NATIONAL CONFERENCE ADELAIDE 2008 March 16,17 & 18 Transition to School Ashmont Public School Kinderstart Mark Crouch NSW Dare To Lead Coordinator

Everyone’s Business Contribution to improvements for Aboriginal students becomes everyone’s business and our major shared priority. Children who make a smooth transition to school are more likely to be successful in their life long learning. Andrew Cappie-Wood, Director General NSW DET, April 2005

Why do we need a special focus on early childhood? Some communities do better than others in raising healthy, well-adjusted children. We must provide some opportunities for all children. Economists are now recognising the huge long-term financial benefits of substantial investment in the early years. Graham Vimpani, Niftey, 2006

Early childhood years are vital! Quality early learning and care experiences from birth lay the foundation for a smooth transition to school, doing well at school and having better life chances more generally National Agenda for Early Childhood 2006

Planned Transition to School programs are preventative and positive in outcomes Children’s early experience sets the stage for their later development in many ways. US studies have suggested that there are substantial savings to be made over longer term from prevention and early intervention programs in early childhood. National Agenda for Early Childhood 2006

Transition should build on children’s learning in early childhood and develop links between prior-to- school and school Children need experiences in the early years that fosters their social, emotional, physical, intellectual, cultural and spiritual development well being National Agenda for Early Childhood 2006

Early Childhood Programs Early childhood education programs should emphasise: Child-centredness Learning through play

Quality prior-to-school programs create strong connections with parents and families They are characterised by appropriate:  Child:Teacher/AEW ratios  Group sizes  Qualified and trained teachers and workers

Factors underpinning successful transition to school programs Involvement of Aboriginal and Torres Strait Islander families relationships and genuine collaboration Positive Learning community Holistic approach Dual focus

Factors which enhance the success of transition Promoting Aboriginal identity Promoting general wellbeing Family involvement Aboriginal Education Worker Leadership team Joint planning

Ten guidelines for effective transition Positive relationships Children are capable learners Orientation verses Transition Resources Stakeholders Well planned Flexible Based on trust and respect Reciprocal communication Context of community Bob Perry, Associate Professor in Education, University of Western Sydney

Challenges to Successful Transition to School Nature of the program Family involvement Communication Transience Reaching children and families who do not access prior-to-school settings Transport

Challenges to Successful Transition to School (cont.) Funding Personnel Organisation Planning and evaluation Curriculum Resources Challenges relating to Aboriginal children with disabilities Simplistic solutions

Effective Transition Programs include at least the following: The development of positive, respectful relationships among all involved Skills, particularly related to numeracy and literacy Promoting a positive sense of Aboriginal identity within the school Issues of general wellbeing for both children and families

Effective Transition programs Establish positive relationships between children, parents and educators Facilitate each child’s development as a capable learner Differentiate between ‘orientation’ and ‘transition’ programs Draw upon dedicated funding resources Involve a range of stakeholdres Establish positive relationships between children, parents and educators Facilitate each child’s development as a capable learner Differentiate between ‘orientation’ and ‘transition’ programs Draw upon dedicated funding resources Involve a range of stakeholdres

Effective Transition Programs (cont) Are well planned and effectively evaluated Are flexible and responsive Are based on mutual respect Rely on reciprocal communication among participants Take into account the context of community, families and children Are well planned and effectively evaluated Are flexible and responsive Are based on mutual respect Rely on reciprocal communication among participants Take into account the context of community, families and children

Ashmont PS - Kinderstart Commenced in 2002 and continued virtually unchanged in 2003 and 2004 Funded through grant from DEST (DEEWR) Employed Casual Teacher Conducted in Term 4 for last 4 weeks of the term (half days week 1 and full days weeks 2,3 & 4) Catered for a maximum of 20 students with priority given to Aboriginal and Torres Strait Islander students Focused on orientation and play activities

Ashmont PS – Kinderstart (cont) Kinderstart Program was extended to 6 weeks An Aboriginal Education Worker (AEW) was employed for the duration of the program A formal Teaching and Learning Program was developed which focused on creative play, socialisation and curriculum Formation of a Kinderstart Committee (AEA, Kinderstart teacher and Kindergarten Teacher) In 2005 the following changes were implemented:

Ashmont PS – Kinderstart (cont) Funded through Schools in Partnership Program extended to 8 weeks (Week 1: 3 half days, Weeks 2: 3 full days and Weeks 4 to 8: full days) AEW employed for all of Term 4 and Term 1 the following year Stronger emphasis on curriculum Emphasis on building relationship with parents, families and community Formation of a Prior to School Committee (Kinderstart teacher, Kindergarten teacher, AEW, Aboriginal teacher, AP, Principal, Aboriginal community member, AECG) Formal evaluation of Kinderstart and community survey In 2006 the following changes were implemented:

Kinderstart was extended to 9 weeks Teacher and AEW employed for 2 weeks prior to commencement of the program and one week after program concluded AEW employed for Terms 1 & 2 the following year Emphasis on the utilisation of other agencies and involvement of Regional DET personnel e.g. literacy and numeracy consultants Greater involvement of Kinderstart in school programs e.g. formal library lessons, visits to Kindergarten classrooms timetabled Development of promotional materials e.g. flyers, fridge magnets, Kindergarten Student Starter Packs & Parent Packs Conducting a formal Kindergarten Graduation Day Ashmont PS – Kinderstart (cont) In 2007 the following changes were implemented:

Kinderstart Expected Outcomes ‘ Kinderstart aims to generate positive outcomes not only for your child, but for you, your family, community members and teachers alike’ Children will: Develop confidence Feel more secure Have a positive attitude to school Meet other children Know what is expected from them Find it easier to separate from family Be familiar with the school environment and routines Be ready for ‘Big School’

Kinderstart Expected Outcomes (cont.) Parents, families and community members will: Meet and communicate with teachers, school executive and office staff Meet other parents and caregivers Be aware of the important role they play in their child’s learning Feel welcome and comfortable in the school Be confident about their child’s entry to school so that so that separation will be easier Develop close links to the school

Kinderstart Expected Outcomes (cont) Teachers and the school will: Gain knowledge of the incoming students Identify children with special needs Establish valuable contacts with parents and community members Provide a positive basis for all students to have a successful entry to school in 2008

Kinderstart Data Kinderstart 2005 Enrolments – 13 (7 Indigenous) Attendance – 81 % (Indigenous 84%) Parent involvement – 39% of parents seen regularly (Indigenous 17%) Kinderstart 2006 Enrolments – 18 (11 Indigenous) Attendance – 89 % (Indigenous 93%) Parent involvement – 58% of parents seen regularly (Indigenous 78%) Kinderstart 2007 Enrolments – 27 (12 Indigenous) Attendance – 97 % (Indigenous 96%) Parent involvement – 89% of parents seen regularly (Indigenous 86%)

Transition to School Ashmont Public School Kinderstart Recipient of a 2007 Dare To Lead National Achievement Award Mark Crouch NSW Dare To Lead Coordinator