bestchance is placing a strong focus on inclusive leadership as it works to support children and families across Melbourne’s outer suburbs, drawing on the lived experience and professional expertise of its senior team to reflect the communities it serves.
More than 45 per cent of children enrolled in bestchance Early Years services come from households where English is not the primary language spoken. Punjabi is the most common language among these families, making cultural safety and inclusion central considerations in how services are designed and delivered.
Since taking on the role of Board Chair in November 2022, Vic Rajah has been a key advocate for embedding culturally informed perspectives at governance level. He says diversity within leadership helps ensure decisions remain grounded in the real experiences of families using the services.
He points to a Board that brings together professional skills alongside personal cultural insight, allowing strategies and planning to reflect a broad range of needs. For families accessing early years support, that approach aims to create environments where they feel welcomed, understood and supported.
Alongside this governance focus, General Manager of People and Culture Nishma Handa oversees workforce development with a strong emphasis on inclusion. With more than two decades of experience spanning healthcare, education, aged care, community services and early years, she works closely with teams to build workplaces where staff feel valued and heard.
Across bestchance, the workforce represents at least 27 different cultures. Ms Handa says this diversity strengthens the organisation’s ability to understand community needs and respond in ways that are both practical and respectful of cultural differences.
The impact of this approach is visible on the ground. Kritika Sharma, an educator at Bembit Bag-rook Kindergarten in Tarneit, says diverse leadership and staffing directly influence daily practice in early learning settings. She describes an environment where different cultures, languages and family backgrounds are actively acknowledged, helping children feel respected and included from an early age.
Ms Sharma adds that educators are encouraged to share their own identities and learn from colleagues, creating a workplace culture that supports professional growth while fostering a sense of belonging for children and families alike.
For Mr Rajah, representation within leadership remains a core principle. He believes when families see themselves reflected in the organisations supporting their children, trust is easier to build and services are better placed to deliver positive outcomes.
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