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The new Community and Family Support (CFS) program is working towards an evidence-informed approach to service delivery. This means that wherever possible CFS funded service providers should use evidence to design, implement and improve programs and services. This evidence can be research evidence, lived experience and client voice, and professional expertise.
To assist service providers to deliver parenting programs, a list of 37 evidence-informed parenting programs that demonstrate positive outcomes for families has been identified. The updated evidence-informed parenting program list is available here (PDF, 367.9 KB). The list includes basic information about the target group, program duration and approach as well as links to further information on the program.
The evidence-informed approach also includes identifying and supporting emerging locally applied parenting programs. This acknowledges that not all parenting program on the list are appropriate, or meet the needs of all families accessing CFS services.
A summary of the approach to parenting programs within the new CFS program is provided below.
Selecting a program from the evidence-informed parenting programs list is not mandatory. However, providers must review the evidence-informed list and select a program from the list where it is suitable and relevant to their local context.
After reviewing the list, if a provider considers a locally applied program is more suitable in their local context, they can propose this option to their DCJ contract manager. They will need to complete a brief template to outline the program being proposed and the rationale for selecting this program. The template is available here (DOCX, 280.5 KB). An example of a completed template to help you is available here (DOCX, 287.8 KB).
Please note that:
A flow chart outlining the process is available here (PDF, 148.1 KB).
The updated evidence-informed parenting program list has been curated to ensure it is relevant to the Australian context. Criteria for inclusion of parenting programs on the evidence-informed list have been revised and because the list is not mandatory, some programs have been removed to ensure that the list only includes programs evaluated using higher strength study designs. As a result, there is now one consolidated, shorter list of 37 programs.
If you are an Aboriginal Community Controlled Organisation (ACCO) delivering parenting programs to Aboriginal people or you are a non-ACCO with Aboriginal staff delivering parenting programs to Aboriginal people, then there is no requirement for you to use a parenting program from the list or complete the template.
ACCOs and non-ACCOs with Aboriginal staff working with Aboriginal communities are encouraged to design programs suitable for their local context and are encouraged to be designed with input from community, practitioner expertise, any available evidence, and should refer to the Aboriginal-led Early Support Programs Evidence Review (2023) which has identified eight common themes among the highly-rated evidence about Aboriginal-led early support programs designed for Aboriginal children, young people, families and communities
For further information or comment, please contact TEI@dcj.nsw.gov.au.
The DCJ Family and Community Services Insights, Analysis and Research (FACSIAR) Supported Playgroup Rapid Evidence Scan (2024), referenced in the Program Specifications, has been published. The scan summarises the evidence base for supported playgroups and shares best practice elements that can guide playgroup design, service planning and implementation.
The Supported Playgroup Rapid Evidence Scan found that the following evaluated programs had the strongest evidence:
These programs show that supported playgroups with specific interventions can improve child outcomes, including language, cognition, behaviour, socialisation and transition to school; and parent outcomes, including attachment, responsiveness, and social connection.
The Supported Playgroup Rapid Evidence Scan is available to be downloaded below:
The program is working towards an evidence-informed approach to service delivery. This means that wherever possible funded service providers should use evidence to design, implement and improve programs and services. This evidence can be research evidence, lived experience and client voice, and professional expertise.
The approach to supported playgroups in the CFS program is as follows:
Aboriginal Community Controlled Organisations (ACCOs) and non-ACCOs with Aboriginal staff delivering supported playgroups to Aboriginal families are not expected to submit a template.
ACCOs and non-ACCOs with Aboriginal staff delivering supported playgroups to Aboriginal families are not expected to select from the list of models in the Evidence Scan. These supported playgroup models should be locally designed with input from community and practitioner expertise and any available evidence. These models should also incorporate the best practice principles and additional key elements of supported playgroups delivered to Aboriginal families which were identified in the evidence scan as well as align with the Early Years Learning Framework.
The Aboriginal-led Early Support Programs Evidence Review identified eight common themes among the highly-rated evidence about Aboriginal-led early support programs designed for Aboriginal children, young people, families and communities. The Supported Playgroups Evidence Scan identified two supported playgroup models delivered to Aboriginal and Torres Strait Islander communities Exploring Together Preschool Program (ETPP) and KindiLink, that show a promising evidence base. These resources may be useful when delivering supported playgroups to Aboriginal families.
These Supported Playgroups should be recorded in DEX under the Indigenous Supported Playgroup service type.
The Supported Playgroup Evidence Scan found that supported playgroups work best with facilitators who have qualifications in early childhood education and care or community services, and strong engagement and relationship building skills. However, being qualified in early childhood education or community services is not necessarily a pre-requisite for being able to deliver a supported playgroup model. This is dependent on the requirements of the particular model.
While formal qualifications are valuable, experience is also recognised and can be sufficient to deliver a supported playgroup. A key feature of supported playgroups is the role of professional facilitators who engage families, lead the playgroup program, deliver specific interventions and activities and link families with other supports.
It is recognised that the evidence-informed supported playgroup models identified in the Evidence Scan have a specified timeframe and cap on number of participants. This may mean that providers may need to offer a combination of one or more different supports or models depending on their local need.
The program is designed to be flexible and based on client need and this should be reflected in the service delivery and associated service provider contract. For example, it could be negotiated in the contract that a portion of service delivery is under the Wellbeing and Safety Supported Playgroup service type, and a portion is under the Community Strengthening program activity – and then service providers can represent how their service delivery fits with this. There could be variation in how this is implemented in practice, depending on their local demand for playgroups and what outcomes a service is looking to achieve by offering playgroups. In some instances, providers may identify that a number of the supported playgroup participants could benefit from being part of a community playgroup (following completion of the supported playgroup) to keep them engaged and connected longer. Others might have enough demand and capacity to offer both models all year round. This is a matter for discussion when setting service delivery parameters with your contract manager.
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