Building a Learning and Evaluation System
August 2026
Evaluating the social, economic and developmental impact of Thriving Kids is critical for shaping how foundational supports are delivered. Effective reporting and evaluation is recognised as an essential enabler of Thriving Kids as identified in the National Agreement.
The seventh issue of the Implementing Thriving Kids series supports the notion that evaluation should be built around the decisions and questions governments, services and families need answered — not around what's easy to count.
A Thriving Kids learning system should put children and families first. It should be:
- built around outcomes that matter to children and families
- attentive to who is and isn’t reached, and responsive to those facing greater barriers
- grounded in Aboriginal community-controlled leadership and community-driven design
- using data, evidence and lived experience to keep improving, not just to report.
Related resources from the Centre
December 2025
This report presents the impact of the second phase of RSTO ‘RSTO 2.0’ from 2022-2025. It provides:
- the emerging findings and learnings on the implementation of RSTO initiative
- recommendations for future directions. The report draws on mixed-methods and a descriptive analysis approach using available qualitative and quantitative data collected by RSTO and ARTD Consultants to answer five key evaluation questions.
Restacking the Odds is an initiative of the Centre for Community Child Health at the Murdoch Children's Research Institute, Social Ventures Australia and Bain & Company. The team works with local early years partnerships to build a stronger stack of early years services using actionable data.
February 2026
Authors: Elodie O'Connor, Jacqui McCann, Olivia Hilton, Sarah Gray, Alex Fischer, Lynne Millar and Sharon Goldfeld
This paper proposes an early years data logic – a structured approach that signposts what data are needed, for what purpose and how data can be used. Anchored in principles of equity, precision, access, evidence and utility, and supported by good data governance, the logic aims to provide a roadmap that ensures the right data are in the right hands at the right time for the right purpose. It makes clear why data are collected and how data can be used to drive change.
Changing Children’s Chances focuses on the need for precision policy to address the growing inequity Australian children face.
Drawing on the critical thinking of multidisciplinary leaders across economics, health, education, social care, legislation and policy, the team converges on the ‘thinking and doing’ that can and should inform the early years policy and research agenda for Australia.
October 2025
MCRI's submission ncluding responses to the Inquiry Terms of Reference.
May 2025
Authors: Moore T., Imms, C., Luscombe, D., SNAICC authors, Bonyhady, B, Dimmock, K., Deane, K, D’Aprano, A., & Kakoschke-Moore, S.
The National Best Practice Framework for Early Childhood Intervention describes what high-quality evidence-informed support looks like. The Framework provides guidance for parents, caregivers and professionals on what works best to support children (aged up to 9 years) with developmental concerns, delay or disability, so they can thrive.
March 2026
Authors: Sarah Gray, Shuaijun Guo, Meredith O'Connor, Elodie O'Connor, Katrina Williams, Hannah Badland, Susan Woolfenden, Josie Dickerson, Gerry Redmond, Marnie Downes, Sharon R. Goldfeld
This article explores how linked administrative data support timely, precise, agile and coordinated policy responses and monitor their impact. The authors outline conditions needed to realise this potential, including sustained cross-sector data infrastructure, analytic capability and increased efforts to translate evidence into action.
This article argues linked administrative data can inform pathways to more equitable child health and, with investment, help deliver on lasting returns for children, families and society.
Changing Children’s Chances focuses on the need for precision policy to address the growing inequity Australian children face.
Drawing on the critical thinking of multidisciplinary leaders across economics, health, education, social care, legislation and policy, the team converges on the ‘thinking and doing’ that can and should inform the early years policy and research agenda for Australia.