6/09/2013 Early Childhood and School Education Group Linking - PDF document

6/09/2013 Early Childhood and School Education Group Linking learning through a self-improving system Dr Sonia Sharp Deputy Secretary Early Childhood and School Education Group Adapted from: Raising Children Network www.raising children.net.au Leading Learning and Development Trend in year 3 NAPLAN • Year 3 is the first year in which Proportion of Year 3 students achieving at or above national children undertake the National minimum standard in NAPLAN 100 Assessment Program - Literacy and Every setting Numeracy (NAPLAN). This program without 95 exception tests aspects of literacy and Uncompromising Global 90 numeracy broadly contained in the standards top-tier % High quality curriculum of each state and territory 85 and expectations outcomes workforce 2008 thereby giving a common 2009 80 assessment across Australia. assessment across Australia 2010 2010 Flexible and 2011 75 relevant 2012 • Victoria has maintained stable curriculum 70 proportions of Year 3 students achieving at or above the national 65 minimum standard in reading . 60 0-18 Victoria Australia Victoria Australia Every child • Victoria has consistently achieved Reading Numeracy Source: National Assessment Program website (www.nap.edu.au) above the Australian proportion of Year 3 reading and numeracy scores. 4 E4Kids Research University of Melbourne Research Bulletin 2 www.edfac.unimelb.edu.au/E4Kids/news 1

6/09/2013 Effect of early childhood teacher qualifications Risk factors influencing educational outcomes Research by Melbourne Institute, using LSAC, found that: Impact of pre-school teacher qualification on NAPLAN scores • average NAPLAN scores were 25 bove that attained by children who did not go Linking School Entrant Health Questionnaire data (prep) with Year 3 NAPLAN highest among those whose pre- school teacher had a diploma-level qualification in early childhood 20 education or child care, and lowest for • Single parent family or non ‐ English • Non ‐ attendance at early childhood those whose teacher had only a speaking background was associated services (such as preschool/ kinder and certificate-level qualification. ECD to pre-school 15 TCD with a higher risk of lower educational 3.5yr MCH) was associated with a • Year 3 NAPLAN scores are CC attainment on NAPLAN (80% and 20% higher risk of lower educational CERT significantly higher among children 10 OTH whose pre-school teacher had a either higher, respectively) g p y) attainment a degree in Early Childhood a degree in Early Childhood Average score ab Education or a diploma-level 5 qualification in child care or early • Speech and language difficulties was • Having a history of at least one form of childhood education, particularly for the domains of Numeracy, Reading 0 associated with a two fold higher risk abuse and/ or violence was associated and Spelling. Numeracy Reading Spelling Writing Grammar of lower educational attainment with a higher risk of lower education • For Numeracy, compared to children attainment on NAPLAN tests who did not attend pre-school, those Teacher Qualifications: Early Childhood Teaching Degree (ECD); who attended pre-school with a Other Teaching Degree (TCD); teacher with a degree in Early Source: DEECD research partnership with Melbourne School Adv. Diploma, Diploma, Ass. Dip in child care or early childhood teaching (CC); Childhood education scored an of Population and Global Health, 2013 Certificate level qualification in child care or early childhood teaching (CERT); Other average of 12 points higher, and (OTH). children whose pre-school teacher had a diploma level qualification had Source: DEECD research partnership with Melbourne Institute, 2013. average scores 17 points higher. 7 8 Key Findings Melbourne Institute/DEECD Research Partnerships School Improvement The Causal Impact of Preschool Participation and Teacher Qualifications on Year 3 NAPLAN Outcomes Using data from the Longitudinal Study of Australian Children (LSAC), examining • Learning at the centre the impact of preschool attendance for children who were aged between 4 and 5 in • Facilitating a self 2004 and in Year 3 in 2008. improving system • Supporting collaboration Figure 1: Average NAPLAN Figure 2: Comparison of benefits and networks Scores IN Year 3, by preschool of preschool attendance when attendance • Supporting professional Supporting professional controlling for innate ability controlling for innate ability practice • Maximising access and inclusion • Shifting the Achievement curve Why is linking learning so important? Some examples • 57 government school sites where primary schools have early years provision on site. A • Facilitating Early intervention few have MCH. • Eliminating the “wash-out” effect • Approx. 100 non-government schools have early years services on site. • Reducing the effects of low SES • 11 Partnerships Victoria in Schools sites • 11 Partnerships Victoria in Schools sites • Addressing the challenges of transitions (long day care and early learning centres located on new government schools sites). • Enhancing parents’ learning and • Linking Schools and Early Years (LSEY) supporting their children’s learning project • Newly commissioned project - Linking Learning Birth-12 2

6/09/2013 Some examples Linking Learning Project Birth – 12 • Doveton College - 9 months – Year 9. Serve and engage entire • Development of a comprehensive Birth – 12 Learning neighbourhood; provide deep learning and support for children and Strategy families by fostering engagement, participation, health and well-being, resulting in better outcomes for children through wrap-around service • Establishment of eight demonstration locations delivery with no barriers. Single enrolment form, no wrong door. – Improve the pedagogical and assessment practices • Hastings community - 3 primary schools and 5 Early Years services. and educational programs/curriculum in early Children and families transition smoothly between early years services childhood services and primary schools and schools. Strengthened partnerships and shared understanding between all service providers working with 0-8 year-olds and their p g y – Improve learning outcomes for children from birth to Improve learning outcomes for children from birth to families. Active connection with families - opportunities to participate 12 in activities on schools sites. Schools responsive to individual learning – Build stronger and more meaningful links between needs of all children. Strengthened local capacity to support early childhood services, schools, communities and vulnerable children. • Whitehorse Primary School - MCH, playgroup, 3 and 4 year old agencies to improve learning outcomes for each child kinder, primary school, and OSHC: a “whole school community”. from birth to 12 and beyond Structured play and intentional teaching in kinder years, replicated throughout primary school. Connectedness in curriculum and – Build the capacity of early childhood educators and pedagogy inherent from kinder through school. Emphasis on looking at social, emotional and educational needs of each child. Seamless school teaches to engage in family centred practice transition from kinder to Prep, and between each year level at school. Our challenges High Self- expectations improving for every system child 0-18+ view Inclusion & of seamless equity integration 3