Schools as Community Centres Annual Results Based Report 2011
Supporting families with children birth to eight years
Early intervention and prevention
Collaboration and partnerships
PUBLIC SCHOOLS NSW
WWW.SCHOOLS.NSW.EDU.AU
Introduction INTRODUCTION
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OVERVIEW OF INVESTMENT IN NSW
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AT A GLANCE - 2011 RESULTS FOR FAMIILES WITH YOUNG CHILDREN
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MEASURING RESULTS FOR THE SCHOOLS AS COMMUNITY CENTRE PROGRAM Outcomes for families with young children Reporting on outcomes for families with young children SaCC Parents and Carers Survey
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HOW MUCH DID WE DELIVER? Families Children Community Members SaCC Project Initiatives Human Service Agency Partnerships Aboriginal and Torres Strait Islander Partnerships
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HOW WELL DID WE DELIVER SERVICES?
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IS ANYONE BETTER OFF? Increased supportive connections Increased use of health and community services, resources and activities Increased social, emotional and communication skills for school readiness Increased parent knowledge on parenting and child development Increased parent confidence Improved parenting practices in early literacy of children
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CASE STUDY
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COVER PHOTO – Supported Playgroup at Cabramatta SaCC
Schools as Community Centres Annual Results Based Report 2011
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Introduction Schools as Community Centres is a universal prevention and early intervention initiative supporting families with children aged birth to eight years in communities challenges. facing marked challenges Schools as Community Centres (SaCC) projects work with local human service agencies to provide a range of activities and initiatives to engage and support families raising young children. Common SaCC initiatives include supported playgroups, early literacy, parenting programs, transition to school, adult learning and health and nutrition initiatives. This report summarises the state wide collection of data for the Schools as Community Centres program for 2011. For copies of reports from previous years go to http://www.schools.nsw.edu.au/studentsupport/programs/ecip/index.php
The SaCC program is based on evidence that highlights •
The importance of the first years of life for the developing child (Keating,
D.P. & Hertzman, C. (Eds) 1999, Developmental health and the wealth of nations: social, biological and educational dynamics. New York: The Guildford Press) •
That brain development in the early years of life affects outcomes throughout life including literacy, mental health and physical health (McCain, M & Mustard, J Fraser, Chairs (1999) Early Years Study Final Report, Ontario Children’s Secretariat, Toronto)
•
Early interventions with children have higher returns than later interventions (Heckman, James “The
Economics of Investing in Early Childhood”, www.jenni.uchicago.edu/econ_neurosci)
•
Playing together Auburn
The community fabric as an essential element in gaining good outcomes for children (Garbarino,
James & Kostelny, Kathleen (1992) “Child Maltreatment as a Community Problem”: Child Abuse and Neglect, Vol 16, pp 455-464, 1992.)
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Overview of investment in NSW In 2011 a total of 45 Schools as Community Centres projects were based in primary schools across NSW
Schools as Community Centres (SaCC) projects are funded through the NSW Government’s Families NSW strategy. Families NSW is jointly delivered by the following government agencies – Department of Family and Community Services, Department of Education and Communities and NSW Health. The Department of Education and Communities is the lead agency in the management of the Schools as Community Centres program. In 2011, 27 of the SaCC projects operated full time (5 days a week) and 18 operated part time (4, 3 or 2 days a week). One SaCC project had been in operation for less than 3 years, 10 projects for between 4 to 6 years, 31 projects for between 7 to 15 years and 3 projects for more that 15 years. The 45 SaCC projects serviced around 99 primary schools in NSW.
In 2011 Schools as Community Centres projects were located at Albion Park Rail Public School Alexandria Park Community School Anna Bay Public School Ashcroft Public School* Auburn North Public School Blue Haven Public School Bonnyrigg Public School Buninyong Public School Cabramatta Public School Canley Vale Public School Cessnock Public School Chertsey Public School Condobolin Public School Cootamundra Public School Curran Public School* Dareton Public School Dee Why Public School Dubbo West Public School Fairfield Public School Farmborough Road Public School Fennell Bay Public School Forbes North Public School Franklin Public School
Glebe Public School Glenroi Heights Public School Goulburn Public School Granville South Public School Irrawang Public School Kempsey West Public School Lakemba/Wiley Park Public Schools Marrickville West Public School Moree East Public School Narooma Public School Narrandera Public School Northlakes Public School Punchbowl Public School Queanbeyan Public School Rosemeadow Public School* Sanctuary Point Public School Telopea Public School The Meadows Public School Umina Public School Windale Public School Woodberry Public School Wyong Public School
*In mid 2011, these 3 projects were reduced from 5 days to 4 days per week. A further 3 projects ceased to operate and were not included in the data collection process for 2011. In 2012, a new project will open at Gorokan Public School.
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At a glance ... 2011 results for families with young children How much and how well did we deliver services?
Is anyone better off?
• 4,087 families with young children 0-8 years regularly participated in SaCC projects
• Families with young children were supported to connect to other families with 86.9% of parents and/or carers reporting that they made a new friend or social connection and 57.5% reporting that they got to know someone they could turn to in a crisis.
• 13.9% of these families were Aboriginal or Torres Strait Islander • 34.5% of these families were from a culturally and linguistically diverse background • 5% of these families had a parent aged less than 21 years • A further 3,902 families participated in SaCC projects occasionally • 5,675 children aged 0 - 8 years regularly participated in SaCC projects • 75% of these children were below school age • 15.3% of children who participated were Aboriginal and Torres Strait Islander • 8.2% of children aged 5 years or less participating in SaCC projects had special needs • 895 initiatives for families were delivered by SaCC projects across NSW
• Families with young children were supported to connect with other services with 69.9% parents and/or carers reporting that they used a service not used before. • The success of SaCC projects in supporting children’s transition to school was demonstrated by 97.5% of parents and/or carers reporting that their child was doing better on a range of social, emotional and communication skills. • SaCC projects successfully supported early literacy development for children with 66.4% of parents and/or carers reporting that they looked at or read books more often together with their children as a result of participating in SaCC initiatives (Source: SaCC Parents and Carers Survey 2011)
• 74% of SaCC project initiatives were delivered in partnership with human service agencies (Source: SaCC Annual Results Based Reports 2011)
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Measuring results for the SaCC program The Schools as Community Centres Evaluation Framework (2008) assists the Student Achievement and Community Partnerships Directorate in monitoring results for families with young children who participate in the SaCC program. The framework identifies a set of common outcomes and performance measures for the Schools as Community Centres (SaCC) program which measure whether families and children participating in SaCC initiatives are better off. Results Based Accountability has been used as the framework for the development of outcomes and performance measures which are aligned to the Families NSW Results Logic. (Source: http://www.families.nsw.gov.au/about.htm)
While there are many positive outcomes for families and children from their participation in SaCC initiatives, the framework outlines three core SaCC outcomes and three optional SaCC outcomes (SaCC projects report on at least one of the optional outcomes) which are tracked on a state wide basis. Performance measures for these outcomes are divided into three types which tell us: ‘How much did we deliver?’, ‘How well did we deliver services?’ and ‘Is anyone better off?’ A number of data collection tools have been developed to track progress. In 2011 data on ‘How much’, ‘How well’ and ‘Is anyone better off’ was collected across the state to demonstrate the SaCC program’s contribution to the following population level results. Parents are confident, connected to their community and its services and equipped to support their children’s development
The Schools as Community Centres program contributes to the achievement of Families NSW population level results for families and children in NSW which includes:
Children have social and emotional skills appropriate for their age
Children have literacy and numeracy skills appropriate for their age
Children are physically well and healthy (Source: families NSW Results Logic, July 2008)
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Profile of SaCC Families Surveyed 1,880 parents/carers completed the survey in 2011 (ie approximately 46% of all regular families who participated in SaCC). Most families (74%) participated in SaCC for six months or longer. The majority of families (63%) participated in SaCC at least once a week. 16% of families were of Aboriginal or Torres Strait Islander background. 39% of families spoke a language other than English at home. The majority of surveys (86%) were completed by mothers. The majority of parents (78%) who completed the survey were aged between 21 and 40 years. A further 4% were aged less than 21 years. 97% of parents who completed the survey had a child participating in SaCC. 10% of families had children identified as having special needs.
Outcomes for families with young children Core outcomes for the Schools as Community Centres program are: • Increased supportive connections • Increased use of health and community services, resources and activities • Increased social, emotional and communication skills for school preparedness Optional SaCC outcomes are: • Increased parenting knowledge on parenting and child development • Increased parent confidence • Improved parenting practices in early literacy of children
Reporting on outcomes for families with young children Schools as Community Centres projects are required to report each year on progress against performance measures through the SaCC Annual Results Based Report. The views of parents and/or carers about the extent to which the intended outcomes of SaCC were achieved are gathered through the SaCC Parents and Carers Survey. In 2011, 40 SaCC projects provided data gathered through the Annual Results Based Report.
SaCC Parents and Carers Survey In 2011, 42 SaCC projects implemented the SaCC Parents and Carers Survey with a total of 1,880 parents and/or carers completing the survey (see box). Note that the number of parents and/or carers surveyed was based on a sample of regular families with children participating in SaCC projects in 2011. ‘Regular’ families were those families who came often over a period of time. Other families who just received information about local services or came to a single short term initiative were not surveyed.
(Source: SaCC parents and Carers Survey 2011)
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How much did we deliver? A total of 4,087 families raising children birth to eight years regularly participated in initiatives delivered by Schools as Community Centres projects in 2011.
Families
Community Members
A total of 3,759 parents and/or carers participated in SaCC initiatives.
A total of 16,346 adults attended activities aimed at fostering community cohesion, delivered through partnerships between SaCC projects and local human service networks. Examples of typical initiatives aimed at fostering social cohesion include community wide events such as a ‘Family Fun Reading Day, NAIDOC Week celebrations and a ‘Fathers Day Breakfast’.
Of the total regular families attending SaCC initiatives, 4.7% of significant participants were fathers or male carers, 4.3% were grandparents and 2.6% were other relatives or carers. A further 3,902 families with children birth to eight years participated in SaCC project initiatives on a short term or occasional basis.
Children 5,675 children aged up to 8 years participated regularly in initiatives delivered in 2011 by SaCC projects across NSW.
A total of 1,389 community members without young children participated in initiatives delivered by SaCC projects across NSW. An example of a typical initiative for community involvement is volunteers assisting in the delivery of Active After School Programs.
Of the children who participated regularly in SaCC initiatives, a total of 2,351 (41.4%) were aged less than 3 years and 1,909 (33.6%) were aged from 3 years to school age. A further 1,415 (24.9%) were school aged (5-8yrs). Of children aged 0-5 years 8.2% were identified as having special needs. “What happens to children in the early years has consequences right through the course of their lives. There are many opportunities to intervene and make a difference to the lives of children and young people. The evidence shows the most effective time to intervene is in early childhood, including the antenatal period.
Learning to share Lakemba/Wiley Park
(Centre for Community Child Health, Policy Brief No 1 2006: Early childhood and the life course at http://www.rch.org.au/ccch/resources.cfm?doc_id=10886
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In 2011 SaCC projects delivered a total of 895 initiatives to support families raising children birth to eight years.
SaCC Project Initiatives
Human Service Agency Partnerships
In addition to common SaCC initiatives such as supported playgroups, early literacy, parenting programs, transition to school, adult learning and health and nutrition initiatives, SaCC projects also provide a range of other activities which address the needs of local families.
There were a total of 789 partnerships with human service agencies to implement SaCC project initiatives in 2011.
The chart below shows the type of SaCC project initiatives across NSW for 2011.
Initiatives delivered in partnership with the Department of Family and Community Services totalled approximately 10% of all initiatives delivered across NSW. The remaining initiatives were delivered in partnership with the following services:
Other human service agencies include non government organisations and local government including early childhood services.
Aboriginal and Torres Strait Islander Partnerships • There were 74 partnerships with Aboriginal and Torres Strait Islander organisations to implement SaCC project initiatives • 171 Aboriginal and Torres Strait Islander adults participated in decision making roles in SaCC projects. • 48 Aboriginal and Torres Strait Islander adults were employed in paid casual roles in SaCC project initiatives
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How well did we deliver services? 2011
2010
2009
2008
94.6%
95.0%
94.1%
92.4%
Participation by Aboriginal or Torres Strait Islander families
13.9%
16.6%
16.5%
11.5%
Participation by culturally and linguistically diverse families
34.5%
35.0%
30.5%
39.4%
Participation by families with a parent/carer less than 21 years
5.0%
4.5%
5.3%
3.3%
70.4%
70.1%
75.0%
71.6%
Participation by children less than 3 years who did not attend formal children’s services programs
40.5%
38.5%
39.9%
36.9%
SaCC initiatives delivered in partnership with other human service agencies
74.0%
Parents and/or carers reporting that participation in SaCC was helpful
A total of 871 children or 15.3% of total children participating in SaCC project initiatives in 2011 were Aboriginal or Torres Strait Islander
(Source: SaCC Parents and Carers Survey)
Participation by children 3 years to school age who did not attend formal children’s services program
Schools as Community Centres projects provide a soft entry point to engage vulnerable families not previously accessing early childhood services Atal of 899 children or 15% of total children participating in SaCC project initiatives in 2010, were Aboriginal or Strait
Is 77.4%
79.4%
77.5%
“It’s really helpful coming here to get information and advice from workers and other mothers when we exchange information......” (Parent quote – Parent / Carer Survey 2011)
Early literacy initative Kempsey West
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Is anyone better off? Schools as Community Centres activities facilitate the development and strengthening of relationships and social networks amongst parents. Increased Supportive Connections
Increased Supportive Connections 1,784 or 94.9%
of parents/carers reported that they met new people in their area
1,634 or 86.9%
of parents/carers reported that they made a new friend or social connection
1,199 or 63.8%
of parents/carers reported that they got together later with someone they met through SaCC activities
1,080 or 57.5%
of parents/carers reported that, since coming, they got to know someone they could turn to in a crisis
“Has established a belonging to the community and have developed friendships that I am grateful for - the kids and myself” (Parent quote – Parent / Carer Survey 2011)
‘Evidence shows that families with social support networks and who are connected to local services are better able to respond to challenges’ (Source: Families NSW Statewide Policy Directions 2011/12-2013/14, p. 8)
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Schools as Community Centres projects build links with other local services and support families to access those services when they need to.
Increased use of Health and Community Services, Resources and Activities 1,802 or 96.0%
of parents/carers reported that they learnt new things about what the community has to offer; such as services, places to get support, or things to do in the area
1,314 or 69.9%
of parents/carers reported that they used a service not used before
1,186 or 63.1%
of parents/carers reported that they went to a community event, they had not been to before joined a group
1,172 or 62.3%
of parents/carers reported that they started going to a new activity or joined a group
1,105 or 58.8%
of parents/carers reported that they tried another new thing in their community
“My daughter stopped talking when she was two and by coming to playgroup here I was pointed in the right direction to go and get her hearing tested and to go and see the early childhood nurse. They think she may have a hearing loss and that would explain alot about her behaviour” (Parent quote – Parent / Carer Survey 2011)
‘There is good evidence that quality maternal, child and family health, early childhood education and care and family support programs make a significant difference for improving outcomes for children.’ (Investing in the Early Years – A National Early Childhood Development Strategy, An Initiative of the Council of Australian Governments, 2 July 2009, p. 8)
Mums and Bubs Group Fennell Bay
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Schools as Community Centres projects provide children with greater opportunities to participate in informal learning and to develop social and emotional skills, supporting smoother transitions to school.
Increased Social, Emotional and Communication Skills for School Readiness 1,089 or 99.1%
of parents/carers (who had a child aged 2 years and over who was not starting school next year), reported that since coming to the SaCC activities their child was doing better on at least one of the following: • mixing or getting along with other children • playing well • letting others know what need, want or feel
502 or 97.5%
of parents/carers (who had a child starting school next year) reported that since coming to the SaCC activities their child was doing better on at least five of the following: • taking turns or sharing with other children • joining into a game, group or chat with other children “Coming to music playgroup helped my oldest child prepare • cooperating in group activities for school and now the same is • following basic rules (like stay in the play area) happening for the younger one” (Parent quote – Parent / Carer • showing basic concern and interest in others Survey, 2011) • coping with ‘losing’ in a game • coping with a mild rejection or comment by another child • coping when you are not there or out of sight • following directions from an adult, other than you or family • asking an adult for help, other than you or family • sitting and listening in a group • telling others what they need, want or feel
Making friends Fairfield
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Schools as Community Centres projects provide opportunities for parents to access information on parenting and child development
Increased Parent Knowledge on Parenting and Child Development 1,756 or 93.5%
of parents/carers reported that they learnt new things about parenting tips, ideas
1,780 or 94.7%
of parents/carers reported that they had learnt new things about how children grow, learn and develop
Increased Parent Confidence 1,754 or 93.3%
of parents/carers reported that they feel more confident in parenting
‘Helping parents to understand the significance of brain development during the early years of life is critical to encouraging parents to participate in both formal and informal early childhood development opportunities’
(Families NSW Statewide Policy Directions 2011/12-2013/14, p. 7)
‘Effective early childhood development programs are generally those that work directly with children and also with parents to improve their engagement, capacity, skills and confidence.’
(Investing in the Early Years – A National Early Childhood Development Strategy, An initiative of the Council of Australian Governments, 2 July 2009, p. 8)
“Has helped me to become a more confident mother and person, wonderful support in all areas of parenting” (Parent quote – Parent / Carer Survey)
Adult learning initiative Canley Vale
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Families participating in Schools as Community Centres projects are supported and encouraged to implement literacy activities at home, such as reading together.
Increased Parenting Practices in Early Literacy of Children 1,237 or 66.4%
of parents/carers reported looking at or reading books more often together with their children
1,310 or 70.3%
of parents/carers reported singing songs or rhymes more often together with their children
1,116 or 59.9%
of parents/carers reported making up or telling stories together more often with their children
1,224 or 65.6%
of parents/carers reported chatting about what they were doing in ordinary daily tasks more often together with their children
1,214 or 65.1%
of parents/carers reported talking together using words for feelings, wants and needs more often together with their children
‘Literacy is one of the most important foundations for success in school and life’
(Centre for Community Health, Policy Brief Issue 13 2008: Policy Brief – Literacy in Early Childhood)
“My daughter makes me read the books we borrow 3 or 4 times over and over” (Parent quote – Parent / Carer Survey, 2011)
Enjoying books Irrawang
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Case Study Responding to the AEDI data. In 2011, five school based early intervention and prevention 1 projects who provide initiatives for families raising young children, collaborated on a project in response to the 2009 Australian Early Development Index (AEDI) results for their local communities. This project Zooming in on friendship and feelings received a small grant through the AEDI Local Champions Project administered through the Families NSW Facilitation Project based in South Western Sydney. The AEDI results for the Fairfield local government area identified that 28.3% of young children on arrival at school were vulnerable in one developmental domain or more, and 11.7% of children identified as vulnerable in the social competence domain. This was above the State average of 23.5% being vulnerable on one developmental domain or more, and 8.8% vulnerable in the area of social competence. 2
But in the five communities involved in this collaborative prevention project, this figure was much higher. For example: • Cabramatta had 45.2% of children vulnerable on one or more domains with 18.1% of children demonstrating vulnerability in the area of social competence. • One Fairfield community had 29% of children vulnerable on one or more domains and 6.2% demonstrating vulnerability in the area of social competence.
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Four Schools as Community Centres Project and a Community Engagement Project funded through National Partnerships Low SES Communities 2 Bonnyrigg, Cabramatta, Canley Vale, Fairfield and Lansvale
The families living in these five communities in South Western Sydney represent some of the most vulnerable groups in NSW today and are primarily families from culturally and linguistically diverse backgrounds. This Zooming in on friendship and feelings project supported parents / carers of young children to develop their knowledge about and awareness of the importance of social emotional development for their young children through participating in existing supported playgroup and transition to school activities. Through their understanding of the AEDI data, early childhood development and community groups involved, the five partners designed strategies that could be delivered in a manner that built on existing relationships with families. These strategies included: • Building parental / carer capacity to understand and support age appropriate social and emotional development for their children • Building capacity of children to recognise and label social/ emotional behaviours of their own and amongst their peers • Supporting children to develop age appropriate social skills to manage positive and negative social interactions with their peers • Development of culturally sensitive and appropriate community resources that could provide cues for families and children to identify moments of social and emotional development.
Schools as Community Centres Annual Results Based Report 2011
By utilising existing initiatives where relationships with staff were already established, parents/carers had the opportunity to engage in informal discussion and learning about the: • Social emotional development of children including identifying and labelling feelings • Day to day opportunities to support social emotional development • Current research in this field. Through their participation in the playgroups and transition to school initiatives, children had the opportunity to: • Engage in activities that supported the development of social skills • Make friends • Identify and label their feelings. In addition to providing opportunities to build parent / carer capacity to support social and emotional development of their children, this project provided access to high level information about socialemotional development in children 0-5yrs, by creating the following visual aids in a format appropriate to the families' cultural and community needs • posters for display in community spaces using local faces and minimal written language and • photo books for use in playgroups and local initiatives. One parent commented that “the posters give me lots of ideas about what to do at home”. Templates of these parent focused visual aids are available for other family, child and community services to adapt to their local setting and community. 15
Student Achievement and Community Partnerships Directorate Level 13, 1 Oxford St Darlinghurst NSW 2010 www.schools.nsw.edu.au © October 2012 NSW Department of Education and Communities
