Opening the Gates. An integrated model at Doveton College. July 2011

Transcription

1 Opening the Gates An integrated model at Doveton College July 2011 Bretton New, Executive Principal June McLoughlin, Director Family and Children s Services

2 Background In September 2009, Doveton Heights Primary School, Doveton North Primary School, Eumemmerring Primary School and Endeavour Hills Secondary College agreed to establish the Doveton Learning Centre, a birth to year 9 community learning centre The new College is located on the Doveton Heights Primary School site Doveton Heights Primary School and Doveton North Primary School officially merged on 1 January 2010 to form the Doveton Primary School.

3 Background Commonwealth government State government Coleman Foundation First social-government partnership of its type in Victoria

4 Background Early Childhood & P-6 opening January 2012 Years 7-9 January 2013 $A32 million for build has been allocated by the state and federal governments and the Colman Foundation Projected enrolment of 900 children Focus on early intervention -integrated early years and school facilities and services

5 Doveton College Single Governance Model Integrated Family and Children's Centre Prep to Year 9 School Year 10,11,12 at Hallam SC or Dandenong HS Colman Foundation Investment Birth to age 8 Colman Foundation Involvement

6 Why Doveton? Demographics Significant disadvantage in lowest quintile in Victoria High mobility 12.5% 30% less than 20 years of age 2,500 families 70% with children 30% of population attained year 12 education level Less than 4% degree level qualifications Approx 12% unemployed & 14% in full employment Approx 75% health care card holders 48 different languages

7 Why Doveton? Australian Early Development Index data Doveton 32.4% developmentally vulnerable on one or more domains (10% nationally) 21% developmentally vulnerable on two or more domains (3% nationally) Eumemmerring 55% developmentally vulnerable on one or more domains (10% nationally) 35% developmentally vulnerable on two or more domains (3% nationally)

8 SEHQ data 2010 parent responses 40% LOTE 4% Indigenous 31% Asthma 31% General Health concern 33% ongoing health issues 20% dental concerns 38% speech concerns 82% required a vision screen 96% PEDs identified concern 27% identified on thesdq as a concern 38% family issues

9 NAPLAN data 2009 For children attending schools in Dovetonand surrounding areas: They are consistently performing significantly poorer than the Victorian average There are far higher proportions of children performing below the expected level There are far lower proportions of children at or above expected levels These trends follow across the age continuum

10 NAPLAN data 2009 Some examples from NAPLAN outcomes highlight the challenges in Doveton and Eumemmerring: 58% of year 3 and 70% of year 5 s are below the expected level in reading compared to the state average 4% of year 3 and 5% of year fives 74% of year 7 and 84% of year 9 students are below the expected level in numeracy compared to 3% of their Victorian peers

11 Initial local research -CCCH Early childhood reference group Extensive community consultation Local service mapping Draft outcomes framework Draft evaluation methodology

12 What is the community data telling us?.barriers to Learning Poor health and well being Parental capacity low parenting skills Lack of safe secure home environment Child protection issues Drug, alcohol, family violence, mental issues within the family Intergenerational poverty Lack of resources/role models Lack of stable housing Unemployment Disability or developmental delay Education program not addressing need

13 The existing early childhood service system High numbers of families with complex needs often beyond the capability of any single service Demand for support greater than services available Lack of information and clear referral pathways Lack of availability of ongoing intensive support for families Lack of service coordination resulting in families having difficulty accessing services they need Poor linkages between early years services and schools

14 The existing school system Based on traditional teaching methods Low literacy and numeracy levels Poor attendance low retention rates Lack of parental involvement in the school curriculum and other activity Parents don t feel welcome in the classroom Poor physical environments Poor linkages between schools and other services

15 Our Goal Making good teaching happen for every child, every day, in every classroom, is the single most important means by which schools can deliver on their promise to enable all children to learn and achieve at high levels Robert Peterkin, Harvard Graduate School of Education Institute Co-chair

16 Our Aims Serve and engage an entire neighbourhood Engaging an entire neighbourhood helps to achieve three goals: a) it reaches children in numbers significant enough to affect the culture of a community b) it transforms the physical and social environments that impact on children's development c) it creates programs at a scale large enough to meet the local need

17 Our Aims Create a network of support A network of support developed through a school of excellence linked to local service providers can provide: uninterrupted support for children's healthy growth, starting with prenatal programs for parents and finishing when young people go on to further education, training or employment. additional programs that support families in not only raising their children but also in their own educational and employment opportunities

18 Our Aims Work to build community among residents, institutions and stakeholderswho help to create the environment necessary for children's healthy growth and development and families participation in education and work.

19 Our Aims Evaluate program outcomesso that what we are doing is open and transparent and every success or failure teaches us how to do it better. 5. Develop and support a culture of successrooted in passion, accountability, leadership and teamwork. (based on TFD)

20 Expected Outcomes Children Our children are ready and able to benefit from age-appropriate learning and social opportunities Families Our families are able to meet the health, social, emotional and learning needs of all family members Services Our child and family services actively support families and children in an integrated fashion, delivers high quality evidence based programs and is ready for children and families Community Our community members are connected to local services and facilities that meet their diverse needs

21 Service Model Governance structure Doveton College Council -the leadership group which has responsibility for setting the strategic intent of the new facility, determining key partners, developing a shared and unifying vision and underpinning values, undertaking joint planning and identifying service partners. School Council members include parents, the Coleman Foundation, the Executive Principal, Director Family and Children's Services and a representative from the City of Casey. Local Practitioners Advisory Group -providing structured opportunities for practitioners to come together and meet, share information and provide advice. Parent Advisory Group -ongoing involvement of and partnership with families through their participation in the PAG, as well as formal representation on committees, service user feedback, satisfaction surveys and consultation in ongoing planning and development of activities.

22 Service Model Three delivery components: services that will be delivered by the College services delivered by partners that operate from the College on a regular or occasional basis agencies which are partners of Doveton College but do not conduct their operations on site. All services within the model are expected to contribute to and subscribe to a shared vision, establish partnerships with one another and create effective referral pathways within and between each participating agency. The aim is for all involved to work together in meaningful ways, to improve outcomes for children and families.

23 Service Model Key components recognition of learning support, including the early years, as an integral part of the school infrastructure, including space, staffing and budget allocations for its maintenance and growth an on-campus high quality early learning program, supported playgroups, early literacy and other specific programs with an early years focus adult education, study support groups and additional adult education opportunities at community sites and through distance learning availability of Centrelink staff to discuss education, employment opportunities as well as family payments and entitlements.

24 Service Model Key components partnerships with the local Community Health Service and Early Childhood Intervention provider to deliver on-site health and well being services from vaccinations, general well being consultations, therapy and other early childhood intervention programs various allied health services will be available as well as the opportunity for students and families to make appointments with a paediatric fellow, social worker or a special education psychologist transition support services which aim to ease the difficulty of starting school for parents and children. New students and parents are given an official welcome and orientation by staff and other parents

25 Service Model Key components mental health services provided by partners an integrated and shared case management system, including a collaborative referral review process strong community outreach, including parent and community volunteers after-school and weekend tutoring programs extension of opening times for the school beyond the normal school day including evenings and weekends

26 The future role of schools..the role of schools becomes that of helping children to navigate their way through a range of learning resources and problem solving tasks, to identify and develop their competences across a variety of areas and to develop an attitude to learning that is active and ongoing throughout life become more of a community learning centre than a place separating children from the world of adults and the wider community schools are integral to the process of linking the future because they are the central bastion of place, neighbourhood, a sense of grounded identity. (Don Edgar, Centre for Family Studies 2001)

27 Doveton College Learning Charter The purpose of education is to equip children and young people with the capacities to manage themselves and relationships with others, understand the world and act effectively in that world. The aim is to prepare them for success in education, work and life. (based on) Victorian Essential Learning Standards Overview document

28 Personalising Learning Personalising Learning ensures every child s education is structured and tailored to their needs so as to support high levels of engagement and attainment. Personalising Learning is a series of practices that collectively recognise and promote individual growth and attainment within a common curriculum program. Personalising learning is a child centred approach that responds to the needs of today s learner. Personalising Education, DEECD, 2007

29 What this will mean at Doveton College Curriculum decision making is informed by the context, setting and cultural diversity of the families and the community. The program for each child takes into account their strengths, capabilities, culture, interests and experiences Every child is supported to participate in the program. Each child s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluating children s learning. Critical reflection and evaluation of children s learning and development, both as individuals and in groups, is used as a primary source of information for planning and to improve the effectiveness of the program and teaching strategies.

30 Educational delivery model Multi age groupings from 3 year old early learning programs to year 9 Teacher as facilitator of learning Teacher maintained with same group of children over several years Learning project based on individual child s interest

31 The big challenge is for systems like education to work out how to learn for themselves. If the goal is equity as well as excellence, they must learn how to meet the needs of people they have never successfully served, as well as operate at the leading edge of pedagogical and organisation innovation David Hargreaves

32 Bretton New, Executive Principal Doveton College Mobile: June McLoughlin, Director Family and Children s Services Doveton College mcloughlin.june.c@edumail.vic.gov.au Mobile: