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“Opening the Gates”
An integrated model at Doveton College
July 2011
Bretton New, Executive Principal
June McLoughlin, Director Family and Children’s Services
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.
Background
• Commonwealth government
• State government
• Coleman Foundation
• First social-government partnership of its type in
Victoria
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
Doveton College
Single Governance Model
Integrated Family
and Children's
Centre
Year 10,11,12
at Hallam SC or
Dandenong HS
Prep to Year 9
School
Colman Foundation Investment – Birth to age 8
Colman Foundation Involvement
Why Doveton?
Demographics
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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
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)
SEHQ data 2010 – parent concerns
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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 the SDQ as a concern
38% family issues
NAPLAN data 2009
For children attending schools in Doveton and
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
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
Initial local research - CCCH
• Early childhood reference group
• Extensive community consultation
• Local service mapping
• Draft outcomes framework
• Draft evaluation methodology
What is the community data telling us?
……………………….Barriers to Learning
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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
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
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
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
Our Aims......
1. 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
Our Aims.....
2. 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
Our Aims.....
3. Work to build community among residents,
institutions and stakeholders who help to create the
environment necessary for children's healthy growth
and development and families participation in
education and work.
Our Aims.....
4. Evaluate program outcomes so 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 success rooted in
passion, accountability, leadership and teamwork.
(based on TFD)
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
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 undertake
professional development.
• 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.
Service Model
Three delivery components:
• services that will be permanently located at the College
• services which are partners and operate from the College on a
sessional or occasional basis
• services 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.
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 on campus 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.
Service Model
Key components
•establishment of a partnership 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 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 welcome packs and
an official welcome and orientation
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 tutoring programs
• extension of opening times for the school beyond the normal
school day including evenings and weekends
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)
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
Personalising Learning…
Personalising Learning ensures every student’s education is
structured and tailored to their needs so as to support high
levels of student engagement and attainment.
Personalising Learning is a series of practices that collectively
recognise and promote individual student growth and
attainment within a common curriculum program.
Personalising learning is a student centred approach that
responds to the needs of today’s learner.
Personalising Education, DEECD, 2007
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.
Educational delivery model
• Multi – age groupings from 3 year old kindergarten
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
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
Bretton New,
Executive Principal
Doveton College
[email protected]
Mobile: 0419 898 663
June McLoughlin,
Director Family and Children’s Services
Doveton College
[email protected]
Mobile: 0407 871 514