How accessible do families find basic services and community support services?

 How does the program reflect family interests and funds of knowledge (e.g. study, sport,  travel, house and garden, community events)?

 How does the setting respond to diverse family values (e.g. ‘clean’ play, challenging  stereotypes [‘race’, gender, ability] kinship and importance of family)?

  How do the setting’s communication, management, pedagogical and curriculum practices  cater for varying family contributions to the setting program (e.g. time, energy, talent and  presence)? 

How are families supported to participate?