fka Children’s Services collaborates with educators, services and communities to create early learning environments where every child’s language, culture and identity are valued and celebrated.
Through practical support, professional learning and strong advocacy, we champion equity, inclusion and children’s rights, helping build a more just and connected early childhood sector across Victoria.
Data from the fka Children’s Services Annual Report (2026)
Featured Programs
fkaCS delivers programs in partnership with the Department of Education and organisations who share our values and mission.
End-to-End Career Support Program
The End-to-End Career Supports program, funded by the Victorian Department of Education, is designed for degree-qualified early childhood teachers. As part of a consortium, fkaCS offers tailored coaching, networking opportunities, and ongoing support for professional growth.
fkaCS manages the Quality Support component of the Victorian Department of Education Early Childhood Language Program. The initiative delivers four-year-old kindergarten programs in a language other than English.
fkaCS is a recognised provider for the Victorian Kindergarten Quality Improvement Program (KQIP), supporting kindergarten providers in engaging in continuous improvement practices to meet the National Quality Standard (NQS) and Victorian Early Years Learning and Development Framework (VEYLDF).
Thank you for your support and guidance, it was very much appreciated. fkaCS has always been such a great support for the service in many capacities, and the support from your team and you has been great. Thank you for all you are doing in that space to support inclusion!
The training was exceptionally informative and greatly enhanced our understanding of the Reflective Practice Toolkit. It provided valuable insights into using the toolkit effectively and applying it in daily practices. Group discussions were especially helpful, allowing real-time application of the toolkit’s concepts.
My coaching experience with Samantha has allowed me to critically reflect on my practices and make change accordingly. It has allowed me to grow as an ECT, to believe in myself and become more confident in my pedagogical approaches.
I am grateful to my teaching mentor Kath, for her unwavering support and guidance. Her insightful reflections on my everyday classroom practices have been invaluable in helping me grow as a teacher. Kath provided the resources and encouragement I needed, fostering a more reflecting and effective teaching approach.
My journey has evolved during this time from being a teacher to being a centre manager. As a centre manager in childcare, my coaching experience has significantly enhanced my ability to effectively lead and mentor my staff.
