KindyLinQ demonstrated some promising findings for engaging families and supporting pathways to Kindergarten. Across the 40 sites the maximum number of family registrations was 490 (Term 2) with a minimum of 390 (Term 4) and an average of 10 families per site. The characteristics of the families registered indicated that the program successfully engaged families from diverse backgrounds and those with a higher risk of experiencing developmental vulnerability. On average, schools reported that three-quarters of children registered for KindyLinQ in 2021 were enrolled in Kindergarten programs in 2022.

Despite strong registration and Kindergarten pathways, the target of 50% attendance for all registered families was achieved by only 27.5% of schools and the average attendance per week per school was 42%. Attendance may have been impacted by Covid-19.

The response to KindyLinQ of key stakeholders was overwhelmingly positive with the vast majority expressing high satisfaction and strong valuing of the program. Participating families described a large range of ways in which KindyLinQ was supporting them and providing opportunities for their children through social connection and educational support. Children’s accounts also captured the importance of social connection and enjoyment of learning afforded, with analysis identifying important connections between learning at home and in KindyLinQ. School-based KindyLinQ staff (teachers, Early Years Support Co-ordinators [EYSC] and school leaders) similarly identified satisfaction with the program and its value for social connection and learning.

The data collected indicates that KindyLinQ program is highly feasible. Fidelity with the prespecified program delivery criterion was 97.5% across schools. There were opportunities for improvement in relation to staff qualifications and experience in Early Childhood Education and Care and cultural backgrounds of those in the EYSC role.

Strengths of the KindyLinQ program were the provision of a flexible, play-based program for children facilitated by a teacher; the opportunity for parents to engage in a dual-generational learning model; and the ability to create positive, trusting relationships between families and schools, and links with community organisations, including Kindergarten programs.

Key challenges were the difficulty in recruiting and sustaining attendance of target families; staff resourcing for planning and community engagement; and how to facilitate positive engagement with and between families and the broader community.

Opportunities for program improvement include providing supports and resources for increased promotion of the KindyLinQ program; increased resourcing of staff time and infrastructure; and building community networks for knowledge sharing and enhancing staff capabilities.