Collaborative Partnerships


Children are most successful when families and educators share knowledge and practice and there are many opportunities for collaboration depending on your preference.


Dates will be set each year marking formal occasions and include the following.


Parent/child/ teacher interviews, start of year.


Our first opportunity to work together is during parent/child/teacher interviews at the start of the year.  There is time for conversation between each individual family, children and educators; it is the beginning of getting to know each other and finding out what to expect.



Parent/child/ teacher interviews, mid year


These interviews follow the same format; they provide time for reflection and ensure we are on course.


Parent/teacher/child bush kinder orientation


This orientation is an opportunity to become familiar with site and envisage the possibilities.



Parent information evenings


Educators and parents attend these evenings; they are relaxed, informative and an opportunity to share stories and knowledge.  Topics can include the curriculum, teaching practices and topics introduced by families.


Informal Collaborations.


  • Families are always welcome to spend time at kinder. Some families prefer to be on their way quickly and others like to stay awhile; you can choose the timeframe. There are specific tasks to attend and there is a written list to provide inspiration or you might introduce your own ideas.  There are opportunities to work along side the park rangers at Darebin Parklands, to regenerate and conserve our bush kinder site and surrounds, or alternatively take a stroll to collect rubbish.  Conversations are our most valued tool when setting curriculum and supporting each other.


  • An educator is available to families at the end of each day for conversation on the verandah; this is where you will find our community journal. There have been many contributors over the past including school children and teachers, neighbors, tradespeople and visitors.  Conversations are our most valued tool when setting curriculum and supporting each other.


  • Supporting the physical space.


When you look around kinder you will see spaces created by the people who use it. Our space reflects our community; we have benefited from hard rubbish collections, donations from families, and OP shop bargains.  We are able to look back on past families through sitting around their donated table, or under the shade of trees planted at bush kinder and know participation at Westgarth is a continuum.