By BEST Childcare Consulting
Creating genuinely inclusive early childhood environments requires more than good intentions — it requires evidence-informed practice, meaningful family partnerships, universal design, and a deep understanding of each child’s communication and developmental needs. The National Best Practice Framework for Early Childhood Intervention (NBPF-ECI) gives educators the clarity, consistency and guidance needed to support children with developmental concerns, delays or disabilities within their everyday settings. When paired with practical tools such as Building Bridges, services are empowered to deliver high-quality, culturally safe, strengths-based, bilingual and accessible support for deaf and hard-of-hearing children. This article shows you exactly how to bring the Framework to life in childcare — demonstrating what inclusive practice looks like, how it benefits all children, and how these actions lead directly to Exceeding-level outcomes across all seven Quality Areas.
National Best Practice Framework for Early Childhood Intervention (NBPF-ECI)
What it is
- The Framework sets out what high-quality, evidence-informed support looks like for children aged up to about nine years who have developmental concerns, delays or disability, and their families.
- It is intended for use by a range of stakeholders – early childhood intervention (ECI) practitioners, early childhood education and care services, schools, community services, government agencies, as well as families and carers.
Why it matters
Early experiences significantly shape children’s future health, learning, participation and wellbeing; this is especially true for children with developmental concerns or disability.
Timely, tailored support increases the likelihood of good outcomes.
Full suite of comprehensive guides for early childhood educators.
Child does not need to have a diagnosis.
Key components
- Vision & outcomes – The vision is that “all children with developmental concerns, delay or disability and their families thrive in the early years”.
- Principles – The Framework is underpinned by a set of core principles including:
- Rights-based and universal access
- Relationship-based
- Everyday settings
- Evidence-informed
- Outcomes-focused
- Community-focused
- Participation (children and families)
- Diversity-affirming and culturally safe practice
- Practices – It provides guidance on how interventions should be delivered, including:
- Working collaboratively with families and valuing them as experts on their child
- Embedding support in everyday activities and environments
- Tailoring support to the child’s and family’s priorities and context
- Delivering support that builds on strengths, fosters participation and inclusion
- Measuring outcomes for children, families, services and communities
- Resources and tools – A suite of support materials is provided: e.g., decision-making guides, outcome measurement fact sheets, glossaries, tailored guides for families/ carers, practitioners, policy makers.
- Implementation and use – The Framework is designed to inform service delivery, policy, program design and regulation across universal, mainstream and specialist services; it emphasises integration, collaboration across sectors, and accessibility.
Summary of Relevance
The National Best Practice Framework for Early Childhood Intervention sets a national standard for what “good” early intervention support looks like for young children with developmental concerns or disability, and their families.
It emphasises early, inclusive, family-centred, culturally safe, everyday-setting interventions, supported by evidence and measurable outcomes.
How do I actually use the National Best Practice Framework for Early Childhood intervention?
Example: Using the National Best Practice Framework for a Deaf or hard of hearing Child in Childcare
Child Profile (Example)
A three-year-old child, “Ava”, has a diagnosed bilateral hearing loss and uses hearing aids. She is waiting for additional audiology follow-up and receives early intervention support through a specialist teacher of the deaf. Her family uses a mix of spoken language and introductory Auslan signs at home.
Useful links
https://www.health.gov.au/our-work/national-best-practice-framework-for-early-childhood-intervention Health, Disability and Ageing+1
1. Rights-Based & Accessible Practice
Framework Principle: Every child has the right to equitable access, communication, participation and inclusion.
What the childcare service does:
- Ensures Ava can fully participate in the program, joining all learning experiences rather than being taken out unnecessarily.
- Makes environmental modifications such as:
- minimising background noise
- arranging small-group spaces for conversations
- ensuring educators face her when speaking
What this looks like day-to-day:
Educators sit face-to-face during mat time, make sure lighting is behind the educator (not behind the child), and provide Ava with consistent visual cues and gestures for transitions.
2. Family-Partnership & Decision-Making
Framework Principle: Families are the child’s first and most important support team.
What the service does:
- Meets with the family to learn:
- which communication methods they prefer (spoken English, Auslan, or total communication)
- how hearing equipment works
- signs and strategies the family uses at home
- Works with the parents to prioritise goals, such as “Ava can understand 2–3 word instructions during routines” or “Ava can engage in simple peer interactions each day.”
Daily Example:
Educators use a family-provided “home signs sheet” in the room so staff are consistent with the signs the family uses.
3. Everyday-Setting Intervention
Framework Principle: Support should occur in the child’s real life settings — not only in clinics.
What the service does:
- Embeds communication support naturally:
- Using simple Auslan signs with key words during routines
- Pointing to visual schedules
- Encouraging peers to use signs for “play”, “stop”, “help”, “friend”
- Works with the specialist teacher of the deaf in the room, not in a separate office.
Daily Example:
During morning tea, an educator uses signs for eat, drink, more, while modelling clear spoken words and waiting for Ava to respond.
4. Strengths-Based, Participation-Focused Practice
Framework Principle: Focus on what the child can do and support meaningful participation.
What the service does:
- Creates small-group play experiences where Ava can succeed socially, such as turn-taking games with strong visual cues.
- Uses predictable routines and visual prompts, reducing reliance on spoken instructions alone.
Daily Example:
Ava initiates play with peers using visual prompts like handing a toy, pointing, or signing “play”. Educators acknowledge these communication attempts and encourage peers to respond.
5. Collaboration Across Services
Framework Principle: Professionals should work as one team around the child.
What the service does:
- Meets periodically with:
- Audiology
- Speech pathology
- Specialist teacher of the deaf
- Follows the shared plan for communication development and listening goals.
- Shares consistent strategies between home, specialist supports, and the childcare environment.
Daily Example:
Educators know how to do a quick listening check each morning to ensure hearing aids are working.
6. Cultural Safety & Individualised Support
Framework Principle: Respect diversity, culture, identity and communication preferences.
What the service does:
- Acknowledges that deaf identity is not only medical — it is cultural.
- Displays Auslan visuals across the room.
- Supports the family if they wish to connect with the Deaf community or explore bilingual (English + Auslan) pathways.
Daily Example:
Educators integrate Auslan signs into group experiences such as singing time, stories, and transitions, embedding communication diversity into everyday routines.
7. Outcomes-Measurement & Reflection
Framework Principle: Practice should be measurable, intentional, and reviewed.
What the service does:
- Tracks progress on agreed goals (e.g., peer interactions, following instructions, participation in routines).
- Reflects on whether adjustments are working and what else may be needed.
- Updates the child’s support plan every term or when needs change.
Daily Example:
Educators document “Ava used two signs independently with a peer today” as evidence toward her communication goals.
How do I use other resources help me implement inclusive early childhood interventions?
National Best Practice Framework for Early Childhood Intervention (NBPF-ECI) and Building Bridges to help a deaf or hearing impaired child
The framework really is a practical help in your everyday actions. Here’s how an early childhood education service could explicitly use Building Bridges alongside the National Best Practice Framework for Early Childhood Intervention (NBPF-ECI), for a deaf or hard-of-hearing child.
What is Building Bridges and why it helps
- Building Bridges is a free, self-paced online course plus a set of downloadable resources designed to support schools, educators, and communities to be more inclusive of deaf and hard-of-hearing (DHH) children
- It includes a video-library of 200+ school-friendly Auslan signs, posters, activity sheets, story-time books (Auslan + English), downloadable information sheets, and practical inclusion guides.
- The course covers deaf awareness, understanding types of deafness, communication tips, technology use (e.g., hearing aids), and guidance on inclusive and bimodal-bilingual strategies (i.e. combining spoken English and Auslan).
- According to the organisation, this kind of inclusive practice helps DHH children to better participate, connect with peers, and build confidence — critical for belonging and learning.
In short: Building Bridges gives educators and services a ready-made package of training + resources to support communication, inclusion, and deaf-friendly practice in mainstream settings.
How to Embed Building Bridges and NBPF-ECI in Childcare Practice for a Deaf Child
1. Staff Training & Awareness (Building Bridges ↔ NBPF-ECI principle: Evidence-informed, Rights-based, Inclusive)
- Enrol all educators and staff in Building Bridges (or a subset — high-priority are room educators, relief staff, admin, kitchen staff, playground supervisors) to build deaf awareness.
- Use the video-library of Auslan signs and information sheets from Building Bridges as part of induction / ongoing professional development.
- Outcomes: Educators recognise signs of hearing loss, understand listening fatigue, know how to use hearing aids properly, and are competent in basic Auslan — meaning better communication and inclusion.
2. Embedding Communication & Inclusion in Everyday Settings (NBPF-ECI principle: Everyday-setting, Participation-focused)
- Use Building Bridges Auslan resources (posters, signs, activity-sheets) in everyday environments — e.g., display simple sign-vocabulary around the room: “eat”, “drink”, “play”, “help”, “friends”, “rest/quiet”, “outside/inside”, “yes/no”, etc.
- During routines (arrival, mat time, transitions, songs, stories, play, meal times), educators use Auslan + spoken English + visual cues — not as an “add-on”, but embedded in normal practice.
- Encourage peers to also learn simple signs (through posters or spontaneous teaching) — fostering inclusion, peer communication, and belonging.
3. Family Partnership & Shared Planning (NBPF-ECI principle: Family-centred, Collaborative)
- Inform and partner with the child’s family about Building Bridges: share that the service is upskilling via Building Bridges, show the resources, and invite their input — especially in relation to communication method (bimodal bilingual, Auslan at home, spoken language, family’s cultural/communication preferences).
- Collaboratively set communication and participation goals (e.g., “child learns 20 everyday Auslan signs used by educators and peers by end of term”, “child consistently responds to name / simple instructions in group time via sign or spoken word”, etc.).
- Use Building Bridges resources also as a family tool: families can use the Auslan library, activity sheets and information sheets at home — promoting consistency between home and service.
4. Strengths-Based & Identity-Affirming Practice (NBPF-ECI principle: Strengths-based, Culturally safe)
- Treat Auslan as a valid, rich natural language: as emphasised in research supporting early sign language exposure for deaf children.
- Use the Building Bridges Auslan library to support a bimodal-bilingual approach (both spoken English and Auslan), which can support cognitive, social, emotional development and sense of identity with the Deaf community.
- Create a visually supportive and linguistically accessible environment (signs, posters, visuals), thereby modelling respect for Deaf culture and diversity — an approach aligned with the Framework’s inclusive, diversity-affirming and rights-based principles.
5. Multi-Disciplinary Collaboration & Outcome-Monitoring (NBPF-ECI principle: Collaboration, Outcomes-focused)
- Build partnerships with families, specialist teachers, audiologists / early intervention providers, using the shared knowledge from Building Bridges + other supports, to coordinate communication goals and strategies.
- Use measurable goals (e.g., number of signs mastered; social interactions initiated; participation in routines; peer interactions) as part of the child’s support plan / QIP / individualised plan.
- Review progress regularly (termly or as needed), reflect on what is working / what needs adjusting (e.g., additional Auslan exposure, peer-education, assistive technology checks, educator mentoring).
Example Childcare Supporting Plan — Integrating Building Bridges and the NBPF-ECI
To improve communication access, educators complete the Building Bridges online course and display Auslan signs throughout the room, using the Building Bridges Auslan video-library, posters, and activity sheets to build shared vocabulary and confidence. Progress is monitored through training logs, educator confidence surveys, and informal feedback from educators and families. Inclusive daily routines are strengthened by using a combination of Auslan, spoken English, and visual cues during group times, transitions, and everyday experiences. Educators rely on printed sign posters, visual schedules, and Building Bridges activities, with effectiveness observed through child-participation records, routine observations, and notes about peer engagement.
Family engagement and consistency are supported by sharing Building Bridges resources with the family, co-setting communication goals, and holding regular check-ins. Families receive an Auslan resource pack and shared goal-planning templates, with progress reviewed in goal-review meetings, family feedback discussions, and communication-development notes. Peer inclusion and belonging are fostered by encouraging other children to learn and use basic Auslan signs during play, games, story time, and group activities, supported by peer-friendly Auslan resources and Building Bridges story-time books. Educators track peer interactions and children’s social–emotional wellbeing to monitor success.
Finally, supports are monitored and adapted through termly reviews of communication and participation outcomes. Educators collaborate with allied professionals, reflect on what is working, and adjust strategies or goals accordingly. Documentation is maintained through the child’s individual support plan and QIP records, and progress is captured through outcome summaries, updated support plans, and reflective educator notes.
Why This Approach Matters (and Is Recommended)
- Using Building Bridges provides practical, accessible, evidence-based tools — not just theoretical ideals. For many mainstream centres, lack of Auslan knowledge or resources is a major barrier; Building Bridges removes that barrier.
- Embedding inclusivity from early childhood aligns with the NBPF-ECI’s vision of “all children with developmental concerns … thrive” — ensuring that deaf children are not marginalised, but supported within their everyday education setting.
- A bimodal-bilingual approach (Auslan + spoken English) supports early language acquisition and avoids the risk of language deprivation, which is a well-documented risk for many deaf children.
- For a WA-based consultancy like yours (BEST Childcare Consulting), this framework + Building Bridges combo offers a ready-to-share, professional-standard resource to share with clients — giving tangible steps and documentation for inclusion, quality improvement and compliance.
More children than you might think are hearing-impaired, and how educators and childcare staff can pick up on the signs.
Hearing Loss in Australia — It’s More Common Than Many Realise
- According to recent data, over 12,000 children in Australia have “significant hearing loss.” Murdoch Children’s Research Institute+1
- Hearing loss isn’t always profound or obvious. Many children experience mild or moderate hearing impairment— sometimes permanent, sometimes temporary (e.g. due to middle-ear conditions, “glue ear,” or recurrent ear infections). NextSense+2Victoria Education+2
- As children grow, new impairments can emerge — the prevalence of hearing loss increases from newborn screening rates to school age. Victorian Deaf Education Institute+2Hearing Australia+2
- For some populations — including children from Indigenous communities — rates of ear and hearing problems (which may lead to hearing impairment) are higher than national averages. AIHW Indigenous HPF+1
Implication: Hearing impairment among children is more common — and more variable in type and severity — than many people assume. It’s not just “profoundly deaf” children: many may have partial, fluctuating or undiagnosed hearing loss. This is why inclusive practices, ongoing observation, and sensitivity to hearing-health issues are crucial in everyday childcare and early-education settings.
What to Look For: Signs That a Child May Be Hearing Impaired or Hard of Hearing
Hearing impairment in children can be permanent, partial, temporary or fluctuating, and it is often less obvious than many people expect. Children may experience mild hearing loss from birth, develop hearing difficulties over time, or have intermittent loss due to conditions such as glue ear or repeated ear infections. Because hearing loss can present differently at different ages and in different environments, educators should be observant across routines, play, and group situations. Common signs that may indicate a child is hard of hearing or experiencing reduced hearing include:
- Not responding consistently to their name, especially in noisy environments or from a distance.
- Frequently saying “What?” or “Huh?”, or appearing unsure when given instructions.
- Watching faces closely or lip-reading instead of responding naturally to spoken language.
- Delayed speech or unclear speech, or speech development that progresses more slowly than peers.
- Difficulty following multi-step or group instructions, particularly during busy times such as mat time or outdoor play.
- Turning up the volume on music or devices or standing very close to the source of sound.
- Becoming easily frustrated, withdrawing, or appearing “behavioural”, especially when communication breaks down.
- Showing signs of listening fatigue, such as tiredness, irritability or disengagement after group activities.
- Recurrent ear infections or ongoing ear discomfort, which may signal temporary conductive hearing loss.
- Inconsistent responses to sound, such as reacting to some noises but not others.
These signs do not automatically mean a child has permanent hearing loss, but they are important indicators that should be monitored, discussed with families, and followed up with appropriate hearing checks or referrals. Early identification ensures children receive timely support, better access to communication, and improved long-term learning and wellbeing outcomes.
Additionally — because hearing loss can be temporary (due to ear infections, fluid build-up, “glue ear” etc.) — signs may be intermittent (fluctuating). This means a child may appear to “get better”, then regress — or struggle more in some contexts (e.g., noisy rooms, group play) than others.
Why Early Detection Matters — for the Child and the Service
- Early identification of hearing impairment allows timely support, intervention and communication strategies, which are crucial for language, social, cognitive and emotional development. Raising Children Network+2AIHW+2
- Without recognition, hearing impairment may masquerade as behavioural issues, attention difficulties, or “shyness” — meaning the underlying need goes unmet.
- Picking up early helps prevent long-term educational, social or developmental disadvantage. Inclusive settings (with visual supports, Auslan, adjusted routines, quiet spaces, supportive peer interactions) offer the best possible environment for all children — including those with hearing impairment.
What Childcare Services and Educators Can Do — How to Monitor, Detect & Respond
- Observe communication in different contexts. Notice if a child responds to their name, sound cues, or group instructions — both when close and when at a distance; in quiet times and during busy group activity.
- Notice speech, vocalising and language development. Track milestones (babbling, first words, simple sentences). If a child lags behind peers, or seems to struggle despite normal opportunities, consider a hearing check.
- Watch for atypical responses. Frequent “What?”, misunderstanding instructions, turning up volume, lip-reading, fatigue after group time — all may signal hearing difficulty.
- Monitor ear health / risk factors. Recurrent ear infections, history of middle-ear problems (glue ear), frequent colds — these can cause conductive or temporary hearing loss. Routine ear screening and parental communication should be part of health checks.
- Use inclusive practice universally — not just for “identified” children. Use visual cues, gestures, clear face-to-face communication, simplified language, and optional sign/Auslan in daily routines. This ensures that if a hearing issue is present — diagnosed or not — the child has access to communication and learning.
- Communicate with families and specialists. Share observations with parents/carers, suggest hearing checks if there are repeated concerns, and collaborate if hearing loss is confirmed (or suspected), to implement effective support.
What about all the other children?
How Inclusive Practices for One Child Benefit Every Child
When we implement inclusive strategies for a child with additional needs—such as a deaf or hard-of-hearing child—every child in the environment benefits. Inclusive practices are not only about supporting one learner; they enrich the entire program, build stronger communities, and promote high-quality education for all children. This aligns strongly with the National Best Practice Framework for Early Childhood Intervention, the EYLF’s “Belonging, Being and Becoming,” and the National Quality Standard.
1. Stronger Communication Skills for All Children
Using visual cues, Auslan signs, predictable routines, and face-to-face communication supports the child with hearing loss—but it also strengthens understanding for every child.
- Children whose first language is not English benefit from clear gestures and visuals.
- Toddlers and young learners better understand instructions when paired with signs and pictures.
- All children develop multimodal communication skills, helping them express themselves more confidently.
Inclusive communication strengthens language, reduces frustration, and improves social interactions across the group.
2. Richer Social and Emotional Development
When children learn how to include, support, and communicate with someone who experiences the world differently, they naturally build empathy, patience, kindness, and social awareness.
- Learning simple sign language becomes a shared, joyful classroom experience.
- The group becomes more attuned to others’ needs and feelings.
- Children learn that everyone communicates differently—and that all communication is valued.
This promotes a culture of respect, belonging and fairness far beyond a single inclusion plan.
3. Improved Behaviour and Emotional Regulation
Many inclusion strategies—such as visual supports, structured routines, clear transitions, and ready access to small spaces—benefit children with diverse temperaments and needs.
These strategies also help:
- children experiencing anxiety
- highly active children who benefit from predictable routines
- children who need extra processing time
- children who prefer visual learning
When the environment meets a wide range of needs, the entire class experiences calmer, more consistent behaviour.
4. Enhanced Learning Outcomes Through Universal Design
Inclusive strategies reflect Universal Design for Learning (UDL), which improves access and understanding for all children—not just the child the strategy was created for.
Examples include:
- quieter play areas
- clear visual displays
- simplified group times
- multimodal learning (spoken, visual, tactile, movement)
This ensures that children with emerging literacy, diverse learning styles, or sensory preferences all experience success.
5. Increased Participation and Confidence for Everyone
When environments are thoughtfully designed to reduce barriers, all children can participate more fully.
- Children experience more success and less confusion.
- Group times are clearer and easier to follow.
- Activities become meaningful to a broader range of learners.
Inclusive practices create a room where everyone can contribute and feel valued.
6. Stronger Peer Relationships and Community Culture
Children become active participants in a culture of inclusion.
- They learn how to support one another.
- They celebrate diversity and recognise strengths beyond language or ability.
- They see that everyone has something unique to offer.
This builds a classroom community grounded in kindness, acceptance, and mutual respect.
7. A Lifelong Foundation for Respect and Human Rights
By learning to accept differences, use inclusive language, and embrace diverse communication styles, children develop human rights literacy and cultural safety from an early age.
This reflects the values celebrated in:
- Social Inclusion Week
- International Day of Persons with Disabilities
- Human Rights Week
- National Disability Strategy
- Children’s Week
These early experiences form the foundation for children to become compassionate, inclusive citizens.
Providing a truly inclusive, respectful and integrated environment for all children in your care leads to exceeding practices in your services.
Exceeding QIP Write-Up: Using External Resources (NBPF-ECI + Building Bridges) to Support a Deaf or Hard-of-Hearing Child
Quality Area 1 – Educational Program and Practice
Embedded Practice
Educators consistently embed strategies from the National Best Practice Framework for Early Childhood Intervention and Building Bridges into programming and interactions. Auslan-supported communication is used across all routines, transitions, and learning experiences—not as a separate activity. Visual schedules, Auslan posters, and predictable routines ensure Ava has equitable access to the curriculum. Intentional teaching occurs naturally throughout the day, with educators modelling signs such as drink, play, help and more during real-life learning experiences.
Critical Reflection
The team engages in ongoing reflection to evaluate how effectively the program supports Ava’s communication and participation. Educators use NBPF-ECI principles to question whether learning experiences are truly accessible and whether environmental conditions support optimal listening. Building Bridges reflection tools help us reflect on acoustic considerations, listening fatigue, and the balance of spoken English and Auslan. These reflections inform adjustments such as smaller group times, improved positioning, and additional visual aids.
Meaningful Engagement with Families and Community
The educational program is shaped collaboratively with families and specialists. Families contribute home-signs and Auslan preferences, which are incorporated into planning. Collaboration with audiology, speech pathology, and the visiting teacher of the deaf ensures Ava’s individual goals are embedded into everyday learning. Family feedback and specialist observations directly influence future planning and curriculum decisions.
Quality Area 2 – Children’s Health and Safety
Embedded Practice
Health and safety procedures reflect specific considerations for supporting a deaf child. Educators conduct daily listening checks, monitor hearing aid function, and ensure environments reduce unnecessary background noise. Safety instructions are delivered using visual cues, Auslan signs, and clear face-to-face communication as standard practice across the service.
Critical Reflection
The team reflects on how hearing loss may impact safety during evacuations, outdoor play, or busy learning periods. These reflections lead to improved visual alert systems, quieter outdoor zones, and staff training on recognising signs of listening fatigue. NBPF-ECI principles guide reflection on how to create equitable access to health information and safety procedures.
Meaningful Engagement with Families and Community
Families share insight about Ava’s medical needs, device use, and communication preferences. These inform the development of individual risk assessments and health management plans. We also engage with audiology professionals and follow their recommendations to ensure Ava’s health and safety needs are consistently met.
Quality Area 3 – Physical Environment
Embedded Practice
The environment is intentionally adapted to support hearing accessibility. Educators use soft furnishings to reduce noise, provide small-group spaces, and ensure lines of sight are clear for lip-reading and signed communication. Auslan visuals from Building Bridges are displayed across all rooms and outdoor areas.
Critical Reflection
Educators reflect on environmental noise levels, lighting, and layout. Feedback from the child, family, and specialists informs continual improvement. NBPF-ECI principles ensure we evaluate whether the physical environment promotes participation, engagement, and autonomy for Ava.
Meaningful Engagement with Families and Community
Families and allied professionals assist educators in evaluating the environment. Recommendations from specialist teachers of the deaf guide furniture placement, mat-time arrangements, and communication zones. Family suggestions lead to the inclusion of familiar Auslan visuals in the room.
Quality Area 4 – Staffing Arrangements
Embedded Practice
All staff—including room educators, administration, and relief educators—complete the Building Bridges deaf-awareness course, ensuring consistent communication strategies across the service. Staff understand Auslan basics, device care, and strategies to reduce listening fatigue.
Critical Reflection
The team reflects on staff capability and confidence in supporting Ava. Reflections identify strengths and areas for improvement, prompting further professional development and mentoring. NBPF-ECI principles guide reflections on how educator roles and interactions support equitable access.
Meaningful Engagement with Families and Community
Families share insights that shape staffing arrangements, including when Ava may require more support during the day. Collaboration with specialists informs rosters for small-group experiences and quiet-space availability.
Quality Area 5 – Relationships with Children
Embedded Practice
Educators use consistent Auslan signs, gestures, and visual communication to strengthen relationships with Ava. Peers are encouraged to use Auslan, enhancing social inclusion. Educators respond sensitively to non-verbal communication and validate Ava’s communication attempts.
Critical Reflection
The team reflects on how Ava experiences relationships, social interactions, and group participation. Using NBPF-ECI guidance, educators reflect on subtle barriers such as missed verbal cues or peer misunderstandings. Adjustments include using smaller groups and more visual prompts.
Meaningful Engagement with Families and Community
Families contribute personalised home-signs and cultural preferences, which educators integrate into relationship-building. Specialists share insights into strengthening peer interactions and supporting Ava’s identity. Peers learn Auslan signs from family-provided resources and Building Bridges videos.
Quality Area 6 – Collaborative Partnerships with Families and Communities
Embedded Practice
Partnerships with Ava’s family are strong and embedded in daily practice. Families provide resources, communication goals, and feedback that guide program decisions. Building Bridges is shared with families to support home–service consistency.
Critical Reflection
Educators reflect on how respectfully and meaningfully they collaborate with families, using NBPF-ECI principles to challenge assumptions about communication styles and cultural identity. Team reflections lead to more culturally safe, family-led decision-making.
Meaningful Engagement with Families and Community
Engagement goes beyond simple information sharing. We coordinate with audiology, speech pathology, and specialist teachers. Families co-lead goal-setting, participate in reviews, and help educators understand their child’s identity, communication preferences, and Deaf community connections.
Quality Area 7 – Governance and Leadership
Embedded Practice
Leadership ensures that NBPF-ECI and Building Bridges are embedded service-wide. Policies reflect inclusive practice, professional learning requirements, and communication accessibility. Leaders model the use of Auslan and promote deaf-aware practices in meetings and professional discussions.
Critical Reflection
Leadership facilitates structured team reflection meetings using NBPF-ECI principles as a lens. Reflections include reviewing outcomes data, analysing communication strategies, and evaluating the effectiveness of educator training. Improvements are documented and shared with the team.
Meaningful Engagement with Families and Community
Leaders maintain strong relationships with families and external specialists. Specialist input is integrated into policy updates, professional development planning, and QIP cycles. Families are invited to contribute to policy reviews regarding inclusion, communication access, and disability support.
BEST Childcare Consultants
Supporting Western Australian services to move beyond compliance, embed inclusive excellence, and achieve Exceeding-level practice every day. If your service would benefit from tailored inclusion mentoring, NBPF-ECI implementation support, Building Bridges integration, or a mock ECRU spot-check, contact us today — we are here to help every child, every educator, and every service thrive.
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