Last updated: 28 April 2026
Simple, often free, out-of-the-box ways to broaden your reach in early childhood recruitment
Most childcare centres recruit from the visible market: advertising roles, waiting for applications, and competing with neighbouring services for the same small group of active jobseekers.
The challenge is not a lack of capable educators. It is that many strong educators are not actively applying. They are stable, committed, and selective about when they move.
Expanding your candidate pool is fundamentally a workforce planning decision, not a short-term recruitment tactic.
In our work with Approved Providers and Centre Directors across Australia, we see that services who broaden their approach experience shorter vacancy periods, stronger cultural alignment, and less reactive hiring.
This document sets out practical, ethical, centre-led strategies Approved Providers and Centre Directors can use to broaden their reach and reduce reactive hiring.
1. Re-engage high-quality past applicants
Many services overlook one of the most valuable talent pools available to them: candidates who have previously progressed through interview stages but were not appointed due to timing or contextual factors. These individuals have already demonstrated a level of alignment with your service, both in capability and cultural fit, which significantly reduces hiring risk compared to unknown applicants.
Re-engaging past applicants is not simply an administrative exercise. It is a strategic approach to workforce planning that recognises how candidate circumstances evolve. Factors such as commute, personal commitments, or competing offers often change within six to twelve months, making previously unavailable candidates viable again.
In practice, this requires maintaining structured, ongoing communication rather than relying on reactive outreach when vacancies arise. Services that adopt this approach reduce reliance on job boards and improve both speed and quality of hire. Research into recruitment behaviour consistently shows that passive or semi-passive candidates often demonstrate higher levels of long-term commitment when approached in a considered way (Vandenbroeck et al., 2021).
Where timing has been a consistent barrier, it can also be useful to understand why previous hires or applicants have not stayed. Independent exit interviews can provide additional context before re-engaging candidates or reshaping roles.
2. Conduct internal succession and risk conversations
Services carry informal leadership structures that are not clearly defined or supported. Educators often take on mentoring, guidance, or operational responsibilities without formal recognition, which can lead to both underutilisation and retention risk if not addressed proactively.
Internal succession and risk conversations allow Approved Providers and Centre Directors to identify where capability already exists within the team and where future leadership gaps may emerge. Rather than waiting for vacancies to occur, this approach focuses on understanding who is already contributing beyond their role description and how that contribution can be supported or formalised.
In practice, this may involve redesigning existing roles to include dedicated mentoring time, leadership responsibilities, or structured development pathways. This not only broadens the appeal of the role externally but also strengthens internal retention by recognising and valuing capability already present within the service. Research into early childhood workforce development highlights that clear professional pathways and recognition of leadership capacity are key drivers of retention and job satisfaction (Sims et al., 2022).
3. Redesign roles to widen appeal
Role design is often one of the most overlooked factors influencing recruitment outcomes. Many position descriptions are built around historical structures rather than current workforce realities, which can unintentionally exclude capable educators who are seeking flexibility, balance, or a different type of professional engagement.
Redesigning roles does not mean reducing expectations. It means assessing whether hours, structure, and responsibilities are aligned with the current market and the needs of high-quality candidates. For example, restructuring a full-time role into a four-day position, or incorporating non-contact time for planning and leadership responsibilities, can significantly increase interest without compromising service quality.
This approach requires a shift from viewing roles as fixed to viewing them as adaptable frameworks that can evolve in response to workforce conditions. Research into workforce sustainability in early childhood education highlights that flexible role design, when implemented thoughtfully, supports both attraction and retention while maintaining high standards of practice (Irvine et al., 2021).
4. Build relationships with training organisations upstream
It is possible to focus recruitment efforts on fully qualified educators, overlooking the opportunity to engage with candidates earlier in their professional journey. Building relationships with training organisations allows centres to position themselves as a destination employer before graduates formally enter the workforce.
Engaging upstream does not require complex partnerships. It can be as simple as offering to speak with second-year Diploma students, hosting information sessions, or providing practical insight into what high-quality practice looks like within a centre environment. This early exposure helps shape how emerging educators perceive your service and builds familiarity over time.
In practice, students who have had meaningful early interactions with a centre are more likely to seek out that service when they become job-ready. This approach aligns with broader sector emphasis on professional identity formation and career pathways, which are critical in early childhood workforce development (Sims et al., 2022).
Offer talks or information sessions to second-year Diploma students and partner with ACECQA-approved training providers. This aligns with the sector’s emphasis on quality learning environments and professional pathways.
5. Use value-led content to prompt inbound conversations
High-quality educators are selective about where they work, and many are not actively searching for new roles. Value-led content provides a way to engage this audience without directly advertising positions, instead creating relevance through shared professional challenges and insights.
This approach involves sharing thoughtful, practical reflections on topics such as documentation pressure, educator wellbeing, team culture, or leadership support. The objective is not volume or visibility alone, but resonance. When content reflects real experiences within the sector, it creates a point of connection that can prompt private, low-pressure conversations.
In practice, educators often respond discreetly to content that reflects their own experience, opening dialogue that would not occur through traditional advertising channels. Research into professional engagement highlights that identity, belonging, and alignment play a significant role in career decision-making within early childhood education (Thorpe et al., 2020).
6. Track qualification milestones
Workforce movement in early childhood education is often closely linked to qualification milestones. Completion of a Diploma, Early Childhood Teaching degree, or leadership training frequently prompts educators to reassess their career direction and consider new opportunities.
Tracking these milestones allows services to engage at the point where candidates are naturally reflecting on progression. Rather than approaching educators randomly, this creates a more timely and relevant conversation that aligns with their professional development stage.
In practice, this may involve maintaining awareness of when educators in your broader network are completing study or professional development. Outreach at this point is more likely to be received positively, as it reflects an understanding of their growth and aspirations. Research into career transitions in early childhood education highlights the importance of structured progression points in influencing workforce mobility (Irvine et al., 2021).
Monitor Diploma completions, degrees, and leadership training. National workforce data reflects this transition period across early childhood roles.
7. Use referees to inform future workforce planning
Reference checks are typically used to validate a candidate’s past performance, but they can also provide valuable insight into emerging talent within the broader workforce. Referees often have visibility over team members who are developing leadership capability or may be ready for increased responsibility in the near future.
Approaching reference conversations with a broader workforce lens allows services to gather intelligence beyond the immediate hire. This must always be done ethically and without breaching confidentiality, focusing on general observations rather than direct solicitation.
In practice, a referee may highlight an educator who is beginning to take on mentoring responsibilities or demonstrating leadership potential. This creates an opportunity to build early awareness and potentially engage that individual at the appropriate time. Workforce research highlights the importance of early identification and support of emerging leaders in maintaining service quality and continuity (Vandenbroeck et al., 2021).
8. Engage thoughtfully at professional development events
Professional development events provide a unique opportunity to connect with educators in an environment focused on learning rather than recruitment. Many services attend these events, but few use them as a structured way to build professional relationships over time.
Engagement in this context should be subtle and respectful. The objective is not immediate recruitment, but listening, understanding current challenges, and establishing credibility within the sector. Conversations that begin in a professional development setting often carry greater authenticity than those initiated through job advertisements.
In practice, following up after an event with a thoughtful message referencing the discussion can lead to ongoing professional relationships. Over time, these relationships may evolve into recruitment opportunities when the educator is ready to consider a move. Research into professional communities in early childhood education highlights the role of networks and shared learning environments in shaping career decisions (Sims et al., 2022).
9. Identify career plateau points
Long tenure within a role can indicate stability, but it can also signal a plateau where professional growth has slowed. Educators at this stage may not be actively seeking change, yet may be open to opportunities that offer renewed challenge or progression.
Identifying these plateau points requires a nuanced understanding of workforce dynamics rather than reliance on application data. Educators who have remained in the same role for extended periods without clear progression pathways may be receptive to conversations about leadership development or new responsibilities.
In practice, this may involve approaching experienced Diploma educators with discussions focused on mentoring, Educational Leader pathways, or broader influence within a service. Research into workforce retention highlights that opportunities for growth and recognition are key factors in re-engaging experienced educators and preventing stagnation (Thorpe et al., 2020).
10. Use new hire insight strategically
New employees bring with them a valuable perspective on the broader talent landscape. They often have insight into peers who considered applying for roles but chose not to, as well as individuals who may be capable but lack confidence or visibility.
Capturing this insight requires asking the right questions during onboarding, not simply focusing on the individual hire. This information can help identify potential candidates who may not be reachable through traditional recruitment channels.
In practice, a new educator may mention a colleague who had the capability to apply but did not feel ready or confident. This creates an opportunity for a low-pressure, relationship-based introduction. Research into social networks and employment pathways highlights the role of peer influence in shaping career movement within professional sectors (Irvine et al., 2021).
In some cases, these insights only become fully clear after someone has left. Independent exit interviews can provide a structured way to capture this perspective and identify patterns that may not be visible during hiring alone.
11. Maintain structured professional continuity
Recruitment is often treated as a transactional process, beginning when a vacancy arises and ending when a role is filled. Maintaining professional continuity shifts this mindset toward an ongoing relationship with the workforce, regardless of immediate hiring needs.
This involves staying connected with past applicants, former employees, and broader professional contacts in a consistent and respectful way. Communication should be periodic and relevant, rather than frequent or intrusive, ensuring that the relationship remains positive over time.
In practice, maintaining contact can lead to opportunities reopening when circumstances change, such as relocation or changes in personal commitments. This approach reduces reliance on reactive recruitment and strengthens long-term workforce stability. Research into workforce retention emphasises the importance of ongoing professional connection in supporting mobility and engagement (Vandenbroeck et al., 2021).
12. Commit to annual long-memory outreach
One of the simplest yet most effective strategies for expanding a candidate pool is structured, annual outreach to high-quality individuals who have previously engaged with your service. This “long-memory” approach recognises that timing is often the primary barrier in recruitment, rather than capability or alignment.
Annual outreach provides a natural and non-intrusive way to maintain connection without creating pressure. It signals professionalism and genuine interest, while allowing candidates to engage when their circumstances align with potential opportunities.
In practice, a brief, respectful check-in can lead to conversations that would not have occurred through advertising alone. Over time, this builds a network of known, trusted candidates who are familiar with your service. Research into relationship-based recruitment approaches highlights the importance of sustained, low-pressure engagement in build
Why expanding your candidate pool changes your workforce stability
Centres that rely solely on active applicants are competing within the smallest and most pressured segment of the workforce. This approach limits access to a narrow group of candidates who are often considering multiple opportunities simultaneously, increasing both competition and the likelihood of reactive hiring decisions.
Centres that take a broader approach to their candidate pool create optionality. This optionality allows for more considered decision-making, rather than hiring based on urgency or availability. Over time, this leads to stronger cultural alignment, clearer leadership pathways, and reduced reliance on emergency recruitment processes.
Optionality is not simply about having more candidates. It is about having access to the right candidates at the right time, supported by a deeper understanding of workforce dynamics and long-term planning. Research into early childhood workforce stability highlights that services with structured, forward-looking recruitment approaches experience lower turnover and more consistent team performance (Thorpe et al., 2020).
This is not about poaching or market disruption. It reflects a more mature approach to workforce governance — one that recognises recruitment as an ongoing strategic function rather than a series of isolated transactions.
The services that experience the most stable and high-performing teams are rarely those advertising the most. They are the ones who invest in relationships, anticipate change, and act with intention.
Expanding your candidate pool is not a tactic.
It is a governance mindset.
And governance decisions improve when they are informed by real workforce insight.
Many Approved Providers choose to work with a specialist partner to operationalise this thinking consistently.
If your service is ready to move from reactive hiring to structured workforce strategy, the first step is clarity — and then consistency.
Early Years Talent supports Approved Providers and Centre Directors across Australia with long-term workforce insights and permanent recruitment solutions.
References (2020-2022)
This article draws on current workforce research alongside practical insights from working with Approved Providers and Centre Directors across Australia.
- Irvine, S., Thorpe, K., McDonald, P., Lunn, J. and Sumsion, J. (2021) Money, money, money: A critical review of remuneration and workforce sustainability in early childhood education and care. Journal of Education Policy, 36(3), pp. 343–360.
- Sims, M., Waniganayake, M. and Hadley, F. (2022) Educational leadership and workforce development in early childhood education: A systematic review. Australasian Journal of Early Childhood, 47(2), pp. 123–138.
- Thorpe, K., Jansen, E., Sullivan, V., Irvine, S. and McDonald, P. (2020) Identifying predictors of retention and turnover in the early childhood workforce. Early Childhood Research Quarterly, 52, pp. 163–175.
- Vandenbroeck, M., Urban, M. and Peeters, J. (2021) Pathways to professionalism in early childhood education and care: Towards a European framework. European Early Childhood Education Research Journal, 29(1), pp. 1–15.
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