Standard 6.2 (Collaborative partnerships): Collaborative partnerships enhance children’s inclusion, learning and wellbeing. It has 3 elements:
For each element below: what it means in practice, what an assessor looks for, the common gaps, and a model short answer for “briefly explain” questions in certificate III and diploma assessments.
“Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.”
What it means: When a child moves (home to service, room to room, service to school, or between a school and an outside school hours care service) the adults involved share relevant information, with family consent, and agree who does what, so learning continues and the child feels secure.
What an assessor looks for:
Common gaps: Room moves made at short notice without visits; no contact with the child’s school; information shared without family consent.
Element 6.2.1 requires continuity of learning and transitions for each child to be supported by sharing information and clarifying responsibilities between families, the service and other settings.
“Effective partnerships support children’s access, inclusion and participation in the program.”
What it means: The service works with families and with other professionals and agencies, such as therapists, inclusion support agencies and health services, so every child can attend and take part fully.
What an assessor looks for:
Common gaps: Therapy recommendations filed but not used; a child excluded from parts of the day instead of being supported; no contact with professionals working with the child.
Element 6.2.2 requires effective partnerships, with families and other professionals, that support each child’s access, inclusion and participation in the program.
“The service builds relationships and engages with its community.”
What it means: The service knows its local community, including local Aboriginal and Torres Strait Islander communities, schools, libraries and services, and builds genuine two-way connections that enrich the program.
What an assessor looks for:
Common gaps: Community engagement limited to one annual event; no knowledge of local services; connections that do not influence the program.
Element 6.2.3 requires the service to build relationships and engage with its community, for example through links with local schools, organisations and Aboriginal and Torres Strait Islander communities.
Standard 6.2 links closely to the EYLF V2.0 practice of continuity of learning and transitions and the partnerships principle. See EYLF principles and practices.
See the whole quality area in Quality Area 6: Partnerships with families and communities, or all 40 elements on one page.
Standard 6.2 (Collaborative partnerships): collaborative partnerships enhance children's inclusion, learning and wellbeing. Its elements are 6.2.1 Transitions, 6.2.2 Access and participation, and 6.2.3 Community engagement.
Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.
Effective partnerships support children's access, inclusion and participation in the program.
The service builds relationships and engages with its community.
WIDEN Law answers National Quality Framework questions with inline citations to the National Law, the Regulations and the NQS, so you can check the source provision yourself.
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