Integrated services and consulting and community facilities use policy

Co-locating early childhood education and care services with schools and other child and family services has great benefits. Especially when these groups work together in a coordinated way.

Early Learning Victoria provides consulting and community spaces. Our aim is to enhance families’ access to support and help childhood professionals to work well together.

This supports continuity of learning for children and good engagement with Early Learning Victoria centres.

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. It also includes child and family service providers and community groups.

2. Policy statement

This policy explains what we expect from users of our consulting and community spaces. (Note that these spaces are not available at all Early Learning Victoria centres.)

It also explains how services should work together in a coordinated way and build strong community partnerships.

2.1 Requirements

We are committed to bringing together child and family services together on the same site.

At the same time, we aim to create strong partnerships between professionals. This allows for ‘warm’ referrals from one service to another and helps services to work together smoothly.

We put in place strong leadership and governance that allows for local decision-making, collaboration and problem-solving. This helps us tailor services (and how they work together) to meet the needs of each community.

All staff at Early Learning Victoria centres are expected to support partnerships with other child and family services and local community organisations. This helps services work together effectively at the centres and within the community.

2.2 Background and information

Co-locating Early Learning Victoria centres, schools and other child and family services has great benefits. This is especially true when these services all work together well.

Benefits include:

noticing and understanding of the needs of children and families
helping families to get support (including through ‘warm’ referrals from people who already know their family circumstances and their child)
making it easier for families experiencing disadvantage to access specialist support and services
encouraging service providers to work together, rather than in isolation
building parents’ confidence, capacity, social networks and connection
supporting children to move smoothly between early childhood education and school
meeting the specific needs of the local community in a place that’s close to where they live
supporting professionals to work together closely – in particular, to build each other’s skills and share knowledge.

Early Learning Victoria centres are encouraged to take a flexible, place-based approach to responding to the needs of their local community. They should take advantage of existing networks, enhancing connections by:

partnering with co-located schools, with local government, and with family, child and community organisations
sharing community and consulting spaces to support service integration and collaboration
fostering a sense of community pride, ownership and engagement.

Many Early Learning Victoria centres have spaces to allow for onsite child and family services. These could include:

maternal and child health services
supported and community playgroups
allied health services
parenting programs
child health clinics
financial counselling services.

Integration of services can be further supported by:

participating in local networks and communities of practice
inviting other professionals to participate in Early Learning Victoria orientation and induction processes
exploring opportunities for collaboration (e.g. professional development and sharing of knowledge and expertise across professions)
participating in family and community activities (e.g. open days and other events).

Early Learning Victoria centres each have a dedicated ‘integration lead’. This person is responsible for identifying and building possible partnerships. They are also responsible for overseeing and/or managing external users of consulting and community spaces.

Integration leads should be supported to set up processes for effective service integration. This includes taking advantage of administration support at the centre when required (see Responsibilities of staff).

3. Actions and procedures

Planning, identifying and determining suitability of service providers

Early Learning Victoria centres must develop an annual Service Integration Plan (see Links). This describes the needs of the local community, looks at existing and potential services and outlines an annual plan for the centre for integrating services.

The Service Integration Plan can be incorporated into a centre’s Quality Improvement Plan to support Quality Area 6: Collaborative Partnerships with families and communities.

The Early Learning Victoria Service Integration Framework outlines the vision, governance structures, expectations, and reporting and monitoring processes for service integration.

The framework also explains how to develop a Service Integration Plan. This helps Early Learning Victoria centres to:

plan and analyse data
set goals
identify, assess and choose third-party (external) providers to deliver their services from the centre
note other considerations for developing and maintaining effective partnerships with the local community.

Third-party providers must meet the ‘approved purpose’ definition. They may be a combination of:

local government
not-for-profit organisations
community and other not-for-profit health providers
community groups
early childhood intervention supports (e.g. NDIS-funded supports)
Aboriginal Community Controlled Organisations
for-profit organisations that provide a clear benefit to the centre and community.

Third-party organisations can use the Expression of Interest for Use of Consulting and Community Spaces form.

Connecting with third-party providers and co-located schools

Centres can engage with third-party providers in many ways. There is no single correct approach.

It is often helpful to take advantage of existing networks or other contacts. Service integration leads should use their professional judgement when engaging with potential partners and providers.

For further guidance, get in touch with your area’s service integration coordinator, area manager or service integration manager.

Arrangements with third-party providers

Formal agreements strengthen partnerships with service providers. They clearly state each party’s rights and responsibilities, reducing risk. They are also a way to agree on specific terms, such as key program objectives, ways of working, facility cleaning, cost of utilities and insurance requirements.

Once third-party providers have been engaged and terms have been set, Early Learning Victoria centres should formalise agreements by making either a hire agreement or a licence agreement.

Hire agreements

These are suitable for occasional or one-off community use of Early Learning Victoria centre spaces. Hire agreements should be used when the provider:

needs to use the space for a single day or as a once-off
is a funded or non-funded non-profit or community organisation (note that if non-funded, hire fee will be marked as ‘nil’).

An example is a not-for-profit organisation running a one-off parenting program for one day only.

Early Learning Victoria centres can use the hire agreement template on Legal Division’s Property Precedent webpage (approved access only) to establish a hire agreement with providers.

Licence agreements

Licence agreements are for non-exclusive regular and ongoing use of Early Learning Victoria centre spaces by third parties. Ongoing use can be up to, but no more than, 5 years.

A licence agreement should be used when the provider:

needs non-exclusive, regular and scheduled use of a space for up to 5 years
is a funded or non-funded non-profit or community organisation

Note that if the provider is non-funded, a ‘peppercorn’ licence fee of $1 per year will apply, but ‘contribution to outgoings’ will be noted as ‘nil’.

Examples include a supported playgroup running every week, on the same day, for 48 weeks of the year from the community space. Or, a maternal and child health nurse using the consulting room to run the service, 2 days per week in school terms for 3 years.

Early Learning Victoria centres can use the Early Learning Victoria Licence Agreement template on Legal Division’s Property Precedent webpage (approved access only; Links) to establish a Licence agreement with providers.

The agreement and usage arrangement for each service provider or community group or organisation will vary according to their situation, organisation type, length of agreement, funding arrangements, and service type.

Sometimes, neither a formal hire agreement nor a licence agreement will be appropriate. For example, when a community member wants to set up a non-funded community playgroup.

Integration leads should talk to their area-based service integration coordinator, area manager or service integration manager if unsure about the right agreement.

Hire and licence agreements at Early Learning Victoria centres must:

comply with the legal requirements of the Department of Education (the department)
clearly outline each party’s responsibilities to protect Early Learning Victoria centres against liability
cover key aspects of the agreement, including agreement length, maintenance and utility responsibilities, fees and charges as applicable, and insurance requirements
be discussed and approved by the relevant area manager or service integration manager. (Note that under Ministerial Delegations, agreements are only legally executed once approved by persons in these, or Early Learning Victoria executive roles.)

If changes or deviations from the standard hire and licence agreements are proposed, the Early Learning Victoria service integration manager must be consulted. They will work with the department’s Legal Division and the Victorian School Building Authority to ensure changes are acceptable.

Hire and licence agreements usually cover use of spaces throughout the week during a centre’s normal operating hours.

Access to facilities outside of centre hours may also be possible. This is arranged through negotiation, and only if beneficial to the community.

Negotiations should include seeking endorsement from the relevant area manager. This helps to ensure:

any risks associated with the arrangement are minimised
child safety and protection are non-negotiable requirements
Early Learning Victoria’s legal obligations will be met
access arrangements and emergency management planning and procedures have been properly considered.

Varying a licence agreement

Sometimes, an existing licence agreement will need to be altered. For example, extending the length of the agreement or the times and pattern of use. In this case, Early Learning Victoria centres can use the ‘Letter to vary (simple)’ on Legal Division’s Property Precedent webpage.

Service integration leads will need approval from the area manager or service integration manager for any changes to the agreement. This is consistent with approvals required for establishing the initial agreement.

However, a ‘Letter to vary’ is not suitable for complex variations or for changes other than a straightforward extension. For other variations, or if there is uncertainty, Early Learning Victoria staff should talk to the Service Integration Coordinator or Service Integration Manager. The variation may also need to be discussed with Legal Division.

Working Together Agreements

As well as the licence agreements mentioned above, Early Learning Victoria centres should work closely with any third-party providers to create a Working Together Agreement (see the template in Links).

The Working Together Agreement is not legally binding. It enables professionals working together at each centre to:

describe their vision and objectives
clearly understand and outline the roles and responsibilities of each party to the agreement.

Service integration leads should use the Working Together Agreement to help induct third-party providers into the Early Learning Victoria centre. They should also use it to ensure that third-party providers are aware of Early Learning Victoria’s key policy positions. For example, Early Learning Victoria’s commitment to child safety and key documents such as the centre’s Emergency Management Plan (EMP).

Fees

Funded service providers are asked to contribute to costs such as maintenance, utilities and upkeep. This will depend on how they use the facilities, according to the current Early Learning Victoria Consulting and Community Facilities Licensing and Hiring Contribution Schedule (see Links).

Under this schedule, non-funded service providers and community groups are not asked to contribute to costs.

If unsure of the category of any service provider, Early Learning Victoria integration leads should check with the relevant service integration coordinator, area manager or service integration manager.

Early Learning Victoria centres do not profit from additional services provided onsite. Any fees paid by licensed service providers to Early Learning Victoria centres must be outlined in the relevant agreement.

Insurance

Most third parties using Early Learning Victoria spaces will need to provide proof of adequate insurance when they sign a hire or licence agreement. This means showing a Certificate of Currency (or ‘Confirmation of Cover’), summarising the cover provided by an insurance agency.

Most third parties need to provide a Certificate of Currency showing they have public liability insurance for a minimum of $10 million. This needs to be in place for the entire time of the hire agreement or licence agreement.

Not-for-profit community groups and private individuals wanting to hire or licence Early Learning Victoria spaces for low-risk activities do not need a Certificate of Currency. However, they must be told that Early Learning Victoria’s own public liability insurance does not cover them when they hire or license Early Learning Victoria spaces. They should also still be encouraged to get their own public liability insurance if appropriate.

Managing agreements and invoicing

Early Learning Victoria centres must keep a register of past and current licence and hire agreements. They must also review all agreements once a year to make sure:

Early Learning Victoria policies and processes have been followed (including ensuring that the third party seeking to hire or licence the facility will be using it for an approved purpose; see Definitions)
the correct template has been used
there is a Working Together Agreement alongside any licence agreement
that the party seeking agreement has enough public liability insurance.

Early Learning Victoria invoices all service providers with licence or hire agreements every 6 months.

Service integration leads should work with their administration support staff to generate invoices for each service provider, in line with the terms of their agreement. This can be done using the Accounts Receivable Invoice Creation Form (approved access only).

Service providers will receive an invoice for the full amount of outgoings (where applicable) noted in any active agreement during this time.

3.1 Responsibilities of families

Co-locating Early Learning Victoria centres with other child and family services encourages a ‘holistic’ approach.

It means Early Learning Victoria staff and other professionals can join forces to provide the best all-round support for children and families.

This includes helping children and families access services they might not use otherwise. Professionals can also work more closely together, sharing information and building skills and understanding.

Great partnerships with families are also vital for this ‘holistic’ approach, to get the best outcomes for children.

Families can help by:

chatting to Early Learning Victoria staff about their child’s needs, and their family’s needs, if they feel comfortable
working with Early Learning Victoria staff to find the right supports and/or referral pathways
consenting to referrals and providing information for referrals if required (and appropriate)
chatting to staff or other service providers about any concerns, issues or challenges.

3.2 Responsibilities of staff

All staff at Early Learning Victoria centres play a role in supporting effective integration of services.
All centre staff must:
- work well with other service providers onsite
- support professional networking and collective ways of working
- identify and discuss opportunities for collaboration with the nominated supervisor (in line with the Early Learning Victoria philosophy)
- ensure Early Learning Victoria privacy and information-sharing guidelines and expectations are followed (see the Staff code of conduct, Privacy policy, Child and family violence information sharing policy, and the Child safety and wellbeing policy)
- ensure expectations for security management, including access arrangements, are upheld.
The integrated services lead must:
- identify opportunities for collaboration, in line with the Early Learning Victoria philosophy
- develop and maintain effective partnerships with a range of child and family service providers in the local community
- work with the Early Learning Victoria service integration coordinator, area manager and/or Early Learning Victoria service integration manager to set up and implement a Service Integration Plan (see Links)
- ensure the centre community is properly consulted when developing the Service Integration Plan
- ensure any providers and services identified meet the approved purpose definition
- ensure the Service Integration Plan is reviewed at least annually, and adapted when the needs of the community change
- negotiate with individual service providers and assess their suitability, in consultation with the relevant area manager or service integration manager
- determine the appropriate type of agreement for third-party providers (with help from the relevant area manager or service integration manager if needed)
- set up licensing or hiring arrangements with external providers as needed
- ensure that third-party providers meet their insurance requirements
- ensure that the details of each arrangement are included at section 5.2 of the Emergency Management Plan for the centre
- actively participate in centre working groups as required at the centre, working according to the terms of reference for the groups
- report to Early Learning Victoria central office about how service integration is progressing at their centre, providing data as requested
- respond to requests from individual service providers about use of any community spaces at the centre
- keep records of all licence and hire agreements
- ensure third-party providers comply with Child Safe Standards, including Working With Children Check (WWCC) and police check requirements
- ensure third-party providers understand and have access to the centre’s Emergency Management Plan
- ensure third-party providers understand their roles and responsibilities in an emergency
- consult with the relevant area manager or service integration manager if unsure about any request from service providers or other parties
- escalate any issues that can’t be resolved directly with external service providers at the centre with the relevant area manager or service integration manager
- work with the service providers to ensure families know about all available services
- encourage centre staff to support external service providers at the centre, helping to build strong relationships between professionals.
The integrated services lead must also set up operations that support service integration, drawing on administrative support where required. This includes:
- maintaining a booking and scheduling system to help coordinate services across the week
- keeping high-quality, accurate records of licence and hire agreements, and Working Together Agreements, with each service provider
- ensuring smooth invoicing every 6 months of providers with licence or hire agreements (with accurate records to support this)
- managing fees, charges and finance processes as noted and where applicable, ensuring providers have appropriate access to the licensed spaces.
The integrated services lead is also responsible for explaining the sign-in system to external providers. They must instruct third-party providers to make sure that any clients attending the centre for their services sign in to the Kidsoft system as visitors. Their clients will also need to show their WWCC, if required. A copy of the WWCC will be made and kept on file, if applicable. (See the Visitors, volunteers and students on placement policy.)
Third-party providers need to:
- agree to and follow the hiring or licensing terms made with Early Learning Victoria centres, where applicable
- ensure representation on any partnership or working groups that are established, working according to the terms of reference for the groups
- ensure they understand the centre EMP and know their roles and responsibilities in an emergency
- report as required to the centre, area manager and/or Early Learning Victoria central office
- discuss with the nominated supervisor (in the first instance) any issues with the hire or licence arrangement, service provision or professional relationships
- raise any unresolved issues with Early Learning Victoria central office.
Third-party providers must also make sure anyone providing services on an Early Learning Victoria site understands and complies with Child Safe Standards. This includes WWCC and police check requirements. They must also have read and understood their obligations under the Child and family violence information sharing policy, and other relevant policies.
Further, they must make sure any clients attending their services are signed into Kidsoft as visitors to the centre. This includes showing their WWCC (as required) and allowing Early Learning Victoria to make and keep a copy if applicable (see Visitors, volunteers and students on placement policy).
Service integration coordinators need to:
- support service integration leads in the area to establish, develop, monitor and update their Service Integration Plan throughout the year
- guide and support service integration leads to make agreements with third-party providers, helping them work through any challenges or issues
- support service integration leads to make the most of centre administration resources (where appropriate and applicable)
- oversee the service integration portfolio at each centre in their area
- establish governance processes that support the effective collaboration, monitoring and oversight of partnerships across the area
- work with the area manager and service integration manager to ensure that Early Learning Victoria’s service integration objectives are being met, in line with Early Learning Victoria’s philosophy, ways of working and the Early Learning Victoria Service Integration Framework.
The approved provider needs to:
- guide and support effective governance and oversight of integration of services at Early Learning Victoria centres
- guide and support use of Early Learning Victoria centres by other community organisations or groups
- ensure there are reporting processes to track and monitor service integration activities, issues, risks and trends
- ensure roles and responsibilities for implementing service integration activities are clear, and are shared with all staff.

4. Resources

Legislation and standards

Education and Care Services National Law Act 2010
Education and Care Services National Regulations 2011
National Quality Standard, quality area 2: Children’s Health and Safety
Occupational Health and Safety Act 2004
Occupational Health and Safety Regulations 2017
Privacy and Data Protection Act 2014
Privacy Act 1988
Public Health and Wellbeing Regulations
Public Health and Wellbeing Act 2008

Buildings and grounds maintenance policy
Child and family violence information sharing policy
Child safety and wellbeing policy
Emergency management and evacuation policy
Hygiene and cleaning policy
Privacy policy
Protecting children policy
Insurance policy
Staff code of conduct.

Definitions

Approved purpose: Any service provision that addresses the educational, recreational or cultural needs of the community and/or provides a required service to children and families. Required services are identified in the Early Learning Victoria centre’s Service Integration Plan.

Child and family service provider: Providers that support children, young people and their families to improve safety, wellbeing and developmental outcomes. At the same time, they help to build the capacity and resilience of children, families and communities.

Co-location: Where child and family services are in the same early childhood facility. It means families can access a range of services in the one place.

Hire agreement: A legal agreement to allow a third-party provider access to a facility or space for a single day or as a one-off.

Licence agreement: A legal agreement to allow a third-party provider access to a facility or space on a regular and ongoing basis.

Service integration: How services work together to offer connected supports to children and families. Service integration involves increasing cooperation and coordination between groups. It means sharing information and together being responsible for planning and accountability. It also means building formal partnership structures.

Third-party provider: Any unaffiliated person, organisation or entity that delivers child and family services, other than early childhood education and care services, in an Early Learning Victoria centre.

‘Warm’ referral: This is when a service provider contacts another service provider to make a referral for their existing client (or sometimes with their existing client). This is distinct from asking the client to contact the new service provider themselves. This approach supports families to transition between service providers and minimise the number of times that families need to ‘tell their story’.

5. Authorisations and review

This policy is the responsibility of Early Learning Victoria. Contact: ELV@education.vic.gov.au

It was approved by the CEO, Early Learning Victoria, Department of Education on 17 December 2025.

Early Learning Victoria regularly reviews its policies and procedures. This policy is due for review on 17 December 2027 unless changes in legislation or Department of Education policy require it to be reviewed sooner.

Reviewed by Director, Early Learning ELV and Director, Quality ELV.

Education & training

Updated 19 June 2026