NATIONAL CONFERENCEADELAIDE 2008March 16,17 & 18

Transition to SchoolAshmont Public School Kinderstart

Mark CrouchNSW 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 DataKinderstart 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 SchoolAshmont Public School Kinderstart

Recipient of a 2007 Dare To Lead National Achievement Award

Mark CrouchNSW Dare To Lead Coordinator

markc@apapdc.edu.au