Promising Practice Profiles

Around About

The full Promising Practice Profile is available for download in PDF format (609 KB)

Project practice

Around About is a specialised 8-week program for preschoolers (3 and 4-year-olds) and their families concerned with the transition into childcare, kindergarten, or school.

Project undertaken by

Uniting Care Wesley, Port Adelaide (SA)

Start date

Mid 2006

Focal areas

Family and children's services working effectively as a team

Supporting families and parents

Early learning and care

Healthy young families

Child friendly communities

Program

Communities for Children (CfC)

Issue

Communities for Children Cluster 2, based at Seaton Central in the North Western Suburbs of Adelaide has been identified as having a high number of children under 5 years of age who have little or no access to early childhood and health services. This is due to the unavailability of services, transport difficulties in gaining access, and personal or financial circumstances. Concerns have been raised around the high number of children entering school with speech delays and challenging behaviours as a result of little or no exposure to pre-school services. Without these crucial early years programs, the child's life long learning and the family connectedness is severely impacted upon. The Cluster 2 region is historically insufficiently serviced in providing support and advocacy in the care and education of families and their young children.

The results of the Australian Early Development Index (AEDI) Community Data, indicates that 52% of school-entry children in Seaton have high vulnerability across five key domains:

The families accessing Around About characteristically have high needs incorporating all aspects of social disadvantage and their children have little or no access to preschool or kindergarten. Under the program, families can be referred from community partner agencies for early intervention strategies.

Program context

Around About is recognised by the community as a "next step" after playgroup and before kindergarten or school. Three South Australian Department of Education and Children's Services (DECS) sites have expressed the need for a similar program for the families accessing their services. The three DECS sites are Adelaide Miethke Pre-school, Woodville West Kindergarten and Pennington Primary School, and all are located in the Cluster 2 region. Families have identified that their children are in need of more stimulation from the age of 3 years, noting that this year before kindergarten commences (at age 4) is when children become bored and challenging behaviours develop. Around About fills that "gap" and aims to engage children during this critical time.

The project aims to:

Practice description

Around About is a Universal Program concerned with the transition into childcare, kindergarten, or school, with targeted outcomes for both children and families. There are two staff running the program, one volunteer assisting, and 3 crèche workers. A crèche is available to provide care for siblings, which then allows parent involvement and one-on-one time focusing on the needs of the pre-schooler.

It is an 8-week program for children and their families, and is delivered within the school term. Each term, a maximum of 10 children attend the program with their carer. The program has currently been running for seven terms.

A daily program is as follows:

The Support Worker stays with the children while they eat and play, while the Program Facilitator takes the parents for the Parent Planning hour.

Over the course of the 8-week program, there is an emphasis on specific areas of childhood development. These are:

The key ingredients of the practice are:

These are outlined in greater detail below.

Focus on readiness for both families and children to formal learning

Starting school or kindergarten can be an anxious time within a family, which may impact on the family routines and dynamic of family relationships. Around About helps to make the transition less stressful enabling the children in particular to have control in what to expect - hence becoming "school ready".

Around About provides a balanced approach to learning for both child and parent. Parents enhance their parenting skills and provide each other with a passion for learning alongside their children. Relationships are made, enhanced, or restored between the parent and their child. In turn, parents' attitudes towards their children when they are beginning kindergarten or school are positive. This positive attitude strengthens the commitment to the transition for the family and child.

Addressing the needs of both families and children is essential in meeting this outcome. The Around About curriculum supports a play-based method of learning for the children and implicit learning methods for the families. The staff promote parents' learning implicitly through modelling and the sharing of ideas and experiences during the Parent Planning hour. This is further enhanced with the follow-up of take home packs which include relevant information for families in relation to the topic with resources to use at home.

There are routines within the day such as signing in, storing children's school bags, packing lunches, cleaning up, and washing hands before lunch. These routines are implicitly preparing children for kindergarten and school routines. The routines also familiarise families with those formalities and guide families to support their children to maintain the routines. The program, from 9:30 a.m. -12:00 p.m. reflects a kindergarten morning session which familiarises families and children to a schooling routine to be up and ready for the day.

Focused learning on specific essential learning outcomes

Focused learning is an integral part of the curriculum, designed to meet the needs of the children and families in the North Western suburbs of Adelaide. Around About assists the pre-5-year-olds to enter kindergarten or school with increased confidence in the domains of:

These domains are addressed within the curriculum planning. Each session uses a play-based approach with specific outcomes to be met each session.

Targeted program from agency and site referrals

Referrals are made to the Around About Program through partnering agencies such as: The Queen Elizabeth Hospital, Child and Youth Health, Seaton Community Child Care Centre, Seaton Park Primary School, Child and Adolescent Mental Health Service, and various other agencies. Clients of partnering agencies are referred to Around About for a particular need, which is often associated with attachment, behaviour management, or increased parenting skills. An informal meeting is held with the family before the term begins whether the family has been referred, responding to an advertisement, or heard about the program from others.

Also, a referral may be made to another practitioner or discipline when the universal service of Around About cannot meet the needs of the child or the parent. Working from prevention and early intervention models, referrals act as a cross pollination in the continued outcomes for families.

Predictable routines

Micro transitions occur throughout the program: arrival, free play, mat time, pack up and lunch time. Transitions during a child's day can often lead to "confusion, frustration and challenging behaviors" (Ostosky, Jung, & Hemmeter, n.d.). Being supported by staff in the program, assists parents and children to better cope with daily routines. Systems within Around About help children move comfortably in and out of routines thus reducing anxiety and confusion. The techniques used within the systems give parents new skills in behaviour modification. These actions create a consistent environment for the independent leaner by reducing the stress and frustration associated with transition.

Tools used are:

Individual observations, planning and evaluation of strategies for parent and child providing a balanced program

The Around About practitioners use play-based learning techniques to reflect the holistic development of children. These techniques build on their strengths and interests, enabling the learning to be meaningful. In the Around About program the family, community and other professionals and teachers all work collaboratively and contribute to the child's learning and development.

Scrapbooks (individual learning profiles) of the children's learning process are created, which include anecdotal records and information for families. This resource forms a narrative assessment that travels with the family to kindergarten or school. The kindergarten or school teacher has access to prior knowledge about the child's interests and strengths, for a fluid continuation of program planning in the formal education environment.

The integrated strengths-based approach allows for assessment of such skills as creativity, social, and emotional skills, which differ from traditional curriculum areas such as maths and science.

A strength-based approach focuses learning on what children can do rather than what they can't do. Building on strengths and interests will allow for the child to have more successes in their learning by promoting positive learning attitudes. Focusing learning on what children can't do creates a deficit model of learning where children have too many challenges and fewer successes. This results in poor attitudes towards persistence, and destroys children's confidence.

Use of outdoor spaces and community resources to value-add and build networks

Based on the ethos of social capital, successful services build partnerships and sustainability within the community by engaging community resources. The Around About program empowers families to take greater interest in their children's early learning and care by connecting them with community resources relevant to our focus areas.

Sharing of food with staff and families

The Parent Planning hour is a time for families to meet socially in an adult environment while the children are cared for. Food, tea and coffee is provided for families in this hour, however, the families often take turns in bringing food for all to share.

A shared lunch in the last session (week 8) of Around About improves and maintains relationships between parents and between children. This opportunity provides families to interact socially and reduce stressors through conversation and support, particularly for those living in isolation. Around About is often the only place where families can have adult contact. This is also a conduit for families to make personal connections to further their support for each other once the program has finished.

The success of the day depends entirely on the facilitation of discussion with and between families and children. The staff create a positive environment that is relaxed, open and inviting to accept others. A sense of belonging and a sense of place is established early in the program, reflecting the program philosophy of acceptance, a place of warmth and welcome, and shared responsibility.

"Play Around" is a one-off event at the end of each term as a component of the 3-5 Program. All past, present, and future participants of the Around About Program are invited by mail to attend. This is another opportunity for families to re-engage and further explore friendships with other families.

Liaison with local schools, preschools and child care centres

The transition from the non-compulsory early childhood system to the compulsory primary school system can create quite a barrier when catering for children's individual learning needs. The program staff liaise with local schools, kindergartens, and childcare centres in the local community, to promote cross-fertilisation of approaches and address individual need. Families accessing the Around About Program can receive off site assistance with enrolment processes into kindergarten, childcare or primary school. Around About staff are familiar with the enrolment process and advocate when meeting with centre directors or school principals.

Liaise with Mental Health and Primary Health agencies

Liaising with the appropriate services and agencies, while drawing on embedded knowledge within the agency, assists with the holistic wellbeing of families. The highest percentage of referrals comes from the Queen Elizabeth Hospital Peri-natal Support Program and Parenting Network Home Visiting Service. Around About works with Primary Health, Mental Health and various advocacy services, to provide holistic intervention for parents/carers with children either living in isolation, or who are affected by poor mental heath. There are a number of examples of liaison and inter-organisational collaboration:

Take Home Learning Packs and Parent Planning hour

The "Take Home Learning Pack" includes relevant information for families in relation to the topic with resources to use at home. These resources encourage play between the parents with their children. For example in Week 7, the "Food and Nutrition" session is called "Teddy Bears Picnic", where children are required to prepare and store their own picnic snack. In the take-home pack, families receive a children's lunch box, a snack recipe book donated by the Department of Health and Aging, gingerbread man cookie cutter, and a laminated magnetic recipe card.

Each pack contains something for parents to increase their awareness on certain topics (i.e., nutrition), and an activity for families to participate in together at home. The following week in "Parent Planning hour", families discuss the engagement strategies used the previous week.

Around About runs for 8 weeks in each school term. Each session has a theme for a focused area of learning. During the parent planning hour, families have the opportunity to reflect on the program's activities, become involved in future planning, and give vital feedback to contribute to evaluations. This time to communicate amongst each other raises relevant discussion topics where families can share experiences and ideas.

Follow up for children and families with additional needs

Around About is available for all families within the Cluster 2 region. Around About accepts referrals from agencies and is successful as an entry point for hard to reach families, which often require follow up for additional needs. Children's additional needs are based around attachment issues, speech and language delay, and behavioural issues. The needs of families include mental health issues, low educational attainment, and poor parenting skills. Follow up methods include referrals to partnering agencies such as Child Adolescent Mental Health Service, TQEH Crammond Mental Health Clinic, Child and Youth Health, and home visiting services.

Around About offers off-site support for families accessing kindergarten or school for the first time. The program facilitator accompanies families to the site to introduce them to the new learning environment and staff, and assists with enrolments. The support given decreases the amount of anxiety families and children both feel when entering a new environment.

Experienced staff with qualifications in Early Childhood and Community Development

The success of the program is reflected in the delivery. Trained staff with the skills to work with, and alongside, both children and families, is necessary to deliver the program to meet the intended outcomes. A trained professional in Early Years Education with the embedded knowledge of community development and social capital facilitates and designs the program, and a Social Worker co-facilitates and implements the program. Two staff members with a children/staff ratio of 1:5 deliver Around About.

Qualifications held by both staff include:

Crèche for younger or older siblings

Crèche is an essential element of the Around About program. In the immediate community, family structures vary. It is common, however, for families to have one or more siblings, or for parents to also have additional care giving roles with other family members. For the outcomes of the Around About program to be reached within an 8-week period, it is essential to have the parents focus on one child for the duration. Implicit learning happens constantly; without the full participation of both children and carers, the outcomes would be diluted.

The crèche is available for other siblings, allowing the focus to be on the pre-school children who are cared for and supported in the Play Room. The program is delivered while the parents have Parent Planning hour.

The children remain in the Play Room to be cared for throughout lunch as the parents gather together. This component of the program supports families and children who experience separation anxiety, and support families and children through this process in a familiar and safe environment. Children are exposed to a free-play environment away from their carers, giving them the chance to socialise with other children.

Research base

Research has indicated the importance of early development as the foundation for a person's life, benefiting both the individual and the wider community. Around About shares similar aims and characteristics to a number of other programs. The accumulated literature on these programs indicates the strength of early intervention and the key ingredients adopted in Around About. Aligned programs include:

The following section summarises literature relating to some of the underpinning ideas and key ingredients of the Around About program. Several of the texts cited represent literature reviews of literature and therefore draw on a range of research studies and views.

Focus on readiness for both families and children to formal learning

A positive start to school, including initial success across social and academic areas is a key factor in setting up cycles of achievement (Burrell & Bubb, 2000) and promoting children's positive adjustment to school (Ghaye & Pascal, 1988) (cited in Dockett et al., 2007, p. 39).

As a result, much research focuses on school readiness (Dockett et al., 2007). As Dockett et al. discussed, "readiness" is much more than just the child's readiness - it includes the family and school's readiness as well. This is facilitated by the work of pre-school childcare and educational settings as well as family contexts (Dockett et al., 2007). There is a range of evidence to suggest that participation of children in quality early childhood programs increases their readiness for school (Dockett et al., 2007). In the US, their Zero to Three National Centre for Infants, Toddlers and Families emphasised the importance of such early years settings and suggests that staff contribute to school readiness by focusing on children's curiosity, achievements, independence, relationships, persistence, and self-confidence (Zero to Three, 2002).

Targeted program from agency and site referrals, ongoing liaison with services, and early identification and referral

It is important that early childhood and family support agencies work together, with programs developing strong links with one another. There is a need to ensure that individuals can be referred to appropriate services so that the needs of children and families may be addressed. As Fine and Mayer state

A growing body of evidence highlights the importance of early development and points to the need for actively promoting healthy development and systematically addressing developmental, behavioral, and psychosocial issues early in life. However, many children with developmental issues or those at risk are not identified early enough and not consistently linked to needed services and supports. (Fine & Mayer, 2006)

Moore (2008) reinforced this point identifying the need for a more integrated service system to more effectively meet the range of needs of families and children, given no single service can meet all needs single handedly. Harkavy et al. (n.d.) articulated the importance of connections between communities and schools to support children and families:

In many communities, partnerships between schools and other community organizations and agencies are helping to create supports that enable children and youth to learn and succeed and help strengthen families and communities. (Harkavy et al., n.d.)

It is important that families feel supported during participation in a program and that the support continues outside of the program as well as when they have formally completed it.

For many families early childhood services provide a vital link to a range of community and government support agencies. (Kearns, 2007, p. 330)

Predictable routines

Evidence indicates the importance of predictable routines in a developing child's life. Routines help children "know the script", and anticipate events. Research suggests that children are healthier and behave better when they have predictable routines (Raising Children Network, 2007).

Involving families

The policy brief - Early Years Care and Education - outlines the effects of quality pre-school experiences on the learning of children from lower socio-economic backgrounds and identifies the importance of parent involvement.

Children from disadvantaged families benefit significantly from quality pre school experiences, especially where they are with a mixture of children from different social back grounds... benefits of high quality programs are further maximized for disadvantaged or marginalized families when parent support and involvement was also provided. (Centre for Community Child Health, 2007 No. 8)

Dockett (2007) summarised research that identifies that effective early childhood programs build positive relationships between children, parents and teachers/staff. One key task is to build effective family environments that will support learning (Dockett, 2007). This is similarly recognised in government policy documents:

The most significant contribution the children's services staff can make to a child is to enhance parents understanding and appreciation for their child, increase confidence in carrying the challenging and enormously complex role of being parents, and to reinforce their appreciation of the fact that they are the most important people in their child's life. (Dept of Community Services, n.d., p. 17)

Strong, supportive partnerships with families underpin all aspects of program development, operation and evaluation. (SA Dept. of Education and Children's Services, "Learning Together")

Shared lunch with staff and families

Principles of social capital are now well documented in a range of research literature. These ideas have been specifically applied to early childhood education settings (Moore, 2008). As Kearns (2007) argued for this sector:

Social capital is accumulated when people interact at formal and informal meeting with other families, organizations, workplaces and local associations and services.

There is an aspect of hospitality provided by Around About that is integral to the program. Parents feel a sense of belonging in their environment, free to experience "real curriculum" - the daily chores of living together. The discussion outlined in The Art of Leadership suggests that "your environment, food, spiritual and physical energy are all included in what you offer as curriculum" (Neugebauer & Neugebauer, 2003).

Qualified and experienced staff

Dockett (2007) cited a range of studies to support the contention that both academic and social outcomes for children are enhanced by higher qualified staff given this link to higher quality service provision. Staff play a major role in the outcomes achieved in early intervention programs. Moore (2008) identified the problems of under-trained and under-valued staff, the lack of opportunities for early childhood sector staff to learn about research findings, and the lack of training in working with families undergone by staff. In order to achieve outcomes, he suggested that these are critical problems to be addressed.

Outcomes

Individual families recognise positive changes in their children's behaviours over the 8 week program - particularly in regard to social/emotional development and communication.

Both children and parents anticipate being involved in learning at Around About as something to look forward to in the week. This suggests that the needs of both children and carers are being met as part of a balanced program.

Evidence of outcomes

As part of the project design, ongoing evaluations take place before, during, and after implementation. While this is not a rigorous researched evaluation, the collation of opinions, observations, and experiences from a range of families throughout the number of programs that have been run, can be regarded as a significant assessment of the program outcomes. These outcomes are also illustrated through the story of one family.

Interviews of parents during the Parent Planning hour allow families to share information, goals, achievements and concerns for their children. Interpersonal conversations have also proven to be most effective in gathering feedback from parents and the children themselves. Parent feedback forms have also been used to gather data.

The following evidence consists of quotes that address the two outcome domains.

Positive change in children's social and emotional development, and communication skills

Eighty percent (80%) of families see a positive change in children's social skills including: communication, participation, confidence, sharing and turn taking.

Chart Around About

Comments from families identify the range of changes for children:

Very worth while providing activities that have helped the children develop skills in particular areas that as a parent I would not have thought of.

Some parents identify changes in children's social and behavioural skills:

It was worthwhile because we see improvements in her behaviour and improvements in the way in which she interacts with others.

We have noticed a real change in Jack in the last 8 weeks. He has progressed to a new level which has made my life a lot easier and made me more aware of what is to come in the future.

Other parents identify changes around communication skills that directly equate with increased school or kinder readiness:

Brandon has improved in listening skills and group activities which will assist him in his start to kindy.

She has learned how to communicate with others. As that English is her second language, she was a bit hard to play with others. But she is becoming familiar with other kids that is a good beginning. I believe the program gave here some help to school.'

Parents also identify increased confidence and security as contributing to school readiness:

It has helped with confidence and feeling good about going to school by herself.

It has given my child a sense of fun and security in the fact that is ok even though mums are not there.

Needs of both families and children are being catered for as a holistic and balanced program.

All of the families accessing the Around About Program in Terms 3 and 4 of 2007 (100%) were completely satisfied with the focus themes, the information provided for families around the theme, the environment as a reflection of the theme and the resources to support the theme.

Parent comments focused on particular aspects or key ingredients of the program including the creche and the ability to spend one on one time with their child:

Around About has allowed me to have fun with my child one on one with my 1 year old in the crèche, it means my focus is on her all that time.

Having crèche available has been a huge help as have got to spend quality one on one with older child. In a kindy this doesn't occur and I believe this has a major impact on how much the older child has got out of it.

Parents also discussed the importance of the program in terms of meeting their own needs:

If it wasn't for the Around About program, I don't know where I would be.

Around About has taught me strategies to deal with the girls' behaviour without all of the hard stuff that come with it.

The discussion sessions helped to share parents feelings and areas of need in their children.

I love the facilities here, it is close to home and I have enjoyed mixing with other mothers in similar situations. It differs from playgroup because all the children are in the same age. The crèche is invaluable.

I would attend this group forever but realistically I feel the group has reached its purpose in the time given. I have enjoyed the parent planning time for ideas and adult interaction in my day.

Definitely, it has given us insight into what we can expect at kindergarten. Especially helpful to us as we have recently moved from another country.

Very worth while, great opportunity for parents to learn as well as children.

The program also appeared to be customised to individual needs and developed resources that were valued by families and children:

I like the way that everyone is made to feel special.

She chooses her scrap book as her bed time story.

Finally, feedback data from external providers also validated parent perceptions of the value of the program. One Child Protection Service commented on the contributions of an Around About staff member:

... the fantastic input she has had with the clients that I am working with along side her. She has given me lots of extra tips on connecting with children with learning difficulties and I appreciate her help immensely.

A case study of one family helps illustrate both sets of outcomes discussed above.

Sally's Story

Sally has two children aged 15 months and 3.6 years. She is a single parent living three streets away from Seaton Central. Sally was introduced to Seaton Central through the Focused Outreach Team at Parenting Network. Sally has had a home visitor for two years and together they had been working towards achieving a set of goals which include: financial stability, work choices, managing children's behaviour, domestic maintenance, accessing services, parenting support and self esteem.

Through Sally's home visitor from the Parenting Network, Sally was referred to participate in the Around About Program in Term 4, 2007. Further consultation with Sally's home visitor, indicated the need to build a strong attachment between Sally and her son of 3 and a half years. There were a number of barriers, which prevented a healthy relationship between them, but it was Sally's behaviour management that was creating a greater rift.

Sally and her son completed the Around About program missing only one week.

Sally has increased her confidence in communicating with her son and the other adults in the group. Sally is able to manage her son's behaviours in a positive way, using distraction techniques and a rewards system which she uses at home. A meeting with her son's carers at childcare has enabled all to work together so that the behaviour management strategies are consistent between all three environments. Sally's son has shown wonderful development, and he now has a very wide interest base, is not afraid to take risks, and shows persistence with activities. The biggest improvement that has been documented is the relationship between Sally and her son. There is evidence of a secure attachment that reflects in all aspects of their lives.

Sally warmly accepted the referral into the Parenting Network Home Visiting Service for ongoing support in the home. The Parenting Network team is now helping Sally with other issues concerning employment and financial stability, which goes beyond what Around About can offer.

Around About staff see Sally and her son at the end of every term at the Play Around School Holiday Program at Seaton Central where all past, present and future participants of the Around About Program reunite for a day of fun and celebration.

Policy analysis

The Around About project is a positive example of an early childhood education service model that focuses on linkages between services and building the capacity of families as well as children to achieve increased education readiness.

Evaluation

An internal evaluation by the project manager has been conducted based on interviews and conversations with parents. The program has not been subject to formal evaluation but has been continually assessed through a more informal process that informs practice.

Project related publications

N/A

References

Australian Early Development Index: Building Better Communities for Children. (2006). Community Profile North Western Adelaide SA (PDF 492 KB).

Centre for Community Child Health-Royal Children's Hospital. (2007). Early years care and education (PDF 73  KB) (Policy Brief No. 8).

Department of Community Services, NSW Government. (no date). About our funding programs for community partners.

Department of Education and Children's Services, Govt of SA. (no date). Learning Together.

Dockett, S., Perry, B., Campbell, H., Hard, L., Kearney, E., & Taffe, R. (2007). Early years learning and curriculum. Reconceptualising reception: Continuity of learning. Adelaide: Office of Early Childhood and Statewide Services Department of Education and Children's Services.

Fine, A., & Mayer, R. (2006). Beyond referral: Paediatric care linkages to improve developmental health. The Commonwealth Fund, 42. Retrieved 10 March 2009.

Harkavy, I., Power, C., & Muirhead, B. (no date). Partnerships that benefit: Schools and communities (PDF 534 KB) (Queensland Department of Education and Arts Lecture Series). Retrieved 10 March 2009.

Harley, E., & Mulhearn G. (no date). Report of the Developmental Learning Outcomes Trial 2001 (PDF 213 KB). Department Education and Children's Services, South Australia. Retrieved 10 March 2009.

Kearns, K. (2007). The business of childcare: Working in children's services. Sydney: Pearson Education.

Kelly, L., & Ynuk, M. (February, 2003). Linking early intervention programs to training and work pathways. Paper presented at the Australian Institute of Family Studies Conference "Steps Forward for Families", Melbourne, Vic.

Moore, T.G. (2008). Supporting young children and their families: Why we need to rethink services and policies (CCCH Working Paper 1) (PDF 126 KB). Parkville, Victoria: Centre for Community Child Health. Retrieved 10 March 2009.

Neugebauer, B., & Neugebauer, R. (eds). (2003). The art of leadership: Managing early childhood organizations. Redmond, W.A.: Childcare Information Exchange.

Ostosky, M. M., Jung, E. Y., & Hemmeter, M. L. (no date). Helping children to make transitions between activities (What Works Brief No. 4). Center on the Social and Emotional Foundations for Early Learning. Retrieved 10 March 2009.

Raising Children Network. (2007). Family routines: How and why they work. Retrieved 10 March 2009.

Zero to Three. (Feb, 2002). What does school readiness mean in an infant/family program? Washington, D.C.: National Centre for Infants Toddlers and Families.

Contact

Kerry Blackmore
Team Co-ordinator, Seaton Central

70 Dale Street
Port Adelaide SA 5015

Phone: (08) 8235 9539
Mobile: 0418 813430
Email: kblackmore@ucwpa.org.au

Website

www.ucwpa.org.au

More information

More information on the Promising Practice Profiles can be found on the Communities and Families Clearinghouse Australia website.