6. Whittlesea Youth Commitment / Hume Whittlesea LLEN City of Whittlesea

7. Process for developing the strategy
Middle Years Development Instrument (MDI) –2013 (900+ Gr 5 students) 2014 (600+ Yr 8 students)
A series of forums with representatives from school, community and local government enabled MDI data to be analysed.
Middle Years Reference Group provided opportunities for a cross sector approach to identifying the Vision and key strategic directions.
Targeted consultations with existing networks provided perspectives from service providers on issues for children, young people and their families.
A range of reports, using interviews and focus group discussions with parents, revealed priorities for their children and young people.
Advisory working group guided the compilation of material and writing of the strategy.
5 Domains: Social & emotional development, physical health & well-being, connectedness to adults and peers, school experiences and use of after school time. surveys conducted.
Surveys completed in 2013 by 936 Year 5 students; 2014 by 628 Year 8 students.
Individual school reports and Municipal level reports (comparison between South Australian schools)
Existing networks, such as the Early Years Partnership, Whittlesea Youth Commitment, Whittlesea Transition Network
Advisory working group – City of Whittlesea, School Focused Youth Services and HWLLEN/WYC – guided the compilation of material and writing of the strategy.

8. Middle Years: children and young people aged between 9 – 14 years Transition is not merely transferring from one setting to another, but rather a series of interconnecting processes taking place over an extended period of time.
Risk
This is at a time where there are significant service gaps for this age group.
Opportunity
The middle years provide an invaluable opportunity to empower and support children and young people in their development.
Transition years
Significant physical, social & emotional, neural development and change
Change in relationship with family and peers
Greater autonomy, responsibility and independence
Change from primary to secondary school
Risk Increased vulnerability to a range of emerging risks
Critical time of brain development – extended trauma or stress can affect learning and ability to manage social, emotional and moral changes
Internal and external issues surface including self-esteem, body image, anxiety and depression
Experience of bullying tends to peak
Opportunity
Growing independence presents a rare range of new opportunities
Builds on the significant policy and program investment for the Early Years, and bridges the services gap
Harness an essential prevention and early intervention opportunity
Lay important foundations

9. Ecological perspective & our collective responsibility

10. Vision That all children and young people in the middle years have supportive relationships, a positive sense of self, healthy development, meaningful engagement in learning and connectedness to community.

11. Approach
Supporting children and young people in their middle years, and their families, is a collective approach
Partnership approaches will assist to meet needs more holistically
Adopting a broad view of ‘transitions’ is required to incorporate factors that impact on the wellbeing, development and educational engagement of a child or young person in the middle years.
Implementing practice approaches tailored for the middle years can strengthen the planning and delivery of actions.
Recognising schools as the universal platform for actions.

12. Strategic Direction
Objective
Possible Actions
Continuous dialogue with children & young people in the middle years & their families
Ensure experiences & needs are central in influencing and shaping policy, program & service development
Data
Share information
Engage young people to shape programs & services
Strengthening relationships with family friends & important adults
Nurture strong and safe relationships that support and guide opportunities and challenges
Better accessibility to services
School as universal platform
Strengthen connectedness
Skills for healthy relationships
Healthy development & a positive sense of identity
Support personal and physical development, and nurture positive sense of self
Offer engagement opportunities
Access to positive role models
Develop social & emotional skills
Supporting engagement in learning
Engage in meaningful learning with strong sense of competence and positive connection to school
Transition support
Strengthen early identification Learning styles for disengaged
Life long learning
Opportunities to connect with community
Support for a strong sense of belonging & connectedness to community & place
Involve young people in decision-making
Social and physical infrastructure
Out of school activities

13. Next steps
An advisory group will be supported to address the five strategic directions at an implementation workshop on 17th October and follow-up meeting on 23rd November, 2017.
The implementation workshop will explore:
What is happening, and consider successes, enabling factors, challenges and what is needed to strengthen the actions
Who is required to support actions that are not yet involved
How to maintain momentum and track progress
How the MDI can be used to support the implementation of these action areas.