Some of our most meaningful partnerships start with a conversation—one that begins with children and families at the centre and stretches outwards to the systems and structures that support them. Our partnership with Melbourne City Mission (MCM) is one of those conversations - and one that continues to deepen, evolve and make a real difference.
At ECMS, we believe that high-quality early education is made stronger through connection. That’s why our ongoing collaboration with MCM is such a powerful one - because it’s not just about what we do, it’s about how we do it together. And it’s delivering outcomes that matter.
Who is MCM and what do they do?
MCM is a respected community organisation with a long history of supporting children and families. Their Early Childhood Intervention Services (ECIS) team provides NDIS-funded support to children under ten years with disability or developmental delay. The team includes speech pathologists, occupational therapists and psychologists—experts in their fields—who work with families in places where children live, learn and play.
Crucially, they work under a key worker model, assigning one consistent practitioner to each family who can then draw on a team of specialists. This approach helps families feel less overwhelmed, providing a steady, trusted relationship that simplifies support at a time when things can feel very complex.
As MCM Team Leader Brooke Dawson explains, “Rather than families feeling they need to navigate a cast of thousands, they have one person—one consistent support—who is there to walk the journey with them.”
How does MCM work with ECMS?
Our partnership began through School Readiness Funding (SRF), where ECMS chose to manage our own allied health support instead of opting for a one-size-fits-all model. That decision led us to MCM—not just for what they could offer, but for how aligned our values and ways of working already were.
Together, we co-design supports for each ECMS service, tailoring them to the needs of children, families and educators. We look at what each community needs—be it support around communication, sensory environments, routines or family engagement—and build an annual plan from there. Then, we embed that support through coaching, reflective sessions, modelling and co-working in services, always working alongside educators.
Kathryn Main, our Head of Practice, describes it this way: “We wanted to make sure what we were offering wasn’t just a ‘drop in, do, and leave’ service. It’s about real relationships, coaching, shared language and mutual learning.”
And it works both ways. As Brooke reflects, “We’re learning so much more about the day-to-day challenges and rhythms of educators’ work. It’s made us better therapists, and better at supporting inclusion where it really happens—on the ground.”
How does this partnership support children and families?
When allied health professionals and educators work together in deep, sustained partnership, the results for children and families are transformative.
Together, we’ve created tools and resources that educators actually use—like developmental milestone guides viewed through both trauma and education lenses, ensuring they’re practical, accessible, and aligned with the Early Years Learning Framework (EYLF).
We’ve delivered evidence-based training programs such as Hanen’s Teacher Talk, and design communities of practice that build capacity not just in the moment, but long term. And because MCM team members join our ECMS learning sessions—and vice versa—we’ve created shared language and understanding across sectors that usually operate separately.
This wraparound approach strengthens inclusive practices and builds educator capability—so children are better supported, and families are more confident, connected and seen.
Why does this matter now more than ever?
The early learning landscape is changing, and so are the needs of children and families. Educators are supporting more diverse developmental profiles and increasing complexity. Families are navigating NDIS, waiting lists, and mixed messages. And amidst this, we know that critically inclusive, relational, place-based education is what makes the biggest difference.
This partnership enables us to do just that: to stay responsive, relational and reflective.
“There’s more awareness now of the diversity in children’s needs,” says Brooke. “And families are more open to support—but only when it’s offered with care, clarity, and consistency. That’s what we’re doing together.”
Aligned in values, united in purpose
At ECMS, our pedagogical framework is grounded in inclusion, equity and place-based practice. This partnership reflects and strengthens that foundation. By drawing on MCM’s expertise and building shared approaches together, we’re modelling what it means to be co-educators, co-learners, and co-advocates.
As Kathryn says, “This work isn’t about deliverables. It’s about the doing—together.”
And that’s the heart of it: working together in ways that are thoughtful, authentic and enduring, so that every child—regardless of circumstance—can thrive, grow and belong.