Step 2: Development of concept
Before reaching this step, stakeholders should have:
This step involves:
This step involves translating market insights and site opportunities into a concrete vision for the co-located ECEC service. The concept development process establishes the foundational framework for the project, including service delivery models, physical design parameters,
partnership structures, and integration strategies with the broader community context.
This stage focuses on creating a comprehensive project concept that balances community needs, stakeholder interests, regulatory requirements, and commercial viability while considering the specific characteristics of the regional NSW location.
“Looking at the planned child care facility size & retail space this will not only allow local families to regain entry back into the workforce with the service accommodating children 2 years and under which only a handful of services of the local area accommodate but these new spaces will also provide a large employment opportunity in our community.”
– Resident submission to mixed use development in Ulladulla
Step 2: Journey Map
Further resources
Use these supplementary resources to help guide your actions throughout the development of concept step.
How do you conduct effective stakeholder management?
Use the following links:
- Regional Communities Consultation Guide (pdf file) – NSW Government
- Regional Communities Consultation Guide (web link)
What are the best practices for community consultation in NSW?
- Engage early and continuously: begin consultation at the earliest project stages and maintain engagement throughout the lifecycle, not just at approval points.
- Define purpose and scope clearly: clearly articulate the objectives, scope, and boundaries of the consultation. Let stakeholders know what is up for discussion and what decisions have already been
- Identify and map stakeholders: systematically identify all relevant groups, including local residents, Aboriginal communities, business owners, service providers, and hard-to-reach or vulnerable
- Tailor methods to local context: use a mix of engagement methods (face-to-face meetings, online surveys, drop-in sessions, workshops, written submissions) suited to the community’s preferences, digital access, and cultural context. This often means prioritising in-person and informal channels alongside digital tools.
- Prioritise accessibility and inclusion: make participation easy and barrier-free: provide information in plain language, offer interpreters or translated materials, ensure venues are accessible, and schedule events at convenient times. Actively seek out underrepresented groups.
- Build and maintain relationships: invest in long-term relationship building, not just one- off interactions. Leverage local networks, community leaders, and trusted intermediaries to foster ongoing dialogue and
- Be transparent and manage expectations: clearly communicate how input will be used, what influence the community has, and any constraints (legal, financial, technical).
- Close the feedback loop: after consultation, report back to participants on what was heard, how it was considered, and what decisions resulted.
How do I plan an ECEC service in line with NQS requirements?
Use the following links:
- National Quality Standard – ACECQA
- Guide to the National Quality Framework ACECQA
- NQF Design Considerations for Centre Based Early Childhood Education & Care Services in Multi-storey Buildings
- ACECQA Resources & Projects National Quality Standard (NQS)
- Starting blocks
- National Quality Standard – ACECQA
- The Early Years Learning Framework
- Education and childcare facilities
- Childcare planning guideline
How to use these resources
- During concept design: Use the Guide to the NQF and the NQF Design Considerations sheet to ensure all building and service delivery principles meet or exceed NQS requirements, especially around accessibility, safety, and inclusivity.
- For governance and partnerships: Refer to the NQS standards on governance, leadership, and collaborative partnerships to inform partnership structures and business models.
- For stakeholder engagement: Share the StartingBlocks summary and the ACECQA resource repository with partners and community members to build a shared understanding of quality expectations.
Keep in mind essential supervision requirements, including educator to child ratios:
- The NQF sets out the minimum educator to child ratios and qualification requirements. To be counted in ratio, educators must be working directly with children and hold (or be working towards) an approved qualification.
Centre-based ratios
- From birth to 24 months of age: 1 educator to 4 children
- Over 24 months and less than 36 months of age: 1 educator to 5 children
- Aged 36 months of age or over (not including children over preschool age): 1 educator to 10 children
- Over preschool age: 1 educator to 15 children
Figure 3: Educator to child ratios – Education and Care Services National Regulations (2011)
Please go to our next page: Step 3: Feasibility