Mother with daughter cuddling

Parental involvement – solving the puzzle

Do parents at your service rush in the door in the morning, handing over a child with tangled hair, a full nappy and a quick goodbye? When it comes to pick up time, are you chasing them down the hallway with an accident report which needs to be signed?  

For many educators, it can feel as though parents don’t have time for the “musts” of being involved in an early childhood education and care (ECEC) service, let alone any of the things you would like, such as input on new policies, or a contribution to the quality improvement plan.  

With life being so busy for families and educators alike, how can services encourage parents to be more involved and engaged?  

Mother and daughter cuddling

Empathy 
Before any of the more practical ideas are put forward, it’s essential for educators and leaders to be empathetic with parents, and try to understand their stress levels, strengths, weaknesses and overall capacity.  

2020 has been a tough year for many, financially and in terms of mental health. Parents are no doubt doing the best they can, and no matter how hard you try, not every parent will want to engage with the service, or be involved.  

One size does not fit all, and so remaining open to new ideas, and being receptive to the feelings of the families in your care is key to getting families on board.  

The personal touch 
Greeting each parent, being sure to say hello, smiling when they drop their child off, and greeting their child/ren can set the tone for engaging them more deeply in the service. It’s a simple gesture, but one which makes parents feel welcome, which can lead to more willingness to engage later on.   

Over time, get to know the parents a little more, perhaps by asking what they did over the weekend, talking about pets, hobbies, passions etc. This leads to more in-depth conversations and deepens the rapport. Asking about things they have talked about previously will solidify the bond.  

Use social media 
Many parents are active on a variety of social media platforms such as Facebook, Instagram, Pinterest etc. Some services shy away from engaging on social media because of privacy concerns, but there are a number of ways to use these platforms without compromising children’s right to privacy.  

Perhaps favourite recipes could be shared, photos of learning environments, recordings (sound only) of children singing, or providing links and suggestions to activities taking place in the local area.  

By adding an interactive element, such as a poll, an “ask me anything” question box, or by offering contests and giveaways, parents are more likely to interact with the social media presence, and increase engagement. 

Communicate 
Many ECEC providers use CCS management software to streamline their processes. Kidsoft joins with integration  partners like KindyhubStorypark and many others to allow services and families to seamlessly communicate, sharing video, pictures, learning and much more, all in real time.

Using platforms such as these helps parents to feel connected to the service, and also to feed information back.  

The old fashioned touch 
Reaching out to families with a “sunshine call” sharing a moment of good news or delight can really lift their spirits and make a long day feel bright. Calling at least one parent a week to relay some good news about their child/ren will leave a smile on your face, and theirs.  

Make “Sunshine” Calls – Reach out with a quick phone call when you see that parents need some cheering up.  Or make a practice of calling at least one parent a week to relay good news. 

(Tip: Keep track of these sunshine calls and make sure each family receives the same amount of calls throughout the year.) 

Invite them in  
When restrictions allow, invite families into the service at various times – before, during and after a standard working day. Setting up activities for the children and families to work through together can be a great way to showcase the important work which happens in your service each day.  

For families who cannot attend the service, perhaps they can work together to make a family poster, filled with photographs, drawings, notes or handprints, to bring something of their family in.   

Families, communities and services all around Australia, and indeed the world, are unique and special places. While some of the advice above may not work for each service, trying many different ideas, and continuing to try and connect, should eventually yield a return.  

Further resources; 
Department of Education, Skills and Employment – Connecting with families? Bringing the EYLF to life in your community.  
Emerging Minds – Engaging with Families and Children  
Community Early Learning Australia – Connecting with Families  

Laughing boy lying on green grass

Turning group time from grumpy to giggles

Laughing boy laying on green grass

Tips and tricks for successful group times

When it comes to bringing the whole group of children together at various points in the day – to listen to a story, to put on sunscreen, or to transition from one activity to another – educator views are divided.  

Some educators insist that group time is a must – after all, if the children don’t practice how to sit still and pay attention, what will happen when they go to school?  

Other educators believe that children shouldn’t be forced to participate in any activity which doesn’t capture their interest, and that, if the group time is interesting enough, the children will be drawn to joining in.  

Rightly or wrongly, and for a variety of reasons, there will be times in the early childhood day when it is necessary to bring the whole group together, for a variety of reasons… so how can “group time” be done in a way that supports children’s rights?

Know your audience 
Each early childhood setting, and each group of children within that setting, has different needs. These needs grow and change with time, and can shift more than once within a day. The presence or absence of a lunch time sleep, socks that don’t fit quite right, or bigger problems, such as worrying about whether or not a parent will return can all weigh on the mind of a child.  

Most children, particularly those with additional needs, will respond well to routine, consistency and predictability. Using visual aids, such as a storyboard, liquid timer or other sequencing tools can help children know that group time has a defined beginning, middle and end.  

Comfortable group times might need cushions instead of scratchy mats on little legs. Music might need to be softer, lights less bright. Consider the positioning of the children during group time – are they staring into bright sunlight? Getting too hot under a heater? Environmental conditions can make it difficult to focus.  

Be like a Boy Scout, and come prepared! 
Rather than gathering all the children into the group time space, and then frantically trying to remember how the tune for Mr Clicketty Cane goes, do some pre-planning.  

How will you gather the children to the group time space? A sound? A song? A signal? Transitions are important – think about how group time will start and finish.  

Once the children have gathered, have you got a way to keep them engaged? Will you sing? What song? Will you read a story? Which book? Are you going to give them each something to hold while you sing – a scarf, tambourine or maracas? If so, do you have enough for everyone? How will you handle the disappointment if someone doesn’t get their preferred choice?  

Most importantly, what’s your plan B, in the event children lose interest? If something isn’t working, taking too long, or otherwise holding group time up, what will you do instead? 

Go for gold, but know your goal 
Perhaps the most important consideration in any group time experience is “who is advantaged and who is disadvantaged when I work this way, and why?” – you may recognise this reflective question from the approved learning frameworks.  

Questions such as these encourage educators to think more deeply about their practices. Group times might be great for the educators – they allow one educator to keep the whole group in one space, while others re-set the room, put out beds, or tidy up after lunch – but do they serve the needs of the children?  

Is it necessary to have a group time every day? Could routine tasks such as applying sunscreen be achieved in any other way?  

When evaluating the use of group time in a service, using the lens of the child may help.  

Further resources:
Early Childhood Australia – Small Group Time Vignette  
Phoenix Support for Educators – How do I ‘manage’ children’s behaviour during group time? 
Early Childhood Australia – Perspectives on Group Time 

children playing in trees

Sustainability – without the sadness

children climbing trees

With recent research finding that children’s relationships with nature are complex, and that feeling a strong sense of connection to nature can also generate negative emotions linked with environmental issues such as climate change, educators are faced with a dilemma – how to educate for a changing world, without upsetting children about the world they stand to inherit?  

Speaking to children about complex environmental issues such as drought, fires, and climate change needs to be done in a delicate way, which educates without overwhelming. 

Early childhood expert, Dr Sue Elliot, has said that at the heart of all sustainability education needs to lie the concept that change is possible. These changes can be small – such as turning off the lights when we leave a room – but, when added together, create a movement which has a big impact. 

There are many ways that children can be involved in contributing to their world and acting for a more sustainable future, including:  

  • Using recyclable materials where possible. 
  • Encouraging children to use half flush on the toilets, 
  • Encouraging children to turn the water off when they have washed their hands, 
  • Encouraging children to recycle paper and rubbish within their rooms, at home and when in the wider community, 
  • Talking with the children about electricity and encouraging them to turn off lights, 
  • Educating children in the natural decomposition cycle through exposure and participation in worm farms and composting food scraps, 
  • Educating children and having them participate in ‘garden to plate’ activities i.e. seed sprouting, weeding, vegetable gardens, cooking amongst other activities, 
  • Educating children in how to care for pets and letting them actively participate in caring for the Centre pet, 
  • Educating children on caring for plants and our waterways i.e. recycling water etc 

Children can also take part in attending rallies or protests, writing to local members about issues, or inviting members of the community into their settings to view sustainability in action.  

Helping children to take appropriate action in response to sustainability concerns can help them to feel less helpless and hopeless. Actions taken in response to children’s concerns about sustainability need to be age-appropriate, practical and achievable, and ideally, help them to see the impact of their decisions.  

Further resources:
Child Australia – Climbing the little green steps 
Early Childhood Australia – Early childhood environmental education – making it mainstream 
Shellharbour Council – A sustainability resource kit for educators   

Smiling baby with balloon

But they can’t talk! Programming tips for pre-verbal children

One of the most common concerns from educators when they find they will be working with children under the age of two years is how they will follow children’s interests and plan for an emergent curriculum when the children can’t talk, and tell educators what is interesting for them.

Smiling baby with balloon

Here, the thinking of Reggio Emila’s educators might be supportive. Loris Malaguzzi is best known for his instrumental role in creating, developing and refining the Reggio Emilia approach, a child centred way of educating and caring for children which views children as competent and capable individuals with an ability and desire to construct their own knowledge.

Malaguzzi wrote a poem – the Hundred Languages – which talks about the hundreds of ways in which children communicate their ideas, beliefs, interests and desires, all without saying a word.

From the roots of this poem, the pedagogical strategy for the construction of concepts and the consolidation of understandings came about.

Although verbal language and expression is recognised as being very important in communicating with children, there are many other ways of communication.

Babies communicate from birth, and a born hardwired to make connections with their caregivers. They use sounds, such as grunts, cry’s, coos and squeals, facial expressions such as smiles and grimaces, and gestures and body movements, such as pointing, or waving their arms and legs with excitement.

This communication grows when babies see that their actions elicit a response from their caregivers, and they quickly learn to refine their communication skills to work with the adults around them to get their needs met.

Using communication to support programming
Understanding that communication can take place without a word ever being said, how can educators use non verbal communication to program for babies?

When working with very young children in particular, a lot of the focus is on care, and meeting immediate needs for food, sleep and comfort. For infants especially, much of a day in an education and care setting may be taken up with nappy changes, feeding and settling to sleep.

Even in these routine times, however, there is space to make connections.

When changing a nappy, for example, is baby looking up at a mobile? Does baby feel more comforted when they have something in their hands? Are they practicing a new skill, such as rolling over?

When you said “there you are, a nice clean nappy!” did baby smile in response? All of these moments are opportunities for reflection, communication, observation and ideas for next week’s plan.

You might change up the texture of what baby is given to hold – adding something crinkly, or perhaps something smooth? You may sing a different song, or change the mobile hanging above baby’s head.

What can you look for?
Some of the elements an educator may choose to look for, observe, and program about when working with pre-verbal infants and toddlers include:

  • Changes in behaviour
  • Strengths
  • Developmental milestones – such as sitting, walking, wiping their own face etc
  • Interests – what makes their eyes light up? Do they have a favourite toy or meal?
  • Changes in routine – have they dropped a nap? Do they now engage more with stories?
  • Interactions with others – educators, other children in the room, special visitors?
  • Gestures and facial expressions
  • Movements and responses to music and to art
  • Sensory experiences such as engaging with grass, touching different surfaces etc.

While working with children who cannot verbalise their interests may seem a challenge at first, if you take the time to stop and listen, babies have a lot to say!

Further resources:
ECA Learning Hub – Engaging with Babies and Toddlers
First Things First – Mirror Play
ECA Learning Hub – Babies and Toddlers Amazing Learners

Beautiful mother and daughter watch something funny on tablet computer, connected to wireless internet, spend free time in bedroom, have surprised happy expression. People and leisure concept

Kindyhub and Kidsoft Team Up

We’re thrilled to announce our latest API offering with Kindyhub, an innovative communication platform which enables educators to simplify and streamline documentation, enhance communication with parents, in-turn improving children’s learning outcomes.

“The decision to work with Kindyhub has come from the desire to present a best-of-breed solution for our customers.” Di Girvin from Kidsoft explains. “Partnering with complimentary software solutions and businesses will enable Kidsoft to focus on the continuous development and improvement of our product offering, allowing us to focus on what we do best, whilst still providing our customers with an unrivalled complete tech stack to deliver a best in class service to their families.”

Services using Kindyhub for their family engagement, child portfolios and planning can now take advantage of our seamless system integration; a best-in-class communication and CSS Management stack with a single API, saving you a number of hours of manual data entry.

The new integration requires services to only input child / parent information into one system, removing the need for double entry. When a new child commences at your service, and their information is entered into Kidsoft, Kindyhub will automatically synchronise the information. When you update a child’s profile within Kidsoft this too will pull through to the Kindyhub app.

For all bookings, including casual, the child will automatically be marked as present in Kindyhub on the day ensuring they receive any relevant room reports.

These initial features will be added to in time with further integration enhancements planned to achieve a more streamlined experience. 

How does the integration work?

Once the integration is live you will only need to update the children and parent details in Kidsoft, this will automatically sync in your Kindyhub account.

Names are copied over in proper casing for easy readibility.

You will see a notification at the top of your Kindyhub page to advise child profile changes must be made in Kidsoft.

The data between Kidsoft and Kindyhub sync’s every hour.

Kindyhub runs a connection in the background to match up names from both services. If a nickname is present in Kidsoft this is the name that will be displayed in Kindyhub.

If a child’s name does not match up, you can use the mapping screen to associate two child records in each system.

You will make the change in Kidsoft first and confirm the exit date. Once the child’s profile has an exit date, the Kindyhub system will automatically deactivate that child’s account.

Yes. Once a child has been confirmed as absent in Kidsoft this will automatically sync with Kindyhub, therefor Parent’s will not receive the daily updates from that day.

Interested in Kindyhub?

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Exclusive Offer - 12 months FREE Kindyhub

As a certified Kidsoft partner Kindyhub is delighted to offer Kidsoft customers, that currently do not use Kindyhub, 12 months FREE Kindyhub access.
*Conditions Apply

Kindyhub is a certified Kidsoft partner. Kindyhub enables educators to simplify and streamline documentation, enhance communication with parents, in-turn improving children’s learning outcomes. Learn more about Kindyhub and how they can assist your business by clicking here.

C&K Logo

C&K confirms partnership with Kidsoft for another two years

Happy girl and teacher having fun in nursery

This week C&K (The Creche and Kindergarten Association Limited) announced their continued partnership with childcare management software provider Kidsoft, renewing their subscription across their portfolio of kindergartens and childcare centres for the 8th and 9th year.

For 113 years, C&K has cared for and educated over one million children and is Queensland’s pre-eminent provider of early education and care.

“We have over 350 kindergarten and childcare centres throughout Queensland, and as a not-for-profit, children come first in everything we do.” said C&K CFO, Mark Stones.

“C&K have been successfully using Kidsoft as our childcare management software tool and payment gateway since 2013 across all of our centres, and we’re excited to continue our partnership.  The Kidsoft platform supports day-to-day management efficiencies and assists with CCS requirements – simplifying and streamlining our operational processes.”

Australian owned and operated Kidsoft is a cloud-based CCS Childcare Management solution. The software offers a range of integrated tools including parent solutions, secure payment gateway, enrolment tools, attendance tracking and booking management in addition to an ever-increasing list of public APIs allowing customers to integrate with more platforms than just the Kidsoft ecosystem.

Kidsoft CFO, Di Girvin said, “We’re delighted that 2020 will see Kidsoft continuing to work alongside C&K. It has been a positive partnership since day one with both organisations developing over this period of time. In particular the Kidsoft product continually innovating to deliver functional features tailored to the feedback and needs of our customers.”

In the ever-changing landscape of today’s childcare sector, partnerships such as the one between C&K and Kidsoft are crucial to success. It’s imperative that to build longevity and to create best of breed childcare centres that put children first, a collaborative approach with experts in this space is necessary. It not only allows childcare centres to focus on what they do best but also provides peace of mind to both educators and families.

About C&K
For 113 years, C&K (The Creche and Kindergarten Association Limited) has cared for and educated over one million children and is Queensland’s pre-eminent provider of early education and care. C&K have over 350 kindergarten and childcare centres throughout Queensland, and as a not-for-profit, children come first in everything they do.
www.candk.asn.au

Corrinne Cloake

Corrinne Cloake, Dennison Street Early Learning Centre

The childcare industry has a number of beautiful people that have made a career out of what is clearly a passion; the early education and care of children. For many this extends into relationships with students that span from childhood into early adulthood. Corrinne from Denison Street Early Learning Centre is one such person. A career spanning some 22 years her very first students, who are now in their early 20’s, are now sending their children to be cared for by Corrinne and the team at her centre. Kidsoft caught up with Corrinne to get an insight into some of the highlights of her career over the years.

Corrinne Cloake

What initially attracted you to a career in childcare?
If you love what you do, you’ll never work a day in your life – as the quote goes. I found my calling with children and couldn’t imagine another career.

Tell us a little about Denison Street Early Learning Centre and your role there.
I have been with Denison Street for 20 years this year in October. I have worked my way through the ranks from room leader, to Director over a five year period, and studied my Bachelor of teaching to allow the centre to increase occupancy from 38 when I originally started to the 58 that we have today. I have been involved in building a community which I am proud of, I’ve worked through building and backyard renovations, changes and extensions as well as management and software changes.  

Gosh – that’s a lot of children over the years, some 1,000+! Do you still see any of them within your community? Your first year students would be in their early adulthood now.
This year we have 90 families and 120 children in our care. I am still in touch with a number of my children. One of the little girls I had in my first toddler room is now sending her daughter to Denison Street, so I’m now looking after her. Another family of ours is sending their sixth child to Denison Street. The children from when I first started are turning 18-21 this year!

I suspect this is rare for you, but if you had a full day off what would you do with it?
(insert laughing face!)  Try to link it to a weekend and have a weekend away.

What’s been taking up your days of late?
COVID – emotional and anxious educators and families. General chaos. 

How do you feel moving back to CCS will go, how are you preparing as a service?
I have to say everything Kidsoft is doing in the back end has been incredibly helpful as it saves us valuable time. I was talking to our operations manager and we were discussing how it had taken away a lot of things we would have previously had to worry about. 

We don’t have a crystal ball which is tough for planning as we’re not sure if families will come back as per their days pre COVID or if we should plan for a worst case scenario which would see 5-6 spots per day free. The questions that then come up are how does that affect us from a staffing level? We could be lucky and it all goes back to normal.

What is the most difficult part of your job?
Balancing all the roles (different hats) throughout the day depending on the given situation.

And what is the most rewarding?
Having amazing relationships within the Centre (children, families and educators) as well as the wide network I have within our local area. 

What drove the decision for Denison Street Early Learning Centre to look at changing CCS software providers?
Now that’s a long story! We originally had Squirrel and found it too hard to use and the software clunky. We then had a change of management companies and changed software providers to Qikkids. Qikkids did what we needed. We then had another management change, where I took on the role as Director and had the choice to change to Kidsoft or stay with Qikkids. I was initially opposed to Kidsoft knowing and having worked with the previous version. After some very in depth conversations with Peta from the Kidsoft team, and a trial we made the switch and haven’t looked back.

What has been your favourite thing about working with Kidsoft?
The people behind the product. They make it! Peta and Cassie (in recent years) have been amazing to work with. I am also happy that changes are made to suit the users, and that the Kidsoft team (whether it’s the developers or the rest of the team) are on track with current requirements and ease of use. 

How would you describe your upbringing?
Happy. I was raised in a nuclear family, my parents are still together and will be celebrating 43 years of marriage this year. I didn’t have things handed to me, I had help when needed but worked for what I wanted and that made the success all the better. 

43 years, that’s amazing, and such an achievement! Are you married? Do you have children?
Yes, I’ve been married since 2011 and we have a daughter. Our baby turns eight this month. She was in our care at Denison Street as I went to work full time from when she was five months old. She did a day to two days a week before school and as you can imagine is now part of the family.

Who would you say was your role model growing up?
Growing up – definitely my parents, and their strong work ethic.

And today, has it changed?
I gained a mentor in the industry when I started at Denison Street, he was the owner. Wolfgang inspired me to not only do better but to be better. To take challenges and learn from it, and to search for answers if I couldn’t find them elsewhere. He had a business sense that I haven’t seen rivalled and I learnt a lot from him.

What inspires you?
Loyalty and doing good for good sake. 

What’s your vice…
Sweet or savoury – Sweet
Caffeine, wine, Netflix binge and a good book trilogy.

Corrinne Cloake is the Director at Denison Street Early Learning Centre, a customer of Kidsoft since 2015.

Little boy pointing at his brother drawing whilst sitting on dad's lap

How To Make The Transition Back To School As Easy As Possible

How To Make The Transition Back To School As Easy As Possible

You know the feeling when you come off a roller-coaster and your body thinks you’re still moving? Coming out of lockdown and getting the kids back to school will feel like that. 

For some of us, this is good news – we need to get back to a routine, earn money and to stop ourselves from going crazy, but the big question is: are our children safe? Feeling safe is a basic human need – if we don’t feel safe, we resort to one of three emotional responses: fight the enemy, run from the enemy, or freeze, hoping the enemy will disappear! But Covid-19 will be around for a while yet.

Dust off your SUPER PARENT cape
A phased return may reduce some of the health risks because lower numbers will mean reduced contact, but a school environment still presents some risks, especially for young people with autistic or ADHD type additional needs. Here are seven savvy suggestions that may help:

#1. Talk positively to your child about returning to school. If you’re worried or angry about the decision, your mood will transfer to your kids, possibly creating anxiety issues in the future.

#2. Listen to your child’s fears. Are they worried about catching a virus, or a family member getting ill? If they’ve been bereaved during this period you may wish to consider some child-focused therapy to help them manage their feelings of grief and loss. If your child has enjoyed being at home and is nervous about going back to school, try to start the conversation about re-starting school as soon as possible. If you’ve had an awful lockdown experience, consider telling a teacher or school counsellor in confidence.

#3. Plan Together. Transition techniques: ‘First… & Then.’ Switching brain activity between different tasks can be challenging for autistic or ADHD kids. The First and Then technique help you explain with pictures or simple words, what’s happening now and what is coming next. “First you were at home during lockdown, then you will go back to school to see your favourite teacher/friends again.” Discuss school memories together, encourage your child to chat to their school chums about going back, making it a shared experience. List the positives of going back to school.

#4. Changing body clock. Sleeping and eating patterns have been disrupted during lockdown: kids may have been staying up late or sleeping in, been on screens for too long. They’re tired and wired. They may have missed key weekly activities and sports. Kids with ADHD may have been on and off their meds as you’ve struggled to cope with their energy levels. If your kid wears braces like mine, we’ve done home dentistry – most of the sterilising brandy went down my neck. Just as their body clock is adjusting to lockdown, the routine is changing again, which is stressful for everyone. Try creeping bedtime forward by fifteen minutes or encouraging them to wake up slightly earlier – it will make back to school a bit less of a shock.

#5. Dealing with trauma. The biggest issue by far is how our youngest people will cope with the collective trauma of a world that has changed. The anxiety of a hidden virus with no cure or being locked indoors in a difficult family situation will have been deeply troubling for some children. We can help our children by encouraging them to be kind and considerate citizens, talking to them about our sameness rather than our differences, encourage them to feel proud of their school community and not to spit or cough at each other or the teachers. Teachers, especially those who are parents or carers themselves, have the huge responsibility of getting our children back into learning after a long time away from the classroom. I have developed the CALM model to make it easier:

C – collaborative
A – adjustments
L – low stimulus
M – monitoring

Collaborate
Parents, teachers, specialists and children working together to help our children feel safe, confident and supported and more likely to apart and learn.

Adjustments
Adjustments or reasonable adjustments are adaptations to the school day that children with special educational needs are legally entitled to. Your child’s Education and Health Care plan is a good place to look at what Covid-19 era adaptations they may need, such as extra time for hand-washing or supervised access to hand-sanitiser.

Low Stimulus
Covid-19 era children will display a variety of anxiety signs at school. Schools may need to develop a designated ‘transition zone’ where anxious, or over-stimulated children can acclimatise to the school environment in a calm space and check-in with a member of staff.

Monitor
Hopefully, teachers are already in regular dialogue with their pupils. Once the children are back, teachers and parents will need to monitor children’s progress closely – remembering to keep CALM.

Article by Suzy Rowland, founder of the #happyinschool project, for My Baba

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Kidsoft Onboarding Process

The roadmap for launching Kidsoft in your centre.
A bespoke, seamless migration process to ensure minimal downtime to your business.

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Phase One
Onboarding Workshop
Introduction to your customer success consultant. Together you will create a bespoke onboarding and training plan that meets your centres needs.

Onboarding Program
Your consultant will take you and your team through how to configure Kidsoft for your centre.

Phase Two
Data Migration
Importation of data by the Kidsoft team. Proofing and validation by centre.

Kidsoft LIVE

Phase Three
Staff Training
A dedicated Kidsoft consultant will be on hand in your first few days to ensure you and your team become super users through one on one training, group sessions, and webinars.

Guardian Onboarding
Email communications and guides.

Phase Four
Ongoing Support
Kidsoft dedicated Customer Success team are available to contact 5 days a week for any questions you may have, or just a chat!
Additional resources can be found in the form of written guides, video tutorials and regular masterclasses and events with our community to ensure your centre is getting the most out of the platform.

For more advice, or assistance please don’t hesitate to reach out to our Customer Support team.

Side view of Smiling brunette woman sitting by the table

More CCM solutions with Kidsoft Child Care CRM

Is your centre full? If not are you wondering why?
With Kidsoft Child Care CRM you can easily follow up those enquiries that are potential customers. With Kidsoft Child Care CRM your business will become a hub of professionalism as admins can communicate more efficiently with parents and guardians, marketing becomes a non headache process and enquiries will be converted into enrolment. As a web based CRM, information can be collected easily so the sales process can be faster  as registrations become much easier for parents and guardians on the hop. Using our CRM will prevent those valuable enquiries slipping through the net. In any sales environment you must act on an enquiry as soon as possible, this really is a great centre sales and marketing solution.

More about Kidsoft Child Care CRM
Can you be really sure that the staff who take enquiries communicate effectively with parents and guardians? Another aspect of our CRM is the Child Care CRM prompts that work on every aspect of information that should be included in response messages.

Marketing can be an expensive process so it is important to put your dollars into efficient use. With this CRM you can track your leads, gain information like age groups, track FTE’s revenue, see waiting lists and also study other data that provides vital industry based metrics.

Whoever is employed in your centre to work in this area then all members will be able to see all information through the sharing stream. This avoids any miscommunication through employees and gives the enquirer an efficient service.

To avoid any staff member sending an email that may be interpreted in the wrong way i.e (not everyone has a marketing mind) we have an inbuilt automated process which is essential for any strategic ongoing marketing plan.

Finally, can you check your conversion rates from any of your promotions from last year? Another vital component of our Child Care CRM is that it can search back through the history and filter important data where decisions need to be made and you can see what needs to be improved.

For any further information on the Kidsoft Child Care CRM please don’t hesitate contact us.