Extended Transition to School programs Strong partnerships, strong transitions

Transcription

1 Extended Transition to School programs Strong partnerships, strong transitions nsw department of educ ation and communities w w w.det.nsw.edu. AU

2 Contents What is Transition to School? 4 Why consider extending your Transition to School program? 4 Who are the partners? 4 What is an extended Transition to School program? 5 Model One: Increasing the number of transitions sessions 7 Model Two: Playgroup 8 Model Three: Beginning School Well 9 Model Four: A weekly early literacy or numeracy program 10 Model Five: Weekly transition program 13 Summary of models and costs 14 How can the Transition to School program be sustainable? 15 Developing an extended Transition to School program 16 Who can we contact for help? 15 Appendices 1 Why is transition important? What does quality transition look like? 19 2 Transition to School Planning and Implementation Matrix Strategies linked to the Transition to School Planning and Implementation Matrix 22 4 Belonging Being Becoming: The Early Years Learning Framework for Australia 23 P2 Extended transition to school programs

3 Extended Transition to School programs This resource package has been developed to assist schools considering an extended Transition to School program. This may be as part of Reform 6 of the National Partnership on Low SES School Communities. Reform 6: External partnerships with parents, businesses and communities and the provision of access to extended services. Expanding school s services through offering extended Transition to School programs in schools where K-2 attendance is poor. Partnering with local preschools and community services, Transition to School programs could be offered to children from 0-8 years (such as playgroups for children starting school in the following year). extended transition to school programs P3

4 What is Transition to School? Transition is about schools and early childhood services working together with families and young children to help facilitate a smooth and seamless transition into school. A Transition to School program is different from a Kindergarten Orientation program. Orientation programs often comprise one or two visits to the school which provide practical but important information for children and families. An orientation session is often a component of a transition program. A Transition to School program is a set of planned experiences or a process established over a longer period of time. Transition programs aim to make school, including the environment and the expectations, comfortable and familiar for incoming children. Many programs also seek to involve families, recognising the important role families play in supporting children. Still others involve extended groups such as staff in prior to school settings and community members, as well as school staff in a joint effort to make school an exciting and engaging place. Dockett and Perry 2006 There is not a one size fits all Transition to School program, as all school communities are unique. The program should be developed in response to the needs of the parents and children within the local context. The duration of an effective Transition to School program may vary from brief sessions of time each week for several weeks, or in some communities, for several months. Best practice Transition to School programs involve ongoing experiences for the children with several visits to the Kindergarten learning environments and include information sessions and workshops for parents. Transition to School programs work most effectively when parents participate with their children for at least some of the time. Positive partnerships are forged when staff from early childhood services are included in the program providing support to children and their families. Why consider extending your Transition to School program? There is clear evidence that wellfounded, well-implemented Transition to School programs can improve young children s cognitive, social and emotional functioning. Feinstein and Bynner (2004) state that transition to school is particularly challenging for vulnerable children and Schulting (2005) states that school-based transition practices produce more positive academic achievement outcomes and are particularly beneficial for children from disadvantaged backgrounds. Who are the partners? Input from a range of partners and in particular, from families is an important ingredient for a successful Transition to School program. Supporting parents is a key element in ensuring a smooth transition to school. Families who are already part of the school community can play a valuable role in welcoming and supporting new families. Some families may have particularly complex needs which require schools to consider and develop a suitable extended Transition to School program. Key partners could include staff from early childhood services including long day care, community preschools, family day care and support agencies as well as members of the local community. P4 Extended transition to school programs

5 Why plan collaboratively with partners? To establish shared understandings and expectations about transition To understand the strengths, assets and contributions of each partner, particularly those of the family To ensure continuity of learning from prior to school into school To ensure the transition plan meets the changing needs of communities. What is an extended Transition to School program? An extended Transition to School program provides support to children and their families as they prepare for school. An extended Transition to School program is not a replacement for a preschool program but rather is implemented to complement the preschool and other provisions for children under school age. A number of different extended Transition to School programs already operate successfully in government schools across New South Wales which facilitate a smooth, successful and positive transition to school for young children and their families. Some successful models are: Model One: Increasing the number of transition sessions by providing more experiences for parents and their children to visit the school over a six month period Model Two: A playgroup based at the school which provides informal sessions for parents and children to attend together Model Three: Beginning School Well where parents and children participate in a supported playgroup with mentors to support families Model Four: A weekly early literacy or numeracy program involving parents and children over two terms where parents and children attend a weekly session with a specific focus on literacy or numeracy Model Five: A weekly transition program providing support for children for a session, once or twice per week commencing in term two or three of the year before kindergarten. Departmental Preschools Community Preschools Family Day Care Useful resources Schools as Community Centres Long Day Care School Playgroups Supported Playgroups Community Support Agencies Further information about the importance of a Transition to School program and indicators of a quality Transition to School program (Appendix 1) A Transition To School Planning And Implementation Matrix has been designed to assist schools in the planning, implementing and assessing current practices for future directions (Appendix 2) Strategies linked to the five key aspects of the A Transition To School Planning And Implementation Matrix to assist extended transition to school programs P5

6 with the planning of extended transition programs (Appendix 3) The National Early Years Learning Framework for Australia Belonging Being and Becoming: (known as the EYLF) is the national curriculum framework developed through the Council Of Australian Governments (COAG) early childhood reform agenda. The framework guides the implementation of educational programs in preschools and other early childhood services nationally and provides information on the learning experiences of children under school age participating in a preschool program. It is intended to support the transition to school process (Appendix 4). The Early Years Learning Framework endorses the importance of the continuity of learning and transitions. It notes that building on children s prior and current experiences helps them feel secure, confident and connected to familiar people, places, events and understandings. Some schools are already using the EYLF in planning their Transition to School programs. P6 Extended transition to school programs

7 Model One: Increasing the number of transition sessions Most schools invite parents and their children to school during term 3 or early in term 4 to familiarise them with the school layout and facilities, visit the Kindergarten room and attend information sessions provided by key school personnel about the school s ethos, policies and procedures. By increasing the number of transition sessions for families and children, schools will provide more opportunities to establish and develop shared understandings and relationships before school entry. Description Increasing the number of sessions enables families and children to attend the school more regularly and over a longer period of time. Schools could provide a range of relevant parent workshops while the children engage in meaningful play-based classroom experiences or alternatively parents could be invited to support their child, within the classroom or during an outdoor experience. Some sample activities for parents could include: implementing an effective parenting program such as the Triple P, Positive Parenting Program giving clear and simple strategies to support positive behaviour (trainers are available in each region) improving parent s knowledge about healthy eating, physical activity, nutrition and small screen recreation. Some sample activities for children could include: opportunities for peer interactions and creating new social groups implementing a social skills program which supports children to feel secure, confident and connected when entering school and assists parents with specific strategies. Benefits For parents and children: develops positive attitudes towards school and children s learning provides opportunities for the teacher to value and build on children s prior learning supports families to assist their child s learning at home develops positive relationships between families, schools and early childhood services. Resources Belonging, Being and Becoming The Early Years Learning Framework for Australia Early Childhood Australia website: earlychildhoodaustralia.org.au Play ideas The Woraninta Kit, Burnside Macarthur Family Centre (02) Duration and cost A half day per week is usually sufficient to implement this model for approximately six sessions. Schools could employ or release a teacher to conduct the program. The operating cost for this model would be approximately $1,800 per year. This cost is calculated on the provision of a minimum of two hours teacher relief per week and includes catering costs. extended transition to school programs P7

8 Model Two: Playgroup Description An informal playgroup is a non threatening way to engage families who have children under school age. Playgroups are for parents and children from birth to school age. They encourage positive adult child interactions through a stimulating play based environment. This weekly interaction for both the child and parent with other children and adults helps to develop social skills, strong attachments and results in children and families feeling secure, confident and linked with their community when entering school. Playgroups are usually run by parents with support from other parents in the playgroup. Schools can use the opportunity to assist parents in their understanding of how children learn successfully. Playgroup NSW is the peak body in New South Wales which supports, nurtures, resources and informs playgroups. Typical playgroup activities enhance a young child s learning. Some experiences are with peers, some are parent and child oriented and some encourage the child to explore individually. Some of the experiences provided at playgroup are: Story time parents and other adults reading a variety of books encouraging children to listen, interact and respond to stories Music time singing songs, rhyme and rhythm for parents and children Creative or visual arts time painting, drawing, pasting and cutting for children with parents assisting A range of play types physical, creative, symbolic, projective, role and dramatic play and games with rules for children to experience in a group environment with their peers. At playgroup, children have regular opportunities to socialise, experience play, learn, understand and practise the transition between activities and have experiences sharing and turn taking. Early literacy and numeracy are enhanced by music, songs, problem solving and exploration. Benefits For the school: Positive promotion of the school Staff has an informal opportunity to meet, interact and get to know children and their families through building positive relationships Staff report children are more engaged at school entry. For the parents and children: Parents running the playgroup are more likely to continue volunteering in the school Parents gain an understanding of their child s ability compared with their peers. Young children and their parents learn together through various play experiences. Children with additional needs are often identified earlier. Resources Playgroups affiliated with Playgroup NSW are resourced with a starter kit that includes: How to Start a Playgroup DVD The Playgroup Manual (an administration tool) Activity cards (to guide developmentally appropriate play) Baby and toddler play books to enhance parents understanding of development Paint brushes Cookie cutters Parachute and baby play box (baby playgroups only) Activity paper Crayola crayons or similar All affiliated Playgroups are listed on the website Insurance, duration and cost Affiliating a new playgroup with Playgroup NSW, covers Public Liability and Personal Accident Insurance for children and parents; Volunteers Insurance; Product Liability Cover; Excursion Cover; Fire and Theft Cover and provides many other benefits. Membership for families is normally $39 per family however Playgroup NSW offers bulk memberships to schools at $340 per annum for 10 memberships (ex GST). Participants sometimes pay a small weekly fee such as a gold coin which can contribute to the purchase of art craft supplies, resources, tea and coffee and outings. In many instances the school covers the cost as it is seen as a beneficial activity within the life of the school. P8 Extended transition to school programs

9 Model Three: Beginning School Well Description The Beginning School Well program is an early intervention mentoring program that has been implemented in schools since 2001 in response to the NSW Government s commitment to support children at risk in their transition to school. It is part of the school s Transition to School program and involves children and their families working one-to-one with a mentor. The Beginning School Well model focuses on assisting vulnerable families with children aged in the year before school. The model has been successfully implemented in schools to cater for children who may have difficulty settling into school, such as those with behavioural difficulties, Aboriginal children and refugee children. The Beginning School Well model uses mentors to assist families during the program and is usually led by a trained early childhood coordinator or an early stage one classroom teacher released to implement the program. A weekly playgroup is provided, enabling parents to interact with each other and their children while they socialise and interact in a positive learning environment. Participation in the program can enhance positive relationships with community as well as improving children s attendance, behaviour and social skills. This model could operate for a minimum of two hours per week during terms 3 and 4. The playgroup targets support that is required by particular families and their children from diverse backgrounds. Components of the program are: support for children and their families who may have adjustment difficulties transition to school (as part of the school s regular Transition to School program) mentors for parents and children where families come from a non-english speaking background, the mentor speaks the family s home language. Benefits Beginning School Well helps families to: develop resilience and confidence develop positive attitudes and relationships about school understand child development improve interactions with their child enhance parenting skills develop social networks learn about child nutrition, health and safety find and access community services better understand schooling in the Australian context Beginning School Well encourages children s learning by: providing warm and nurturing relationships building upon culturally valued child rearing practices and approaches to learning actively supporting the maintenance of home language and culture building on the knowledge, languages and understandings that they bring sharing their successes with families. Resources The Woraninta kit is a valuable resource for schools implementing the Beginning School Well program. It is available from the Burnside Macarthur Family Centre (T ) and provides information on child development, parenting and play. Further information on Beginning School Well including guidelines for the program, training packages, assessment tools and information about suggested playgroup experiences can be accessed by contacting the Senior Advisor Transition in the Early Childhood and Interagency Programs Directorate (T ). Duration and cost It is recommended that the Beginning School Well model be provided in addition to the school s regular transition program. Maximum benefits are achieved by conducting this model for approximately six weeks in terms 3 or 4 and six weeks in the first term of Kindergarten to support children and their families through those first few weeks of school. A minimum of two hours per playgroup session is recommended and includes preparation and set up time. A half day release for both a teacher and a support officer (mentor) should be sufficient to implement this model. The operating cost for this model is approximately $6,000 per year. This amount covers release employment of a teacher and a mentor (at school learning support officer level), provision for resources and catering costs over a twelve week period. extended transition to school programs P9

10 Model Four: A weekly early literacy or numeracy program Description A one hour early literacy and or early numeracy program is held weekly and conducted during terms three and four for both parents and children. The program introduces the children and their parents to a range of communication modes. These may include music, dance, storytelling, visual arts, media and drama, as well as talking, listening, reading and writing. The program could also include understandings about numbers, patterns, measurement, spatial awareness and data as well as mathematical thinking, reasoning and counting. This model is organised in collaboration with the local early childhood services and it is suggested that when timetabled during the last hour of the school day, it enables parents to collect their older children and or to meet other parents of the school. Where possible the program should be delivered by the teacher responsible for Kindergarten the next year as this ensures the provision of a more effective and smooth transition to school. Release is provided for the teacher to implement the program. Benefits Positive partnerships are developed between teachers, children and parents. Both the child and their parents learn from each other and the teacher, which further assists in improving the child s learning and development. Parents are exposed to strategies that can support them in assisting with their child s learning at home. Parents gain knowledge and understanding about early literacy and numeracy behaviours and the types of activities that their children will participate in when the enter Kindergarten. Resources All resources for this model would be available from a regular Kindergarten classroom and may include: Picture books Paint, paintbrushes and art paper Magnetic letters and mini whiteboards Large whiteboard for teacher Pencils, textas, crayons and paper CD player, instrumental music and preschool song CDs Musical instruments Counters, sticks, feathers, buttons, egg cartons, straws and other materials. Cost This model requires the provision of release from face to face teaching for a period of two additional hours per week for a teacher, preferably the teacher nominated to teach Kindergarten the following year. The two hours release from face to face allows for one hour preparation and set up time and one hour for the delivery of the program. P10 Extended transition to school programs

11 Sample early literacy session Activity Children find their name, photo or drawing on arrival. Teaching Point Children are provided with a literacy enriched environment and engage in discussions about texts that promote consideration of diverse perspectives. Teacher reads a quality picture book. Some effective strategies for reading to children are modelled to the parents, including the importance of having children sit close to the reader during story time. Concepts from the story such as rhyme, letters and sounds are discussed. Explicit discussion of key concepts is highlighted when sharing texts. This provides a guide for parents to use when reading at home. Reread the book. Using some background music, children act out the story with their parents. Children are encouraged to express themselves in a range of contexts. Parents and teachers note the children s recall and response to the story. Children have access to a variety of media to paint a response to the picture book. Teacher models the engagement of rich conversations with the children about their response to the story through art and highlight the importance as another form of expression. Learn a new poem or song related to the story. Parents model language and encourage children to engage in singing or chanting as another form of expression. The paintings are kept and can be hung in the classroom ready for the child s next visit. Children are supported in times of change and bridge the gap between the familiar and the unfamiliar. extended transition to school programs P11

12 Sample early numeracy session Activity Children and parents are provided with clipboards and pencils and are taken on a tour of the school playground. Children and parents draw and discuss some things they observe on the playground. Teaching Point An emphasis is placed on the importance of using mathematical language which is modelled by the teacher. Children are encouraged to draw pictures of things in playground using perspective. (For example, the slippery dip is bigger than a seat.) Children and parents return to classroom and discuss photos which have been previously taken of the playground. The art of using good questions to encourage children to think mathematically about such things as position, size, patterns and number is demonstrated by the teacher and highlighted with parents. Children and parents look at a variety of maps (for example street maps, map charts, globes, atlases, Google earth maps). Children choose a particular map to discuss with parents. The effective use of mathematical language when reading a map is modelled by the teacher. Parents practise using mathematical language which has been modelled by the teacher. Using materials provided, children and parents create their own map of the playground using mathematical language and symbols to communicate with each other. Materials could include: Butchers paper, cardboard, texts, pencils, scissors, coloured paper, straws, blocks, play dough, construction materials, cartons, boxes, cylinder rolls. Children and parents show and discuss their map with others. Children are provided with experiences that encourage them to investigate, solve problems and use language to describe and explain. Parents are encouraged to engage in sustained discussions with children while creating the playground maps. Parents and the teacher work together to encourage and expand on children s mathematical thinking through conversation and questioning. Children take their maps home if possible. Photos of the larger maps are provided for children to take home. Parents are encouraged to continue to lead and model mathematical language at home. It is suggested that they might do a similar activity at home to bring to discuss the following week. P12 Extended transition to school programs

13 Model Five: Weekly transition program Description A weekly Transition to School program provides an opportunity for a sustained early childhood experience at a school. The program should be organised in collaboration with the local preschools and or early childhood services. This type of extended Transition to School program could commence as early as term two and may be conducted for either a half day or full day session. The program should be led by a teacher, preferably an early childhood teacher. Where there are more than 10 children participating in the program, a school learning support officer could assist. Schools will decide on the particular experiences they will provide within the program, based on local needs. This will assist children to enter school in a positive and successful way. The program is designed for under school age children and is based on the play-based philosophy of early childhood education. The national curriculum framework Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) is a useful resource for this extended Transition to School program. It has been developed through the Council of Australian Governments (COAG) National Reform Agenda for Early Childhood and is intended to support children through the transition to school period. The EYLF promotes a continuity of learning and is being implemented by all early childhood services nationally (including preschools). Children can be referred to the program by local preschool services, community groups, health services, families or schools. The weekly Transition to School program could operate in a single school and draw nominated children from beyond the local drawing area. This allows operational costs to be shared through a collaborative approach across schools. Schools working as a community of schools have found this to be a highly successful approach, particularly in rural communities. Benefits The weekly Transition to School program encourages children s learning through: interactions in a language rich playbased environment a flexible and responsive program which builds on children s strengths while catering for particular needs promoting the wellbeing of children through acknowledging sociocultural-linguistic diversity developing partnerships between the school and local preschools. Resources The weekly Transition to School program should not replace attendance at a preschool program but rather complement attendance at local early childhood services (including preschools). The Transition To School Planning And Implementation Matrix will help schools to plan, implement and evaluate their weekly Transition to School program (Appendix 2) Strategies linked to the five key aspects included in the Transition To School Planning And Implementation Matrix may be helpful in assisting schools planning on extending their Transition to School programs (Appendix 2) Belonging Being and Becoming: The Early Years Learning Framework for Australia (2009) can be found at Earlychildhood/Policy_Agenda/ Quality/Documents/Final%20 EYLF%20Framework%20 Report%20-%20WEB.pdf. Duration and cost A weekly Transition to School program would require the employment of a teacher and where there are more than 10 children and a school learning support officer (SLSO) to support the program. It could operate for either a half or one day per week commencing as early as term two and continuing through to the end of the year. Approximate operational costs for a sessional program range from $6,500 for one session per week for two terms to $9,500 for three terms up to $18,500 for two sessions per week for three terms. The approximate operational costs for a full day program range from $12,500 for a full day once a week for two terms to $18,500 for a full day program a week for three terms. These costs include the employment and or relief costs for a teacher and a school learning support officer. extended transition to school programs P13

14 Summary of models and costs This table provides an overview of the extended Transition to School models and the associated costs for implementation. Models 1. Increasing the number of transition sessions Cost (salary rates outlined in National Partnership on Low SES Information package p20) Half day teacher relief and catering costs x 6 sessions $1,800 Sustainability considerations Suitable space, teacher relief and catering costs. 2. Playgroup Initial cost for purchase of play resources and longer term minimal cost for parents (usually a gold coin donation). (If a teacher leads the playgroup, then relief costs would be additional depending on frequency of sessions). Suitable space with parent and or teacher as leader. 3. Playgroup with mentor support eg Beginning School Well 4. A weekly early literacy or numeracy program Half day teacher relief + half day relief for support learning school officer relief x 12 weekly sessions + play resources. $6000 approximately Half day teacher relief x 20 sessions. $4000 approximately Suitable space for a 12 week program led by a teacher. Suitable space for 20 sessions led by Kindergarten teacher. 5. Weekly transition: Suitable space available for longer term program a. one session a week for two terms b. one session a week for three terms c. two sessions a week for three terms d. one day a week for two terms e. one day a week for three terms Half day teacher relief + half day relief for school learning support officer x 20 sessions + cost of play resources is an approximate cost of $6,500 Half day teacher relief + half day relief for support learning school officer x 30 sessions + cost of play resources is an approximate cost of $9,500 Two half day teacher relief + two half day relief for support learning school officer x 30 sessions + cost of play resources is an approximate cost of $18,500 One day teacher relief + one day relief for support learning school officer x 20 sessions + cost of play resources is an approximate cost of $12,500 One day teacher relief + one day relief for support learning school officer x 30 sessions +cost of play resources is an approximate cost of $18,500 P14 Extended transition to school programs

15 How can the Transition to School program be sustainable? An extended Transition to School program requires a commitment over several years to become sustainable. The long term effectiveness of these programs has been well documented in studies. Research has revealed that children in high risk groups benefit from the time invested in thorough planning by schools. Working with a range of partners strengthens the capacity of local services to support all families. The relationships developed bring a sense of community ownership and pride which leads to sustained practice. How do we start? If you would like further advice about extending your school s Transition to School program you may like to: talk to your regional or state early childhood consultant (see contact list) utilise the Department s transition to school resource materials found at: edu.au/gotoschool/primary/ transition/index.php and/or follow the steps in the next section Developing an Extended Transition to School program. extended transition to school programs P15

16 Developing an extended transition to school program Step One: Identifying the need for an extended Transition to School program Plan time for discussion with key partners from your school, local early childhood services and the community. Local data will provide a picture of what is happening in the early childhood years and assist in identifying specific targets for your school cohort. Data that could be used to inform planning includes Australian Early Development Index community maps and focus group surveys, Australian Bureau Statistics data, additional data from community as well as attendance, retention and ethnicity data. Some possible questions to consider: Does your school really need an extended transition program or could other services meet children s needs? Does your school need to make stronger connections with existing services? Does the data from the Australian Early Development Index (AEDI) School and Community Profiles confirm a level of vulnerability in your community? Is there a pattern of poor school attendance by some families with young children in your community? Do some of your families require greater support during the transition process to Kindergarten? Step Two: Planning collaboratively to establish clear targets based on data Effective extended Transition to School programs could be initiated by the school in collaboration with the community and involve teachers, parents, children and community partners in choosing the most effective model. When schools plan an extended transition program they reflect upon their current transition practice and analyse their strengths and needs. The Transition to School Planning And Implementation Matrix (Appendix 2) is an effective resource to assist schools with this planning. The strategies (Appendix 3) linked to the five key aspects of The Transition To School Planning And Implementation Matrix demonstrate specific targets that schools can consider for inclusion in their action plan. This ensures that the extended transition program addresses all the needs of the school community. The national curriculum framework for children aged birth to school age, Belonging, Being & Becoming The Early Years Learning Framework (EYLF) for Australia is a useful resource to support the design of an effective transition program. Further information about the Framework is found in Appendix 4. It is important to link school targets to practices outlined in the EYLF. Your regional early childhood consultant can assist with this process. A school based coordinator (preferably an early stage one or early childhood teacher) can be nominated to facilitate planning days and document the proposed transition to school action plan. The coordinator is responsible for facilitating group discussions with families and community members, linking early childhood services and ensuring all key partners are included in the planning, implementation and evaluation of the program. Becoming a school child involves mastering the intricacies of a complex social environment. The ability to establish relationships and interact with others contributes strongly to children s wellbeing and learning. (Margetts 2008) Step Three: Developing and implementing an action plan A Transition to School Planning and Implementation Matrix has been developed to provide a framework for planning. The five key aspects of the matrix support the assessment of current P16 Extended transition to school programs

17 practices and the development of an action plan for future directions. The Principles outlined in the of the Early Years Learning Framework (pages 12-13) may also assist schools in the development of their action plan. The Principles reflect secure, respectful and reciprocal relationships, high expectations and equity, respect for diversity and ongoing practice and reflection. A transition to school action plan proforma is available on the Department s website. schools.nsw.edu.au/gotoschool/ primary/transition/index.php Additional strategies can also be found in the National Partnership on Low SES School Communities Information Package. Step Four: Measuring success through effective monitoring and evaluation An evaluation of the success of the transition program will be directly linked to measures for the National Partnership on Low SES School Communities: Reform 6. The state-wide performance measure for this area is Student and school community engagement. Ongoing monitoring and evaluation advice is provided in the National Partnership on Low SES School Communities Information package. Ongoing data should be collected throughout the transition to school process to inform future planning. The Transition to School action plan should be embedded within the school plan thereby strengthening accountability and the achievement of outcomes. Some indicators of successful program implementation could include: Number of children regularly attending and continuing enrolment in Kindergarten Number of children happy and well adjusted entering Kindergarten Number of parents who report feeling welcome and respected in the school community Increased number of families across different cultures attending the program Number of families attending the supported playgroup Increased numbers of families attending the school s regular transition to Kindergarten program Number of parents attending school activities outside playgroup Student Information Schools should ensure that information has been collected for each child participating in the extended transition to school program. This information should include family and emergency contact details. extended transition to school programs P17

18 Who can we contact for help? If your school is seeking further advice, contact the Early Childhood and Interagency Directorate or the Early Childhood Consultant in your region. Region Name Contact: Tel Hunter Central Coast Helen Starkey Illawarra and South East Violeta Petreski New England Julie May North Coast Kimberlii Austen-Baker Northern Sydney Deb Taylor Riverina Cate Cross South Western Sydney Dolores Fasan Sydney Deborah Greenup Western NSW Melissa Smith Western Sydney Ruth Garlick Position Name Tel Senior Advisor Transition Sue Pigott P18 Extended transition to school programs

19 Appendix 1 Why is transition important? Evidenced based research in Australia and overseas demonstrates that effective transitions for children result from strong relationships and sustained partnerships between early childhood services, families, communities and schools. Successful transition programs acknowledge that beginning school is a time of transition for all involved: children, families and prior to school and school based staff ( Dockett & Perry, 2001). Transition to School commences before formal schooling and continues into the early years of school. Research supports transition as a process rather than a series of orientation, information based events and activities. Ready Early Childhood Services Ready Families Transition Ready Children Ready Communities Ready Schools Ready Families + Ready Communities + Ready Early Childhood Services + Ready Schools = Ready Children (Kagan & Rigby, 2003; Rhode Island KIDS COUNT, 2005). What does quality transition look like? Quality Transition to School processes establish and maintain explicit links between the partner school and the prior to school services to ensure continuity for children and families. The processes achieve positive long term educational outcomes which are intrinsically linked through the strong partnerships between schools and communities and are embedded in whole school planning. A quality Transition to School program includes: identifying a need for a transition program using current data collaborative planning to establish clear targets implementing strategies based on evidence from best practice and effectively monitoring and evaluating the process. By using the five key aspects in the Transition to School Planning and Implementation Matrix (Appendix 1) schools capacity to develop quality transition plans to meet the identified needs of children, families, services, schools and communities is enhanced. Indicators of a quality evidence based on transition to school program whole school responsibility with a range of key players data driven flexible and responsive to local context promotes the wellbeing of children and families builds upon existing strengths of the child, the family and the community caters for socio-culturallinguistic diversity promotes seamless learning between children s prior to school learning and school learning engages children in play-based language-rich environments deep understanding and responsiveness to the social context of the school community demonstrates collaboration and the sharing of knowledge between the early childhood and school based staff children feel secure, confident and connected to the school community parents are given the opportunity to contribute to the transition to school process. extended transition to school programs P19

20 Appendix 2: Transition to School Planning and Implementation Matrix This matrix is designed for children s services and or schools to describe current practice in order to plan, implement and self-evaluate transition to school. Highlight one level for each aspect across the continuum. Key Aspects Level 1 Build relationships through the transition process Relationships between children, families and teachers begin when school starts. Little or no collaboration occurs with community members and prior to school services. Plan and work in partnership with key players Partner prior to school services have not been identified. Transition to school is planned and implemented in isolation. Respond to the needs of the local communities Link children s early learning and prior knowledge with school Transition is a one-off orientation session to provide important information that families need to know about their child s school. Information sessions mainly focus on school routines and procedures. Information to families is provided in one or two formats only: oral and written. Information is not provided for children. Information about children s early learning and prior knowledge is not sought before school entry from families, children or prior to school services. Evaluate and review plan Transition to school is planned by the school but does not include an evaluation. P20 Extended transition to school programs

21 Level 2 Level 3 Collaboration occurs between teachers, families and or members of the local community (eg a local children s service) to plan for children s successful transition to school. Strong, regular and ongoing collaboration occurs between the school, families and a range of representatives from the local community (such as CALD personnel, Aboriginal elders, health, agencies) to develop and implement plans which ensure children s successful transition to school. Some partner prior to school services identified. Responsibility to plan and implement transition to school is shared through the involvement of some key players from outside the school, possibly including some families. Teachers, families and community have input into the Transition to School program. Transition to school is seen as a process and is accessible and relevant to community participants. Information is provided to families and children in variety of formats including visual: social stories; photo stories; translated information. Partner prior to school services are identified, including Family Day Care. Planning and implementing transition to school is a whole-school responsibility, shared through involvement of a range of key players such as partner prior-to-school, families and other relevant community personnel. Transition to school promotes a strong partnership with the community. The community assists and actively participates in transition which is responsive to local needs, assets and priorities. It is regarded as a significant community event. Information is shared between prior to school services and schools for the continuity of processes eg behaviour and or social emotional development. Teachers staff share some information about young children s learning and or experiences (eg through a survey or a checklist). Families are provided with opportunities to share information about their child. Evaluation of transition to school is planned and occurs with one or two key players to inform future planning. Evaluation process exists but is not actively coordinated and monitored to ensure data is collected from all key players. Children s feedback sought but not used for planning. Process exists for respectful three-way communication between teachers, families and prior to school services providing an understanding of each child. Children are provided with opportunities to share information about themselves. School has knowledge and an understanding of children s early learning experiences and values this for its use for planning programs. School and early childhood services have knowledge of each other s curriculum. Shared responsibility between all key players to coordinate and monitor transition to school. Data from multiple sources is collected and analysed at all stages of transition to school with all key players to inform planning for the next year s program Children s feedback actively sought and used for future planning and review. extended transition to school programs P21

22 Appendix 3 Strategies for planning Extended Transition to School programs Build relationships through planning Plan and work in partnerships with key players Respond to the needs of the local community Link children s early learning and prior knowledge with school Evaluate and review the plan Start connecting as early as possible with community agencies that support vulnerable families and conduct forums with the community to build local ownership of the program Access local TAFE students and train them to support the play sessions Invite parents, community members, early childhood services and local people to the program to develop a sense of belonging and connectedness Embed planning for extended transition to school into whole school planning processes eg School Management plan Involve community in all stages of planning, developing, implementing and evaluating this is vital for success particularly in Aboriginal communities Facilitate a planning day using current data eg AEDI, to identify the target group for the program Implement practices and strategies for children and families so they have a positive experience during transition that promotes children s well being Provide information in a range of ways for the families so transition to school is positive eg use dvds, brochures, sample bags or booklets Provide time for the coordinator to enable team work to occur and the opportunity to develop strong relationships among key players Include effective cultural programs run by local people Select times for the programs run by local people Select times for the program that will suit the needs of local families Run informal activities that encourage family engagement Create an informal, welcoming, relaxed and inclusive environment with a focus on play and the development of relationships Refer to and acknowledge the Belonging, Being and Becoming document as the basis of the Transition to School program content Plan strategies to ensure information is shared across settings and is used to support the children Decide how the plan will be monitored and evaluated Gain parents opinions formally through parent workshops and informally eg through conversations Agree to share responsibility for evaluation P22 Extended transition to school programs

23 Appendix 4 Early Years Learning Framework Belonging, Being and Becoming The Early Years Learning Framework for Australia The Early Years Learning Framework has been developed by the Australian Government to ensure all young children receive a quality education program in their early childhood setting. It is a guide for early childhood educators who work with children from birth to five years. The framework has a specific emphasis on play based learning and recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development. An extended Transition to School program could be enhanced by using the framework. Teachers may use it in partnership with families to develop a learning program which is responsive to children s ideas, interests, strengths and abilities. A Families Guide to the Early Years learning Framework has been developed and is available at www. deewr.gov.au/earlychildhood. The Early Years Learning Framework will complement the National Schools Curriculum to ensure a seamless transition to school and continuity of learning. The link is: deewr.gov.au/earlychildhood/ Policy_Agenda/Quality/ Documents/Final%20EYLF%20 Framework%20Report%20-%20 WEB.pdf extended transition to school programs P23

24 GPO Box 33 Sydney NSW 2001 Australia T June 2011 NSW Department of Education and Communities