Enrolment and orientation policy

This policy aims to support children to access, participate in and be included in high-quality early learning.

Early Learning Victoria recognises that some children and families face barriers to accessing early learning, and seeks to prioritise those with greatest need.

We support children and families to transition into their Early Learning Victoria service, building respectful partnerships with families and striving to understand each child’s interests, culture and circumstances.

Through a clear, thoughtful and flexible approach to supporting children and families with transitions, we promote a sense of belonging, supporting children to learn and thrive.

1. Scope

This policy applies to children, families, staff, management and visitors of Early Learning Victoria centres. This includes volunteers, students on placement and contractors or labour hire employees of Early Learning Victoria.

2. Policy Statement

This policy provides guidance and procedures for:

enrolling a child at an Early Learning Victoria centre
orientation of new families and children
supporting access to and participation in Early Learning Victoria’s programs (including for families and children who may be experiencing complex circumstances or hardship)
ensuring compliance with Victorian and national legislation and guidelines, including the Department of Education’s Kindergarten Funding Guide, the Education and Care Services National Law Act 2010 (National law) and Education and Care Services National Regulations 2011 (Regulations), and Family Assistance Law.

2.1 Requirements

Under the National Law and Regulations, Early Learning Victoria must ensure it has policies and procedures in place in relation to enrolment and orientation. Under Family Assistance Law, Early Learning Victoria must submit an enrolment notice for each child attending the service, regardless of their eligibility for Child Care Subsidy (CCS).

2.2 Background and information

The Australian Government provides childcare fee assistance for eligible families in the form of CCS and Additional Child Care Subsidy (ACCS). The administration of CCS and ACCS is governed by Family Assistance Law, which imposes requirements on services and families when enrolling children in childcare.

To comply with Family Assistance Law, upon enrolment, all children must have one of the following forms completed:

a Complying Written Arrangement (CWA) for enrolments where families wish to claim CCS/ACCS. This contains details of the care to be provided and fees to be charged.
a Relevant Arrangement for enrolments where the family has advised that they will not claim CCS/ACCS
an arrangement with an organisation, for enrolments where a third-party organisation (such as an employer) will be responsible for paying childcare fees on behalf of the child.

We recommend families apply for CCS before enrolling their child or children at an Early Learning Victoria centre.

Families wanting to claim CCS must provide Early Learning Victoria with their CCS details, including customer reference numbers (CRNs), for both the enrolling guardian and child. When a child starts attending an Early Learning Victoria centre, if CCS details have not been provided, or if CCS eligibility has not been established, the enrolling guardian will be liable to pay full fees to Early Learning Victoria until the claim is finalised and CCS details are provided. If the claim is later approved, Services Australia will pay any backdated CCS directly to the family.

All personal and health information collected in the process of administering this policy will be handled in accordance with Early Learning Victoria's privacy obligations (see Privacy policy).

3. Information for families

Families are encouraged to tour the service before completing a waitlist application for their child.

3.1 How to enrol

Step 1: Enrolment waitlist application

Families must complete an online waitlist application to have their child considered for a place at an Early Learning Victoria centre. The centre can then consider whether there is a place for the child based on days available and priority of access criteria.

Families can access the online waitlist application form via the Kidsoft website or mobile app (download for Android or Apple) or find out how to enrol.

Families can contact Early Learning Victoria or speak to their local Early Learning Victoria centre for help accessing or completing the form.

Families will need to provide basic details about their child and family, including name, date of birth, address, days of care required and intended start date.

Information to determine priority of access status is also requested, such as whether the child is Aboriginal or Torres Strait Islander, a refugee or asylum seeker, in out-of-home care or has additional needs. This information helps Early Learning Victoria ensure children from high-priority groups can access education and care.

Step 2: Assessment and offer

Early Learning Victoria reviews each application carefully once received, considering:

whether the child meets any priority of access enrolment criteria
which days are available in the room/s appropriate to the child’s age group.

Families successful in their application will receive an email offer to enrol their child via the Kidsoft parent portal. If a place is not available, applicants will be notified via Kidsoft that their child will remain on the waitlist.

Families should contact their centre director with any questions about the offer.

Step 3: Complete the online Kidsoft enrolment process

Families who wish to accept an enrolment offer must provide further information by completing an enrolment acceptance form in Kidsoft.

This information is essential for the child to start attending the centre. It may include:

CCS information (after registering with Centrelink), including the registered guardian's name, date of birth and customer reference number (CRN)
the child’s CCS details (including CRN)
bank details for direct debit payments
consent for direct debit payment of fees
emergency contact details
people who are authorised to make decisions about the child while accessing our centre (further details are set out in the Acceptance and refusal of authorisation policy)
medical and health information
immunisation history statement from the Australian Immunisation Register as evidence of the child’s immunisation
other information required under relevant legislation, including cultural background, dietary requirements, languages, court orders, authorised nominees and permissions for regular excursions.

All required information on the enrolment acceptance form must be completed before the child’s first orientation day.

Once complete, families will be notified via Kidsoft that their child is now fully enrolled and can start at the centre. Centre staff may request to sight additional documentation, such as the child’s birth certificate, visa or concession card. Centre staff will contact families to make arrangements for their child’s orientation and commencement at the centre.

3.2 Other important information

Medical and health information

During the enrolment process, families will be asked to provide information about whether their child has a specific health care need, allergy or medical condition - in which case, a medical management plan must be provided. This must be signed by a registered medical practitioner and outline steps to be taken in the event of an incident relating to that health care need, allergy or condition. The centre will work with families to develop a risk-minimisation and communication plan before the child starts at the centre. See Management of medical conditions policy and procedure for more information.

Immunisation

All children attending an Early Learning Victoria centre must comply with the Infection control and immunisation policy to be enrolled. Families will be asked for their child’s immunisation history statement during the enrolment process. If a child is not fully immunised for their age, their enrolment may not be confirmed.

Families can obtain their child’s immunisation history statement through their Medicare online account or by contacting the Australian Immunisation Register. See the Infection control and immunisation policy for more information.

Days of enrolment

Children enrolling in funded kindergarten at Early Learning Victoria centres must enrol in the minimum number of days required to access 15 hours of funded kindergarten. This is generally 2 or 3 days per week.

In areas that have transitioned from Four-Year-Old Kindergarten to Pre-Prep, children enrolling in funded Pre-Prep must enrol in the minimum number of days required to fully access the Pre-Prep program offered at that centre.

Children are only able to access a funded kindergarten or Pre-Prep program at one service at a time. Therefore, children who are attending a funded kindergarten or Pre-Prep program at another service (for example, at a sessional kinder) are only able to enrol at an Early Learning Victoria centre for long day care.

We recommend that children attending the long day care program be enrolled for a minimum of 2 days per week, to support continuity of the child’s learning, development and experience.

Agreement to policies and procedures

Families must agree to abide by all Early Learning Victoria policies and procedures.

Arrangements for Child Care Subsidy (CCS)

Families are responsible for making a CCS claim for their children’s enrolment through Services Australia. However, families can request assistance from Early Learning Victoria to navigate this process.

Using the CCS details provided by families, Early Learning Victoria submits enrolment and attendance information to Services Australia to receive CCS payments. These are passed on to families as a fee reduction. See the Payment and collection of fees policy for more information.

Re-enrolment at the start of each year

Families with a child at an Early Learning Victoria centre will need to complete the re-enrolment form on Kidsoft each year. This will be done in the second half of the year, in respect of the following calendar year.

Families must provide information about any changes since they completed their initial enrolment form.

Families will be given the option to continue their existing care arrangements, or can seek to change their arrangements by submitting a request in writing to the centre director. If Early Learning Victoria can accommodate the family’s request, the new arrangement will be confirmed via Kidsoft.

Changes to a child's days of care

Decrease in the number of days of care

A family must give Early Learning Victoria 2 weeks’ notice if they decide to reduce the number of days their child attends the centre. If a family gives a shorter notice period, they will be charged for all enrolled days for the full 2 weeks, regardless of whether their child attends the centre or not.

Increase in the number of days of care

Families can ask for an increase in the number of regular days of care. Children already attending a centre will be considered for additional days, where they are available, ahead of children not attending the centre. Casual bookings may be available if there are any places available in the room. Families should contact the centre to request a casual booking.

Requesting a review

Families may request that Early Learning Victoria conduct a review of an enrolment decision, including in the case of a child who has not been offered a place. See the Handling complaints and feedback policy for more information.

Orientation

Early Learning Victoria centres work with families to support a smooth orientation for children.

Once a child is enrolled, centre staff will contact families to arrange orientation. Families need to provide all required documentation to Early Learning Victoria before their child’s orientation.

Orientation is an important part of a child’s continuity of learning and transition from home into our centres. It gives families and children an opportunity to become familiar with the learning environment and build positive relationships with educators and peers. Families can also explain in person their child’s individual needs.

Children will be offered at least 2 orientation sessions before starting at a centre. A parent or guardian must be present at both sessions.

Waitlist

If no places are available, a child will remain on the waitlist.

Families are responsible for updating their personal details and circumstances if they change after an application is made. Updates can be made via the Kidsoft parent portal.

All families with children on the waitlist will be asked in writing (via email) whether they wish to remain on the waitlist, at least annually. If no response is received within 7 days, the child will be removed from the waitlist. Children will be automatically removed from the waitlist on their 6th birthday.

Leaving the service

A family must give Early Learning Victoria 2 weeks’ notice if they decide to withdraw their child from the centre. If a family gives a shorter notice period, they will be charged for the full 2 weeks, regardless of whether their child attends the centre or not.

CCS is generally not available for any absences before a child first physically attends a service, or after the last day a child physically attends a service. Therefore, families may be charged full fees for any days missed after the child was last in attendance. However, if families have an approved reason (see the Services Australia website) CCS may be paid for the last 7 days of enrolment.

Cessation of a child's enrolment

For more information about cessation of enrolment of a child for unpaid fees, see the Payment and collection of fees policy.

3.3 Responsibilities of families

Families are responsible for:

completing all documentation required by Early Learning Victoria
notifying the centre upon enrolment of their child’s specific health care needs, if any, including any medical conditions or allergies, medical management plans, or other additional needs
providing required authorisations in the enrolment acceptance form
ensuring all information about the child and family held by the centre is kept up to date and notifying the centre of any changes.

4. Information for staff

4.1 Enrolment

Allocation of places at a centre occurs as required. It takes into account operational requirements, such as room capacity and days available, as well as priority of access criteria and the needs of the child.
Places will often be allocated on a cohort basis before the start of the new calendar year, as children move across age groups or transition to school. Centres are required to promote upcoming cohort allocations to families who may be interested in applying.
Most places for the following year should be allocated with sufficient time to allow families to plan. As a rule, a small number of places should be retained for allocation close to the start of the new year. This can give families who did not apply in the initial round, but who meet priority of access criteria, the opportunity to receive a place.
Other allocations will take place throughout the year as necessary, such as when a child leaves a centre. Priority enrolment rules apply to both cohort and ad hoc allocations.
When there are more applications for enrolment than places available, the centre must apply the Early Learning Victoria priority of access criteria to allocate places.
Early Learning Victoria's priority of access criteria applies the Victorian Kindergarten Funding Guide priority of access criteria to both kindergarten and non-kindergarten children, supplemented by these additional local criteria:
1. sibling will be attending the Early Learning Victoria centre or co-located school at the same time
2. parent or guardian works at the Early Learning Victoria centre or school
3. (if on a school site) family lives within the school zone
4. (if on a TAFE, university or hospital) parent works at the site or is a student at the site.
Once a child is enrolled at an Early Learning Victoria centre, the family does not have to reapply for enrolment as the child is ensured a place until they ‘age out’ of the centre (transition to primary school). Children enrolling in funded kindergarten at an Early Learning Victoria centre will be prioritised over children receiving funded kindergarten elsewhere.
Early Learning Victoria centres must keep records of priority enrolment decisions to allow for review.
All offers of places for a child at an Early Learning Victoria centre will be made to the child’s family via Kidsoft and by phone as required. To take up an offer of a place, the child’s family must accept the offer via Kidsoft within 7 days.
If no response is received within 7 days, the offer will be considered to have been declined, but the child will remain on the waitlist for the service. Centre staff will attempt to contact the family by phone and email before an offer is cancelled.
If a family declines an offer of a place for their child at a service and there is a waitlist, no further offer will be made to that family for a period of 3 calendar months. If after enrolment the family withdraws the child from the service, the family will need to reapply to have the child placed back on the waitlist and this will be treated as a new application.
If a family is offered some of the days requested, they will be waitlisted for the remaining days.
Before enrolment is completed, families must be advised of:
- the current fee rates for their program and the current fees for late collection of children
- any notices to increase fees at a known future date.
Families must also have access to the Payment and collection of fees policy.
Families can ask questions about registering for CCS directly to centre management staff or Early Learning Victoria family engagement staff. Sometimes, questions will be referred by centre staff to family engagement staff.
Family engagement staff are skilled at assisting families to understand the CCS registration process. Staff should keep records of interactions with families to assist in this process.

4.2 Orientation and transition

Orientation begins following a child’s enrolment. The child’s room leader or another educator from the child’s room will act as the main contact for the child and their family.
Families will be offered at least 2 orientation sessions, with additional sessions arranged based on the needs of the child.
The centre should also support children and families to have access to all the information they require about the centre and its programs. It should ensure that children and families have sufficient opportunities to spend time at the centre, meet educators and familiarise themselves with transitions and daily routines in the child’s room.
An initial meeting should be held between the child’s family and an educator from the child’s room. At this meeting, the educator should:
- focus on learning about the new child and their family
- gather detailed information about the child
- establish shared understanding about the goals for the child and the education and care program of the room
- get information about the child’s specific needs (such as fears, dietary restrictions, family make up, likes and dislikes, physical skills and communication skills)
- provide information to families as required.
For the orientation visit, families will be required to have completed their enrolment through Kidsoft, sign in and out of the centre, and remain at the premises throughout. No fees will be charged for orientation visits.
At all times following the initial meeting, the child’s primary educator should:
- concentrate on building up a secure and respectful relationship with each child’s family
- continue to discuss and, if required, adjust individual strategies with families to help their child settle into their room
- support children, including by providing consistent routines and rhythms between home and the centre
- support families with any queries.
Once the child starts in their room, particularly for the initial sessions, the family will be encouraged to bring their child for shorter days during different times and routines. This supports the transition to the centre and its programs and ensures that the experience remains positive.
Depending on the needs of the child and their family, the centre will support a further meeting with each child’s family within 2 months of their first day to discuss the child’s progress.
Some children may need to forego orientation and start immediately. This can be arranged on a case-by-case basis and must be based on the needs of the family and child.
Wherever possible, the centre director and staff should arrange for a child who is transitioning to a new room to be accompanied by some of their peers from their previous room, and at least one educator from the previous room, to support continuity of learning.
Children making the transition to a new room at a centre should be given multiple opportunities to visit their new room. This allows them to become familiar with the new learning environment and spend time establishing meaningful connections with new educators. These visits can be incorporated into children’s programs.
Centre staff are required to complete a ‘handover’ when a child moves to another room. The handover includes information about the progression of the child’s learning, development and interests, and any further individual needs.
As transition approaches, families will be invited to have an initial meeting with the room leader or another educator from the room. At this meeting, the educator and the child’s family:
- share detailed information about the child
- establish shared understandings about goals for the child and the education and care program of the room
- pass on supplementary information about the child’s specific needs (such as fears, dietary restrictions, family make up, likes and dislikes, physical skills and communication skills).
The educator also provides additional information to the child’s family as required.
Another meeting can be arranged with each child’s family to discuss the child’s progression, strengths, goals and any feedback.
Where possible, Early Learning Victoria will avoid moving a child between rooms after they have started in a room for the year.
If a child is expected to be absent from a centre for an extended time, their educators and other staff members, as required, will try to maintain relationships with the child and their family. Educators will also work with families to support the child returning to the centre and program.
Note that extended absences can affect CCS payments. It is important that staff make sure families understand this.
Centre staff will work with families and local schools to support children’s transition to school. Teachers will complete a detailed transition learning and development statement for each funded kindergarten or Pre-Prep child going to school.
Early Learning Victoria centre staff members will communicate with local schools. This may include meetings with a child’s school teacher or other school staff, if requested and approved by families.

4.3 Child leaving the centre

A family must give Early Learning Victoria 2 weeks’ notice if they decide to withdraw their child from the centre. If a family gives a shorter notice period, they will be charged for the full 2 weeks, regardless of whether their child attends the centre or not.
This should be applied on a case-by-case basis for families experiencing hardship and complexities. Children and families that are experiencing hardship are to be supported according to their individual circumstances.
If a family is experiencing financial hardship, centre staff should support an ACCS application where applicable. Where children or families are linked to child protection and the child is not attending, staff will need to inform their case officer.

4.4 Feedback

4.5 Participation and non-attendance

During orientation, Early Learning Victoria centre staff will emphasise to families that their child must attend on the first booked day to receive CCS (if eligible).
Key aspects of CCS rules will be explained to families. This includes that families can get CCS when their child is absent from a session of care they would normally attend for up to 42 days per child, per financial year.
The rules relating to absences at the start and end of an enrolment should also be explained. Under current CCS rules, no CCS is payable for any session of care that occurs before the first day the child physically attended the service, or after the last day of attendance. Families will be charged full fees for any absence days where CCS is not payable.
Families who have been offered a place and have completed an enrolment acceptance form but have not attended the service within the first 2 weeks from the enrolment start date and are not contactable, will have their enrolment cancelled. This is to ensure fairness to other families who may be waiting for a place at the centre.
Where possible, families are expected to let the centre know when their child will be absent. Families will be contacted if a child:
- has an unexplained absence of 1 week or longer, or
- has an unexplained absence and has exceeded their 42 allowable absences (under CCS rules) for the financial year to date (meaning the family will be liable to pay full fees unless they have an approved reason for the absence).
If there is no response, staff will make regular attempts to contact the family via both phone and email, at 1-week intervals at a minimum. These attempts will be logged and placed on the child’s file.
Where there are barriers to attendance, the centre will take reasonable steps to support families to overcome these barriers.
In the event of an unexplained absence, if there is no response from a family after 2 weeks, centre management will email the family. The email will include a date by which a response is required.
If the family makes no attempt to communicate with the centre before the response date, the centre will post a final letter to attempt communication. This will also include a date by which a response is required.
If the family has not responded to the final letter before the response date, their placement will be cancelled. This process does not apply to absences before the child has physically attended the centre.

4.6 Responsibilities of staff

Educators are responsible for:
- being familiar with the enrolment and orientation process, including regulatory requirements under the National Education and Care Law and Regulations. They should also have a good general understanding of CCS and kindergarten funding considerations
- supporting families’ involvement and decision-making about their child in the program and orientation process
- sharing information with families to support the child’s transition to the centre
- seeking to understand, respect and respond to the culture, values and beliefs of families, and incorporate their decision-making in their child’s learning and development
- familiarising themselves with the information supplied by families about the child and using this to support children’s transition to the centre. This can include tailoring the orientation program to meet the needs of the child and family
- handling all personal and health information in accordance with privacy obligations, policies and procedures
- keeping records confidential.
Nominated supervisors are responsible for:
- ensuring that obligations under the National Law, the Regulations, Kindergarten Funding Guide and Family Assistance Law are met
- ensuring the centre provides assistance to families enquiring about enrolment or needing help to apply for enrolment, especially where a family faces barriers to doing so (see the Kindergarten Funding Guide)
- ensuring that an enrolment record is kept for each child in Kidsoft with all the information set out in regulation 160, 161 and 162, including authorisations from guardians relating to medical treatment, regular outings, health information and transportation, and which is accessible to all centre staff who work with the child
- ensuring prescribed documentation as required by regulation 177 is kept in Kidsoft or other approved document storage (see Records management policy for more information)
- keeping records confidential and stored safely and securely for the relevant period listed in Regulation 183
- taking reasonable steps to ensure that centre teachers, educators, volunteers and students on placement follow this policy and its procedures (Regulation 170)
- ensuring that copies of this policy are readily accessible to all centre teachers, educators, volunteers and students on placement (Regulation 171)
- ensuring Early Learning Victoria communicates to families the days and times the service will operate, planned closures (including public holidays and child-free days), details of any planned alternative sessions, and unplanned teacher absences or emergency situations (see the Kindergarten Funding Guide)
- notifying families at least 14 days before changing this policy or its procedures, unless providing this notice period would pose a risk to the safety, health or wellbeing of any child enrolled at the centre (Regulation 172)
- ensuring families understand they can only access one funded kindergarten program per child, per year, where the child meets the age eligibility for funded kindergarten. This includes ensuring the centre receives written confirmation from families confirming they are attending one funded kindergarten program per child, per year (see the Kindergarten Funding Guide)
- considering any barriers to access, and developing procedures to ensure that all eligible families are aware of, and able to access, a kindergarten program (see the Kindergarten Funding Guide)
- working with families to obtain an alternative form of identification if a birth certificate or other official documentation is unavailable
- ensuring the centre is collecting accurate, consistent and timely data, such as by ensuring families are signing in and out (see the Kindergarten Funding Guide)
- assessing each child’s immunisation documentation before they start at the centre to determine if the child’s vaccination status complies with 'No Jab, No Play' requirements and the Infection control and immunisation policy, or if the child is eligible to be enrolled under the support period (see the Kindergarten Funding Guide)
- ensuring families of a child attending the centre can enter the centre premises at any time while the child is being educated and cared for, except where this may pose a risk to the safety of children or staff, or conflict with any duty of a centre director, early childhood teacher or educator (Regulation 157, National Law section 167)
- handling all personal and health information in accordance with privacy obligations, policies and procedures.
Early Learning Victoria central office staff are responsible for:
- periodically reviewing the orientation processes for new families and children to ensure the objectives of this policy are met
- handling all personal and health information in accordance with privacy obligations, policies and procedures.
Early Learning Victoria central office staff are responsible for:
- periodically reviewing the orientation processes for new families and children to ensure the objectives of this policy are met
- handling all personal and health information in accordance with privacy obligations, policies and procedures.

5. Resources

Legislation and standards

Relevant legislation and standards include:

Education and Care Services National Law, Sections 167 and 175
Education and Care Services National Regulations, Regulations 85, 86, 88, 90, 91, 92, 99, 102, 102D, 157, 160, 161, 162, 168 (2)(k), 170, 171, 172, 177, 178, 181, and 183 (1a) (2d)
Child Safe Standards, Standard 5
National Quality Standard, quality areas 5 (Relationships with children) and 6 (Collaborative partnerships with families and communities)
Kindergarten Funding Guide
Public Health and Wellbeing Act 2008, section 143E
Public Health and Wellbeing Regulations 2019, section 107.

Related policies

Payment and collection of fees policy
Management of medical conditions policy and procedure
Excursions, incursions and regular outings policy and procedure
Infection control and immunisation policy
Handling complaints and feedback policy
Acceptance and refusal of authorisations policy
Privacy policy

Definitions

Authorised person/people: A person or people who belong to at least one of the below groups:

a person who holds a current working with children check or working with children card
a guardian of a child who is being educated and cared for by the education and care service or the family day care educator
an authorised nominee of a guardian of a child who is being educated and cared for by the education and care service or the family day care educator
in the case of an emergency, medical personnel or emergency service personnel
a person who is permitted under the working with children law of a jurisdiction to remain at the education and care service premises without holding a working with children check or a working with children card (National Law).

Authorised nominee: A person who has been given written authority by the guardian of a child to collect that child from the education and care service. These details will be on the child’s enrolment form.

Educator: A person qualified to provide education and care for children as part of an education and care service.

Families: The National Law defines families as (a) a parent, grandparent, brother, sister, uncle, aunt, or cousin of the child, whether of the whole blood or half-blood and whether that relationship arises by marriage (including a de facto relationship) or by adoption or otherwise; or (b) a relative of the child according to Aboriginal or Torres Strait Islander tradition; or (c) a person with whom the child resides in a family-like relationship; or (d) a person who is recognised in the child's community as having a familial role in respect of the child.

Guardian: In relation to a child, includes:

a parent or guardian of the child
a person who has parental responsibility for the child under a decision or order of a court (National Law).

Kindergarten Funding Guide: Provides detailed information from the Department of Education about the types of kindergarten funding available, eligibility criteria, how to apply for funding and how to comply with operational requirements once funding has been granted.

National Law: The Education and Care Services National Law Act 2010. This applied law system sets a national standard for children’s education and care across Australia.

National Quality Framework: This framework for the early childhood education and care sector helps providers to improve the quality of services in areas that impact on a child’s development.

National Quality Standards (NQS): The NQS sets a national benchmark for the quality of children’s education and care services. The NQS comprises guiding principles, quality areas, standards and elements. There are 7 quality areas that capture aspects critical to the provision of quality education and care.

Education

Updated 31 January 2025

On this page