Strengthening Children’s Outcomes with Maternal Child Health Partnerships at Clare Court and Carlton Learning Precinct

Maternal and Child Health (MCH) nurses are often one of the first supports families access. With 10 regular visits occurring from when the child is first discharged from hospital until they are three and a half years old, Maternal Child Health nurses support families with a range of medical and parenting areas—ranging from breastfeeding support to checking in on how the child is developing. When working together, MCH and early childhood professionals can provide meaningful, coordinated support for children and families.

At our Carlton Learning Precinct (CLP) and Clare Court services, MCH is located on-site. We spoke to Educational Leaders Kim from Clare Court, and Sam from CLP, about the values that their partnership with MCH services brings to their communities.

The value of working alongside MCH

Working in partnership with MCH means children benefit from a broader group of professionals who understand their needs, development and circumstances. Educators bring a deep knowledge of each child’s learning, behaviour and daily routines, while MCH nurses contribute clinical expertise and developmental insight. With family permission, sharing information ensures a clearer, richer picture of each child.

By drawing on complementary expertise, services can respond earlier, more confidently and with greater accuracy to emerging needs. Kim and Sam both note that the co-location of MCH not only provides positive outcomes for children and their families, but it also benefits educators. “Because the nurses are familiar to the team,” says Kim, “it means that our educators have the confidence to build their skills through conversations with the MCH team. They’ll go to them with questions, concerns, or to seek out support for a specific family.”

How partnerships are built and maintained

At CLP, partnerships with MCH are promoted primarily through relationship-building rather than reliance on written material. While flyers and online information are available, the focus is on warm referrals. Educators often walk with families to the MCH office to introduce them personally to the nurses or reception team. These introductions remove uncertainty, ease anxiety and create an immediate sense of welcome.

This approach is supported further through regular pedagogy meetings where leaders discuss available services, share updates and lean on the collective knowledge of the team. With multiple referral pathways in place, an MCH check-up is often the first step for families, opening the door to broader support networks.

At Clare Court, the introduction to MCH begins at enrolment through service tours and orientation conversations. Educators display information about routine check-ups throughout the year, encouraging engagement in an informal way. When families have not engaged with MCH before, educators make face-to-face introductions to help them feel comfortable discussing their child’s development, routine questions or concerns. This is especially helpful for families who may feel unsure or are new to the system—educators see it as a soft entry point, which reduces barriers and builds participation in a really important program.

Building understanding of the MCH role

Because MCH often sits apart from early childhood education and care, many educators may be unfamiliar with the role it can play for families. Kim and Sam both recommend that services engage with the resources available through local councils and state health departments. Even a visit to your local MCH service may provide you with more information which you can share with your families around available programs. These include information on safe sleeping, nutrition, toileting, fussy eating and early identification of concerns. MCH teams are an essential resource for communities, and understanding their role will allow educators to make informed referrals and support families effectively.

This knowledge is particularly valuable when educators feel “stuck” and unsure how best to help a child or family. Being known to the MCH team makes it easier for educators to engage in open, reflective conversations, seek guidance or clarify next steps. These established relationships ensure discussions feel manageable rather than overwhelming.

Examples of partnership in action

Across both Carlton Learning Precinct and Clare Court, many examples illustrate the strength and impact of these collaborative relationships.

For Sam, one example that stands out is how educators are able to support families with keeping children’s immunisations up to date. “When we’ve had families who just can’t get their child to the appointment, we’ve received permission from them for us to take their child” recalls Sam. “This has meant that the child is able to have continuity of care by not losing their subsidy, and that they feel safe at the appointment with a trusted educator.”

Educators frequently consult with MCH nurses to refine curriculum decisions, prepare for sensitive conversations and build confidence in supporting families. This access allows educators to provide clear, consistent messages and ensures that children’s learning and wellbeing remain central.

For Clare Court, collaboration with MCH has been particularly embedded around the way they support vulnerable families. MCH practitioners have worked alongside educators to support an effective enrolment process for families who need additional support. The co-location of MCH and the service has made this process quicker, clearer and far more approachable for families who need it most.

The collaboration between educators and MCH at Clare Court and Carlton Learning Precinct is making a tangible difference to the lives of children and their families. It shows that when we work together, children experience continuity, informed support and a strengthened sense of belonging.

Reflective questions:

• What signs might tell us that a family could use extra support from MCH?
• How do we ensure that families are aware of the different ways MCH can support them?
• How can we empower our educators to feel more confident referring families to MCH?
• What helps families feel safe to share their worries or questions with us?
• What can we learn from this article that could help strengthen our own approach to partnerships?