Timmy’s teacher is concerned about his wellbeing and seeks the views and wishes of his mum to request information from Timmy’s kindergarten to support his transition.

Timmy’s mum agrees that sharing information would give Timmy the best start at school and ensure consistent strategies to support his wellbeing and development.

Timmy’s teacher requests information from his kindergarten using CISS to support Timmy’s wellbeing and transition to school.

Timmy’s kindergarten teacher explains that when Timmy started kindergarten at the age of four, he engaged in concerning behaviours. With the help of an occupational therapist, the kindergarten team identified the triggers for his behaviours and developed strategies to

promote positive engagement, including getting Timmy to join an Auskick team.

After talking to the kindergarten, Timmy’s teacher and his mum work on a plan to support his wellbeing and transition to school. They discuss strategies to apply consistently at school and home and agree on enrolling Timmy in an after-school football club.

• Both services are prescribed information sharing entities under CISS.

• Timmy’s mother supports information-sharing but her consent is not required.

• The services share information to promote Timmy’s wellbeing.

• Information-sharing leads to collaboration and shared strategies.

• Both services keep written records of the information shared.

For detailed information about this case study please download Case studies for early childhood education and care services on the Child Information Sharing Scheme (CISS)