me has engaged over 5,000 children in STEM activities, and increased children’s interest and confidence in STEM subjects.

In partnership with Regional Development Victoria, Central Goldfields Shire Council, Maryborough District Health Service, Murdoch Children’s Research Institute

The Nest, located in Central Goldfields, provides a welcoming space for parents and carers in Maryborough and nearby areas facing socio-economic challenges.

Situated in a bright, friendly hub, The Nest focuses on building confident and capable parents. Services range from childbirth education and breastfeeding support to Aboriginal and Torres Strait Islander family meet-ups. Regular drop-in sessions and events provide a relaxed setting for families to connect, fostering a strong sense of community that is essential during early parenting.

The Nest emphasises meeting parents where they are, allowing them to seek support at their own pace. This patient, respectful approach has led to high return visits and over 900 soft referrals to other services and local supports. By creating a safe and supportive environment, The Nest ensures that parents don’t navigate early parenting challenges alone, making a significant positive impact on the community.

In partnership with City of Whittlesea, Mitchell Shire Council, Whittlesea Community Connections, Bubup Wilam, DPV Health and FamilyCare

Kids First Australia's Early Help Hubs are a service and model of care co-designed with members of the community in Mitchell Shire and Whittlesea, to provide early support for families, increase children’s wellbeing and build parent capacity and resilience.

The hubs are in local government areas experiencing rapid population growth, and higher than average rates of mortgage stress and family violence. They use an evidence-based model to provide safe, stable and nurturing environments offering specialist supports and workshops focused on improving family functioning, social connections, parenting confidence and financial literacy.

Nearly 2 years since the inception of the hubs, evaluation by Murdoch Children's Research Institute shows emerging evidence of their positive impact on families’ awareness of available parenting supports, willingness to engage with these supports and awareness of their own needs.

In partnership with Carringbush Adult Education

‘Play and Learn Together’ is a collaboration between Yarra City Council’s Family and Children’s Services and Carringbush Adult Education, designed to create a culturally safe and inclusive space for culturally and linguistically diverse (CALD) families.

The program was established after Carringbush identified that CALD parents and carers often delayed attending English classes until their children started school, limiting their confidence in accessing parenting services. Initially focused on Vietnamese-speaking families, the program now includes participants from various backgrounds, offering opportunities for play, singing, and storytelling alongside adult learning.

With a stronger emphasis on English language development than typical playgroups, the initiative supports over 30 families, fostering trusted relationships and providing access to specialist support. Through this program, families learn together, enhancing both their parenting skills and their ability to engage with the broader community. Over 30 families have attended this program, building trusted relationships and specialist supports.

In partnership with East Grampians Health Service and Gorrinn Village, Ararat

The Grandfriends program at Ararat Early Learning Centre is the first intergenerational initiative in the Ararat community, bringing children together with aged care residents for shared activities and friendship-building.

This program is particularly impactful for children born during the pandemic, who may have missed key social and emotional development opportunities. By engaging in activities like crafts, gardening, music, and letter writing with the residents, the children enhance their communication skills and broaden their social circles beyond their immediate families. The program is especially valuable for those without extended family, helping to increase their confidence, sense of belonging, and understanding of the world.

In 2023, families noted the program’s positive impact on their children’s development. Additionally, it builds strong intergenerational connections and enriches the lives of the aged care residents involved.

In partnership with Grampians Public Health Unit and Uniting Ballarat

‘Ballarat’s Children: Collaborating for Systems Improvement Sessions’ are a series of monthly, two-hour professional development and networking sessions for staff/practitioners working with young children and families in Ballarat. Sessions focus on community connection, disability and inclusion, financial assistance and cultural diversity.

The program was co-designed by City of Ballarat Best Start, Ballarat 4 Kids and the Children's Resource Program at Uniting Ballarat following a 2023 workshop. Attendees identified the need for more networking and collaboration opportunities to develop stronger relationships and understanding of the service system, including referral pathways.

On average, each session has attracted approximately 50 participants, across the medical, education and community sectors, representing the broad and diverse networks of the 3 host organisations. The workshops have resulted in staff and practitioners working together more closely with a strong commitment to adding value through the sharing of knowledge and resources and a strong commitment to enhancing child wellbeing.

In partnership with Royal Far West

In 2023, Rainbow P-12 College partnered with Royal Far West to trial a telehealth program aimed at improving access to health and wellbeing services for children in the remote town of Rainbow.

Limited availability of paediatric allied health services was affecting student learning, classroom dynamics, and staff wellbeing. The program used a hybrid model, combining two annual outreach visits with year-round telehealth support for children, parents, and educators.

Local clinicians collaborated with Royal Far West’s specialists to address students’ learning and behavioural needs. A formal evaluation confirmed the program's success in enhancing children's learning outcomes and boosting the confidence, wellbeing, and skills of the school community. Due to its positive impact, the school extended the program for a second year, integrating it with local kindergartens and health services to strengthen community partnerships.

In partnership with KIDDO program from University of Western Australia

KIDDO Gippsland was adapted from KIDDO, an existing program developed by the University of Western Australia (UWA) in partnership with the Australian Sports Commission. Working closely with UWA, GippsSport Inc. adapted the delivery model to support the needs of the local communities in response to data that indicated children in Gippsland have some of the lowest scores for movement statistics and skill mastery in Victoria.

KIDDO Gippsland is now active in all 6 government areas and is the only program in Victoria to focus on physical literacy by emphasising psychological attitudes and feelings about movement through game-based play, social interaction, and fundamental skills and movement patterns. It Is underpinned by research that introduction to physical literacy in the early years can establish a positive relationship with physical activity for life.

In 2023, the program reached over 7,000 children, parents and educators through early learning, primary school and community facilities in low socio-economic areas.

In partnership with Dot to Dot Early Intervention

Tiny Dots Early Intervention (Tiny Dots), a Geelong-based charity, offers screening, multidisciplinary assessments, and short-term interventions for children aged 0-2 showing signs of disability or developmental delay, aiming to improve long-term neurological development and wellbeing.

Their Community Care screening Clinic staffed by experienced speech pathologists, has provided free and accessible developmental screening services to 163 children since 2022.

Many vulnerable and disadvantaged children in lower socio-economic suburbs of Geelong have been provided with free and heavily subsidised screening and assessments through targeted outreach.

In collaboration with local childcare centres, Tiny Dots launched a Community Care Outreach Program this year to provide professional development to early childhood educators to assist them to identify children at risk of developmental delay.

The Nature Learning program at Violet Town and District Early Childhood Centre is an inclusive, nature-based education program for children aged 6 months to 6 years, allowing all 55 children that attend the service to participate in at least one day of nature learning per week.

The program is registered with the Australian Forest School Association and supports children's development through risk-taking, physical activity, and scientific exploration, aligning with the Victorian Early Years Learning and Development Framework.

Nurturing a learning mindset, the program encourages children to slow down, explore, hypothesise and revisit learning spaces to observe changes in the environment. It engages families through special events and integrates community involvement, enhancing learning and fostering a sense of belonging. This innovative approach, unique for its inclusivity and comprehensive age range, demonstrates positive outcomes for children and families.

In partnership with Cobden Primary School, Cobden & District Playgroup and Cobden Maternal & Child Health

Cobden and District Kindergarten's Pathways Program focuses on enhancing children's sense of belonging by supporting smooth transitions from early years to kindergarten and then school.

Developed in response to Australian Early Development Census data showing vulnerabilities in the local community, the program adopts an innovative social approach, partnering with the community to ensure a strong start to education. It provides parent education, outreach, shared pedagogical practices, and support for vulnerable families. Collaborating with Maternal Child Health services and playgroups, the program deepens families' understanding of early education and boosts their confidence.

This community-centric, research-driven approach fosters collaboration and innovation, ensuring each child receives flexible, responsive support. Educators also benefit by establishing positive relationships with children and parents as they move through the education system.

In partnership with Central Goldfields Shire Council, Maryborough District Health Service, Best Start, Loddon Early Childhood Improvement Branch and all Central Goldfields kindergartens and schools

Great Start to School (GSTS) was launched through multi-sector workshops to improve educational outcomes for children in the Goldfields Shire, an area with significant socio-economic disadvantage and vulnerability.

The initiative, developed by the Department of Education, Central Goldfields Early Learning and Kindergarten Services, and Go Goldfields, with input from local schools and parents, addresses high levels of developmental vulnerabilities in social, emotional, communication, and language skills among children starting school.

GSTS created a comprehensive, shire-wide approach to early years’ transitions, focusing on knowledge sharing between educators and teachers. This approach provides insights into each child's learning style, interests, and developmental milestones, enabling tailored support and personalised learning experiences from the start of school.

The program’s collaborative and coordinated approach provides a cohesive support system that maximises every child’s potential as they transition through their foundation years.

In partnership with Morwell Park Primary School and Our Place

Morwell Park Kindergarten, Morwell Park Primary School and Our Place began a collaborative journey in 2023 when all 3 services co-located on the primary school premises. The aim was to improve educational outcomes for Morwell’s children, whose developmental risks were triple that of the state average.

Adopting a continuity of learning framework, teaching methods and programs were aligned across the 3 sites to provide seamless transitions and educational experiences. Equally important is providing wrap-around support to families. Our Place provide comprehensive support services including parent groups, family support, and allied health services.

With 75% of foundation children delayed in language and cognitive skills, they introduced the Talk Boost language program, which accelerated language skills by 18 months over 10 weeks. Other significant outcomes included greater access to early intervention supports and increased attendance by Aboriginal and Torres Strait Islander children, demonstrating the effectiveness of an integrated approach.

Emma Fulton employs a range of tools and carefully designed rituals and rhythms throughout the day to engage and extend the learning of a diverse and complex range of learners at the Connie Benn Early Learning Centre, predominantly accessed by a vulnerable community living in Fitzroy.

Emma aims to enhance children’s emotional literacy by creating trust and strong connections so her children know that she is supporting them at all times. Through regular self-reflection, Emma considers the children she teaches and adjusts her practice to ensure she is meeting them where they are.

Guided by a trauma-informed lens, Emma implements calming daily practices to facilitate concentration and learning such as low lighting to make children and families feel safe, and affirmations and mindfulness practices that help build cognitive function and problem-solving abilities. Emma’s holistic approach also draws on the children’s unique knowledge and cultural backgrounds and her inclusive practices model a growth mindset in a creative learning space that embraces cultural diversity and identity.

Jacinta Anderson, a teacher at Moe Heights Preschool, is dedicated to the education and wellbeing of young children, particularly those from vulnerable backgrounds and children with additional needs.

With high levels of socio-economic disadvantage and vulnerability in the Moe community, including trauma, family violence and poverty, Jacinta strives to create an inclusive environment where everyone is supported with programs adapted to each child’s developmental stage.

By utilising trauma-informed practices and providing children with innovative, hands-on experiences that develop learning and knowledge, Jacinta ensures every effort is made to meet the children's needs and engage them through fun and fulfilling experiences.

With a deep understanding of the developmental stages of young children, she provides a nurturing environment that promotes growth and development, whilst developing strategies to strengthen family partnerships and participation.

Pauline Dent is a proud Monero Ngargio woman and a dedicated early childhood teacher at Rosedale Uniting Early Learning. Pauline brought extensive cultural knowledge to the service and embedded Aboriginal and Torres Strait Islander perspectives into her program to foster a deep respect and knowledge of our first peoples.

The outdoor space at Rosedale Uniting Early Learning has been transformed by Pauline to create a reconciliation garden, featuring a variety of native plants, and an inviting yarning circle where children and staff meet for meals, stories and music. These changes have created valuable learning opportunities and beautiful spaces that are respected and appreciated by children, families and educators.

Pauline has built a collaborative team that value the feedback and guidance she provides, as well as the strategies she implements to encourage all team members to expand their knowledge and capacity to support the children’s learning.

With her support, the service has become one that excels in all practices and celebrates learning that includes First Nations perspectives to enrich the experiences of the children, their families and the wider community. Pauline is now sharing her extensive knowledge to support 9 other services in Wellington Shire to enact similar changes in a structured and holistic way.

In partnership with Laura Petrie Psychotherapy

The Connie Benn Early Learning Centre is a purpose-built facility located within the Fitzroy social housing complex to enhance accessibility for local families. The centre works with children and families that have unique and complex needs, with many coming from culturally and linguistically diverse backgrounds.

After a period of high staff turnover and burnout, the leadership team recognised that the service setting and vulnerable community created a unique set of challenges for educators. Developing a strategic service plan, they invested in trauma-informed practice training, specialised consultation and educator wellbeing.

One of the initiatives staff developed following this training was the establishment of a Wellbeing Room – a calming multipurpose space where children can develop self-regulation skills, engage in allied health sessions and connection-based learning such as yoga and art therapy.

The service’s teaching practices, programs and learning spaces follow an emergent approach and intentional teaching moments, ensuring children feel secure in an environment where they are supported to have agency over their learning.

As Educational Leader at Discovery Tree Early Learning Centre, Chloe Edgar developed unique and creative education programs for the service and kindergarten. Her initiatives led to both services achieving an overall rating of ‘Exceeding’ from the Australian Children’s Education and Care Quality Authority.

Chloe is dedicated to fostering an environment where educators thrive, and facilitates collaborative learning sessions where educators share best practices, discuss challenges, reflect and explore new ideas and intentional teaching practices.

Her forward-thinking mindset ensures that the centre remains at the forefront of educational innovation. She constantly seeks out new and effective learning experiences through the integration of technology, experiential learning opportunities, or interdisciplinary approaches and her efforts have inspired the educational team to create rich and meaningful learning experiences that promote children’s growth, agency, success and school-readiness.

In partnership with Biik Bundjil

After discovering that their service was located on Boonwurrung Country, Monash Vale Early Learning Centre (MVELC) developed connections with the Boonwurrung community to learn how to embed Aboriginal and Torres Strait Islander perspectives into their programs. They established the role of Cultural Inclusion Coordinator and built a strong relationship with cultural organisation ‘Biik Bundjil’ to ensure this work was guided by best practice and Aboriginal perspectives.

Continuous professional learning and engagement with Jaeden Williams from Biik Bundjil resulted in the development of the 'Yulendj' curriculum, an innovative resource that provides practical, culturally relevant teaching tools, to foster understanding and appreciation among staff, children and families. The resources includes lessons plans, teaching examples,

printable resources and helps guides on how to respectfully implement teaching practices that teach Boonwurrung culture, language, and traditions.

Mandalay Early Learning Centre (MELC) utilise the Aboriginal pedagogy the “8 Ways Pedagogy” to embed Aboriginal perspectives in their curriculum, from the design of classroom environments to the selection of daily activities.

Collaborating with Koorie Education Support Officers, elders and Aboriginal lead organisations, MELC have incorporated authentic learning experiences and incursions into their program.

Activities such as teaching Woi Wurrung language and cooking with bush tucker, have broadened the children’s understanding of Australia’s first peoples.

Aboriginal perspectives colour all areas of the centre and workshops led by an Aboriginal Elder provide deep insights into history and cultural understanding for the children in the 3 and 4-year-old kindergarten programs.

MELC continues to enhance their practice through cultural meetings and educator’s personal development sessions, strengthening a culturally safe and inclusive environment for the children, families and educators.

Rosedale Uniting Early Learning is a small rural kindergarten that has embedded rich Aboriginal and Torres Strait Islander cultural aspects into their program.

Aboriginal and Torres Strait Islander resources are incorporated into every area of learning including play, art and craft, language, maps, literature, music and movement. These are strengthened by meaningful collaborative partnerships with Koorie Education Support Officers, elders and community members who regularly contribute cultural knowledge to support the programs.

Staff participate in diverse specialised training from bush tucker to Aboriginal ways of learning so they can pass on the richness of the oldest living culture to the children, families and broader community.

Community feedback highlights the positive impact of the kindergarten’s inclusiveness on Koorie families. Rosedale Uniting Early Learning leads the sector in integrating Aboriginal and Torres Strait Islander culture and have shared their learnings through communities of practice and Yarning meetings each term with local services within the Wellington Shire area.

In partnership with Yallabirrang Kindergarten, Keele Street Children’s Centre and Gold Street Children’s Centre

The Collingwood Early Years Precinct (CEYP) is a partnership between 3 kindergartens that are strongly committed to embedding Aboriginal perspectives within their early years’ curriculums to enhance cultural awareness, inclusivity, and respect for diversity. CEYP takes a holistic approach to early childhood education, which is deeply connected to children’s cultural backgrounds and communities.

CEYP collaborates with Aboriginal communities for training and cultural insights. The 3 kindergartens now incorporate Woi Wurrung language learning and daily cultural activities, personalised Acknowledgments of Country, Reconciliation Week and NAIDOC activities, and the inclusion of Indigenous ingredients on the menu, providing an opportunity for educators to discuss with the children bush tucker and how Aboriginal people acquired food.

The educators continuously seek opportunities to foster respect and inclusivity, and by incorporating Aboriginal perspectives, they broaden learning, promote cultural awareness and respect, contribute to an inclusive society, and importantly, create a sense of belonging for Aboriginal children.

Margot Serena is an early childhood educator known for the culturally safe, caring and reliable service she delivers to the diverse group of children in her care, many of whom are from vulnerable backgrounds. She offers the children innovative, engaging and varied learning opportunities to encourage curiosity, creativity, inquiry and enthusiasm for learning.

Margot and the educators in her room don’t rush children at play, instead they invite them to contribute to the experiences, allowing time for critical thinking and problem solving so they develop a strong sense of worth, autonomy and agency. Margot supports the children to develop understanding and respect for their peers during group interactions where they learn from each other and establish a sense of belonging.

To support high-quality programming, Margot encourages families to contribute to their child’s learning experiences, while embracing their cultures, customs, languages and beliefs to enrich the children’s learning and cultivate inclusion.

Shashika Lakmini Kotu Durage is an educator who inspires young minds through play and intentional teaching practices. Play is a fundamental component of her holistic teaching strategy, through which she addresses the physical, emotional, social and cognitive development of each child.

Responsiveness to children’s interests and needs is central to her practice and guides activities. Allowing children to explore and discover at their own pace, Shashika nurtures creativity through play-based learning. Shashika’s classroom is arranged for maximum engagement with diverse learning stations to encourage exploration and independence. In response to their interest in the garden, Shashika developed a project around plant life cycles, adapting the program to reflect children’s needs and interests.

Shashika establishes strong relationships with families to better understand family dynamics and cultural backgrounds. Regular communications through newsletters, parent-teacher conferences and informal conversations builds strong partnerships that effectively support children’s learning and development at home and in the classroom.

Throughout her long career, educator Raelene Carr has been dedicated to effectively connecting with children who experience high levels of disadvantage and vulnerability to support their learning and wellbeing.

Raelene’s primary goal is to build a relationship with each child so she understands them and the main influences in their lives. This informs how she creates learning activities and experiences that extend and support each child’s learning. Raelene’s curriculum focuses on pro-social skills for emotional regulation to develop social and communication skills. Importantly, she reflects back to the children her unwavering belief in them as confident and capable learners whose ideas and feelings are valued and important.

Raelene’s caring, calm, and consistent approach, along with her dedication to developing strong relationships with families, has led to positive outcomes in relation to the health and wellbeing of children at William Hovell Preschool.