Quality Area 6: Collaborative partnerships with families and communities in OSHC

What Quality Area 6 asks educators to consider

Develop reciprocal communication with families and useful community connections while respecting privacy, culture, knowledge and family decision-making.

This guide supports team planning and reflection. It does not replace the National Law, National Regulations, current ACECQA guidance, your regulatory authority or service policies. Begin with the official ACECQA Quality Area 6 guidance and the National Quality Standard overview.

Five actions educators can take

• Share one specific program decision and invite family knowledge that could improve it rather than asking only for general feedback.
• Offer communication through more than one realistic channel and record when a preferred communication method is known.
• Ask permission before using a child’s work, image, words or family information in displays or documentation.
• Map local libraries, sports, arts, environmental and support services that are genuinely accessible to enrolled families.
• Show what changed after consultation, or explain clearly when a suggestion cannot be implemented.

Put it into the program this week

Choose one ordinary session rather than creating a special “quality area activity”. Before the session, agree on one focus from the actions above and what educators will look or listen for. During the session, preserve children’s choices and respond to safety, inclusion and routine needs as usual. Afterwards, record the decision made, the observable response and one next step.

Use a short cycle:

1. Notice: record a specific event, question, barrier or strength.
2. Interpret: discuss why it matters for Quality Area 6, the children and the service context.
3. Plan: choose one realistic change, responsible person and review point.
4. Act: implement the change without waiting for a special display or assessment visit.
5. Review: decide whether the change helped, created another barrier or needs more information.

Evidence that may be useful

Look for family input connected to a program change, consent records, community contacts, accessible information and follow-up that closes the feedback loop. Keep evidence proportionate and purposeful. A dated two-sentence reflection connected to an implemented change may be more useful than repeated photographs or a generic claim. Protect children’s and families’ privacy and follow service record-keeping requirements.

My Time, Our Place connection

Quality Area 6 and MTOP V2.0 are related but not interchangeable. Use the MTOP Vision, Principles, Practices and Outcomes to inform pedagogical decisions; use the NQS and current regulatory guidance to understand the quality standard and service responsibilities. An activity or document does not automatically demonstrate compliance or progress toward an outcome.

Read the official My Time, Our Place V2.0 framework and ACECQA approved learning frameworks guidance.

Themes for practical exploration

• Mini Cafe
• Aussie Adventure

These theme days provide contexts for educator observation and responsive planning. They are not “Quality Area 6 activities” and should be adapted to the group.

Downloads to use with the group

• Mini Cafe colour-in word search pack
• Aussie Adventure colouring pack

Review the printable, materials, supervision, accessibility and cultural context before offering it. Keep participation optional and provide an open-ended alternative.

Critical reflection

• What did families influence?
• Are we asking for knowledge or only broadcasting information?
• Which community relationship has a clear benefit and owner?

Finish by writing one decision the team will test, who will take responsibility and when it will be reviewed.