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Fraser Park Preschool-7
Burdekin Avenue
Murray Bridge
South Australia 5253
Values education is a whole school focus and provides the framework
for whole school wellbeing and the behaviour code for all our school
community members.
2013
ANNUAL REPORT
School Motto:
“Together we are learning for the future.”
School Values:
Caring Respect Fun Enthusiasm
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ARTICLE PAGE
Title Page 1
Index 2
School Personnel 3
Overview 4
School Highlights 4
Restorative Justice 5
Family Partnerships 6
Accelerated Literacy 7
Program Achieve 8
Languages 9
Students with Disabilities 11
IT Report 12
Strategic Directions & Targets 14
Promote Student's Inclusion & Wellbeing 14
Promote Staff Wellbeing 15
Professional Learning & Self Review 15
Enrolment 16
Attendances 16
Progression Ratios 16
Student Achievement in Reading and Numeracy Yr 5-7 ATSI 17
Student Achievement in Reading and Numeracy Yr 3-5 & Yr 5 -7 17
Preschool Annual Report 19
Learning Together 23
Appendix 38
Student Comments 47
Families Say 48
Diagrams and Graphs
Student Enrolments - Specific Populations (FTE) 2013 16
Progression Ratios by year level 2013 16
Literacy and Numeracy Data Yr 5-7 ATSI 17
Literacy and Numeracy Data Yr 3-5 & Yr 5-7 17
Appendices
1A Fraser Park Preschool-7 School 2011-2012 - Staff survey 38
1B Fraser Park Preschool -7 School 2011-2012 - Parent Opinion survey 38
1C Fraser Park Preschool -7 School 2011-2012 - Student Opinion Survey of Teachers & Teaching 39
1D Fraser Park Preschool -7 School 2011-2012 - CPC Parent Opinion Survey 39
2A Attendance - 2012 40
3A Finance Statement 2012 41
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SCHOOL PERSONNEL
Principal: Michelle Kamma
School Counsellor: Russell Gilbert
Learning Together Coordinator Susie Bowden
Resource Centre: Anne Hein
Cleaners: Wayne’s Cleaning
Grounds: David Lacey / Ian Randell/ Rita Pederson/ Bok Dot
Volunteers: Ros Jones / Lyn Mason / Linda Crawford
Aileen Hill / Ian Randell
Specialist Teachers:
Singing and drama Brad Hill
Values Education Russell Gilbert
Literacy Mentor Teacher Kristen Baur
Aboriginal Education Daniel Robin / Aunty Trish / Ms Kamma
Computing Coordinator Daniel Robin
Physical Education Russell Gilbert
Special Education Russell Gilbert
Mother Tongue Maintenance Daniel Robin
Languages Fusi Kaluata
Teaching Staff:
Preschool Brad Hill
Reception/Year 1 Kristen Baur
Years 2,3,4,5 Fusipala Kalauta
Years 5,6,7 Neil Hooper
Occupational Health & Safety Officer Daniel Robin
Working Together / Family Partnerships Russell Gilbert / Aunty Trish Lloyd / Michelle
Kamma
Joy Club Chris Brown / Daryl Mark
Music Club Brad Hill
Canteen Roslyn Jones / Lyn Mason/ Linda Crawford/ Wayne Worden
School Chaplin Daryl Mark
ACEO Aunty Trish Lloyd
Ancillary staff:
Finance Officer Julie Cawte
Front Office Kiah Mann/ Julie Sim Term 3,4
Student Support: Jo Dewhirst Ajith Bol
Julie Schulz Glenys Wilson
Heather Davis
Aileen Hill
Jo Larson
Gloria Ebsworth
Leeann Jones
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FRASER PARK PRESCHOOL-7 SCHOOL
LOCATION NUMBER 1382
ANNUAL REPORT 2012 OVERVIEW
Fraser Park Preschool-7 is a category one school with a complex and rewarding school community. There is
a high turnover of students with many transient families.
This impacts on the provisions of educational programs for students.
Indigenous students make up approximately 55% of the school population. There are 30% of students
identified for support under the Disabilities Policy and with NEP’s.
The Fraser Park Preschool-7 community worked in a strong partnership with the school community during
2013 to accomplish the goals of the Site Improvement Plans.
“Learning Together for the Future” is our motto- 2013 has been a year with a strong focus on learning and
working together to achieve this goal.
SCHOOL HIGHLIGHTS 2013
Accelerated Literacy Preschool-7
Mother Tongue (Ngarrindjeri)
Community Voice through Family Partnerships
(Indigenous Initiative)
Upgrade of Preschool
Whole school Fruit Program
SAPSASA, Sports Day, Fun Run, Swimming
Breakfast Club, supported by Soroptimists
Program Achieve Preschool-7
Student Voice, Student Forums and Sharing Circle
Staff Professional Learning, Accelerated Literacy, Program
Differentiated Curriculum, Achieve, SACSA, Restorative Justice, Cultural Competency
Book Week Celebrations
Premiers Reading Challenge
Premiers Be Active Challenge
Restorative Justice
NEP teaching targets set, and evaluated
DIAF Validation to 2017
End of Year Concert
Christmas Pageant
New Library Construction & completion
School Bus
Sam Oshodi. African Drumming.
Community Artists- Elisabeth Dekoke
Establishment of Yanun Pulgi (Family Centre)
School Chaplain
SMART Practice embedded
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RESTORATIVE JUSTICE 2012
At Fraser Park Preschool- 7 School we continue to use restorative practices to help students to solve their conflicts, sort out problems they are having or re-engage with their learning. Restorative practices are about teaching children the skills they need to understand how their actions affect others. Restorative practices have had a positive impact on students, with Teacher’s reporting that students are using the language of restorative practices when they are having conflicts with other student. To support our work with restorative justice we have been looking at ways that we can integrate sensory activities in our classroom practices and the Re think process. As a whole staff we have attended workshops run by Cathy Rice (occupational therapist). We have used these workshops to inform our practice and use many sensory activities to help students self-regulate. Some of these include tents and dark spaces in class and sensory experiences like fabrics, heavy pressure and different textures items to help students that are seeking a sensory experience. Through sensory integration we have seen that students are able to self-regulate and participate in the restorative justice process. This has seen a decrease in the number of students using our Re-Think room and reductions in Take Homes and Suspensions. The impact of this is more time spent on learning.
Russell Gilbert
Counsellor
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FAMILY PARTNERSHIPS PROGRAM 2013
The ‘Family Partnerships’ program has continued this year with Di Grigg (consultant), ACEO Aunty Trish, Aunty Glenys and Russell Gilbert facilitating regular meetings. The family partnerships program is growing from strength to strength. Early in the year the Aboriginal Families decided to open the Family Partnerships program to all families both non- Aboriginal and Aboriginal. This has allowed us to work with a broader section of our school community, give Aboriginal families a sense of leadership and pride and promote reconciliation within our school community. We have undertaken several projects with our family partnership group including, training in and development of sight word kits, Ngarrindjeri weaving, unpacking the Australian Curriculum, tile making, the development of Personalised Learning Plans for all Aboriginal Students and our regular meetings. Attendance has been great to our meetings with an average of 20 family and community members attending. NAPLAN data indicates an improvement in learning outcomes for Aboriginal students. The number of Aboriginal families involved with Governing Council has increased, as has communication between home and school via staff members Aunty Trish (ACEO), Glenys Wilson (SSO) and Gloria Ebsworth (SSO). Running Records indicate every student improving their reading levels.
Aboriginal Education Team
Aunty Glenys, Aunty Trish, Russell Gilbert, Michelle Kamma
Building positive relationships with
staff to improve learning outcomes for
students. Working with Elders
Sight word kits are teaching families
how to teach their children in
improve their reading at home
Developing life
long learners
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ANNUAL REPORT – ACCELERATED LITERACY 2013
Fraser Park Preschool-7 School completed the 8th year of Accelerated Literacy in 2013. We were
pleased to have a new teacher, Paula Fahey, join our staff this year. She completed 4 days of
Accelerated Literacy training and uses in her classroom daily. Paula has enjoyed the structure
and support that the program provides the pedagogy for students.
`
The AL consultant for 2013 was Lisa Bailey and who supported teachers and students in classrooms
as well as taking Training and Development sessions and providing support for teachers with
planning at the beginning of each term. Lisa visited the school three times a term.
Our 2013 Running Records data has continued to show improvement for all students, we are
committed to improving this data further, with reading still being a very strong focus in all
classrooms.
Reading and searching for letters
in the AL text, Big Rain Coming.
AL in the classroom
Retelling the folk tale, The Three Billy Goats
Gruff using pop-stick characters.
Writing samples
Joint-reconstructed writing from
The Three Billy Goats Gruff.
Reading task: Reconstructing
sentences from The Three Billy
Goats Gruff.
Joint-constructed story writing
on small whiteboards.
Reading task using a sentence strip
board, with our AL consultant Lisa
Bailey.
Searching for ‘er’ in words
from The Murray Cod.
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PROGRAM ACHIEVE
Program Achieve is a curriculum for teaching students how to set attainable goals and be happier in their
school and general life. An emphasis of Program Achieve is to teach a person that to change their feelings or
behaviours; they need to change their thoughts. The program teaches students how to have confidence-
building thoughts, rather than confidence-destroying thoughts. Program Achieve covers eight areas with
three sub-sections each:
- Confidence
- Effort and Persistence
- Happenings, Thoughts, Feelings, Behaviours
- Self Acceptance/Self-Esteem
- Goal Setting
- Time Management and Organisation
- Making Friends
- Handling Conflict.
Program Achieve is a whole school language which underpins the teaching of social skills and to help
develop behaviours that will help students become successful in the wider community. Program Achieve
and the concepts taught in program achieve are reinforced through class discussions in “Circle Time”. If
there has been an issue in the class or a problem at recess or lunch the class is able to discuss the issue and
use common strategies to help manage their own problems.
Mr Hill and Daryl (school chaplain) have been incorporating the skills of Program Achieve into the Drama
Productions that we present at school events such as Assemblies and Family evenings. Each play chooses
one of the values taught and reinforces what students could do if they have similar problems.
Russell Gilbert
Counsellor
Students from the Drama in Action group performing
a sketch at the Family Evening.
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LANGUAGES
Ngarrindjeri is taught at Fraser.
Learning languages have shown that it improve students literacy in general. Language
learning also promotes understanding of other cultures and acceptance of differences.
What one does learn is that, the similarities in human expectations and hopes for a humane
society, is a shared global phenomenon.
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Our Ngarrindgeri learner pride and self-esteem is reinforced by the knowledge that their
language and culture is also valued and recognized here at Fraser Park.
Daniel Robin
Language Teacher
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STUDENTS WITH DISABILITIES
Fraser Park has 60% of students who have been identified as needing Negotiated Education Program (NEP).
NEP students are supported in class with SSO time and targeted programs. Students needs are identified
along with their learning strengths and form the basics of modified curriculum requirements.
In 2013 we re formatted our NEP targets to fit in line with the teaching targets from our Personalised
Learning Plan targets for all Aboriginal students. We now have one set of targets which can be used for PLP
and NEP students. This allows teachers to focus deep and narrow when setting Targets and focus on specific
areas of learning.
Each term NEP targets are set and provide formative assessment for the years learning.
Important outcomes for 2013 have been every student improving their reading outcomes and all students
meeting their NEP targets.
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I.T. REPORT 2013
This year we have developed a classroom set of IPads. While
most of the purchases have been made in the previous year,
the professional development and the system support and
maintenance schedules were established early on. Learning to
manage, update and maintain this Apple environment has
proven difficult and is still not without its own sets of
problems and limitations. In particular the Volume Purchase
Programmes are peculiar to Apple and not without flaws. We
are still struggling with that!
The technology however is without equals. In particular the
large volume of Apps enables us to pick some excellent and targeted teaching aids. The IPads are well suited
to students with learning difficulties as it is engaging and intuitive.
The classrooms Interactive White Boards have
served us well.
Our school Wi-Fi has been a great success and is
working flawlessly and does not need any attention.
We have now extended our cover to Pulyeri
(Preschool) and surrounds.
The computer room supports whole class learning
(depending on available funding!). The PC's are all
still functioning well, given that it is quite a few
years now since we purchased the last batch. The
classes are still making good use this technology.
We also have purchased a new printer for curriculum which is now located to the Front Office, where it is
accessible to all, but also protected from accidental damages.
We have upgraded our computer system with a thin server system, which mean that we have a series of
servers powering 40 monitors. The idea is that maintaining 4 servers is easier than maintaining 40 PCs.
We had quite a few of our Dell
computers failing, so while waiting
for the new system to become
operational (we have a few
teething problems!) we also
purchased 16 recycled replacement
PCs as well.
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Our old library, soon to be renamed conference room (or talking/ meeting place, “Yanun Pulgi”) will be
equipped with some of these computers, in a second computing room, for family use.
I have 'lost my office' in the “Barn”, but I have now gained a
spacious office in the 'old library', which means that I can now
work more securely.
In conclusion, our careful planning over the last few years, is enabling us to modernise our IT system and
make our school more relevant to today’s technological demands.
Daniel Robin
IT coordinator
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STRATEGIC DIRECTIONS AND TARGETS
PRIORITY ONE
Curriculum renewal which increases student’s achievements in Literacy, Numeracy and ICT.
OUTCOMES
LITERACY
National Curriculum
Accelerated Literacy Preschool- 7
Play policy
ESL scaling for all students
Common assessment tests for all students / Running Records Rec-7
Early years Focus Teacher and Accelerated Literacy Coordinator
Focus on Reading three times a day and at home
Phonics small group focus
Sight words (oxford)
NUMERACY
National Curriculum planning reporting
Numeracy Block whole school
Mentoring Rosslyn Shepherd Numeracy Consultant
Numeracy Focus Teacher
PRIORITY TWO
PROMOTE STUDENTS’ INCLUSION AND WELLBEING.
During 2013 we began the journey of becoming a SMART Practice school, providing us in partnership with
families a framework for practice.
Communicate effectively with students
Recognise development needs appropriate to age
To respect culture and special needs
Use current research to inform practice
Ethical practice and frameworks and respectful process for all children and their families
Wellbeing Lunches
School Colours
Values based codes of conduct
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PRIORITY THREE
PROMOTE STAFF WELLBEING.
Staff opinion surveys identified high levels of satisfaction, highlighting the strengthened resilience of the
Fraser Park team.
Fraser Park Preschool-7 is a category one school and the complexities are challenging, therefore the
resilience and morale of staff must remain a priority at all times.
Strategies to support staff in 2013.
Regular Performance Management each term, focused on continuous learning for all.
Social Coordinator.
Shared morning tea / lunches.
PAC – agenda/staff meeting time.
Values Education / Program Achieve, Restorative Justice
Induction and support for new staff.
Clear Grievance Procedures.
Open Door Policy with principal
Regional Office support
Ten minute meetings each morning to improve communication
Gratitude Wall
Soup Days
PROFESSIONAL LEARNING
Ongoing learning for staff and the school community is valued at Fraser Park, during 2013 our focus was
Accelerated Literacy, Reading, Restorative Justice, Cultural Competency, SMART practice and
Differentiated Curriculum.
SELF REVIEW
2013 has seen the improvement journey continue with all staff
collaborating and working in partnership with families to develop
a Family Agreement, Diamond of needs and a map for identifying
a student’s support circle. Stand out achievement has been every
student improving their reading levels. This improvement has been
sustained from 2009. WE successfully completed our DIAF
validation 2013- 2017. Our community are very proud of our
successful validation.
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REQUIRED DATA
1. ENROLMENTS
Enrolments by Specific Population- FTE 2013
School ATSI NESB ESL Disabilities School Card Total School
1382-Fraser Park Primary 30.0 2.0 39.0 11.0 37.0 77.0
Enrolments by year level-2013
School RE Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 Yr7 Total
1382-Fraser Park
Primary
15 12 4 12 5 9 5 15 77
ATTENDANCE
RE Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 Yr7 Total
1382-Fraser Park P.S 76.6 88.7 88.0 84.1 87.1 79.9 64.9 85.7 81.8
PROGRESSION RATIOS
Fraser Park has a long history of a significant number of students who are transient due to families moving
from town to town due to cultural and family reasons.
RE-1 1-2 2-3 3-4 4-5 5-6 6-7
REGION 81.1 100.2 98.6 101.1 100.1 101.2 99.4
DECD 80.3 100.5 100.1 100.4 99.9 98.6 98.3
1382-Fraser Park Primary School 75.0 44.4 100.0 71.4 80.0 83.3 136.4
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YEAR 5-7 ATSI READING
100% of Aboriginal students who sat the test in year 5 and again in year 7 were in the lower 25% of
improvement
YEAR 5-7 ATSI NUMERACY
100% of Aboriginal students who sat the test in year 5 and again in year 7 were in the lower 25% of
improvement.
YEARS 3-5 READING
100% of all students who sat the test in year 3 and then again in year 5 were in the middle band of
improvement.
YEARS 3-5 NUMERACY
100% of students who sat the test in year 3 and then again in year 5 were in the upper band of improvement.
YEAR 5 – 7 READING
50% of students who sat the test in year 5 and then again in year 7 were in the middle 50% of improvement
and 50% in the lower band of improvement.
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YEAR 5 – 7 NUMERACY
50% of students who sat the test in year 5 and then again in year 7 were in the lower 25% of improvement
and 50% in the middle band of improvement.
SUMMARY
Numeracy:
Numeracy is in need of review and a whole school focus to improve outcomes and practice for students and
staff, in 2013 we used a process of personalised learning in numeracy, along with the Quick Smart program.
This will be sustained in 2014.
Literacy:
The results are improving, and sustained since 2009 however there must be continued sustained rigour in
addressing literacy outcomes for all students and in particular the Indigenous students. We do this by hearing
small group phonics and having every student read 3 times per day.
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Preschool Annual
Report
2013 2013 saw the continuation of the preschool’s play-based curriculum, Accelerated Literacy,
Child Protection Curriculum and the availability of daily fruit and wellbeing lunches. We also
continued to nurture a healthy relationship with the Fraser Park School and Learning
Together.
As part of our regular program, a Ngarrindjeri program, oral language program and smart
practice activities were introduced this year.
Working towards the National Quality Standards criteria has been focused on this year.
Most of this time has been devoted to updating policies and working on the Quality
Improvement Plan.
Preschool Environment
This year the preschool has had a refurbishment with the
installation of a new kitchen and new cupboards fitted in the office
and art area. New outside equipment was purchased and the Home
area furniture has been revamped.
Literacy and Numeracy
We continued our focus on Literacy and Numeracy in 2013. These areas have been
approached via the literacy and numeracy area, mat times,
Accelerated Literacy, Oral Language program and the Play program.
The Literacy and Numeracy area We have continued to use this area for specific learning
opportunities devoted to developing literacy and numeracy skills. The
children have had opportunities to work on name
identification, writing, pen control, pen grip, and letter formation.
Some of the numeracy activities available in this area have included number reading and
writing, counting, and the exploration of weight, time, pattern, sequence, colour and shape.
Literacy and Numeracy opportunities during mat times
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During ‘mat times’ the children were given opportunities to identify and analyse their names,
sing songs, enjoy stories, practice the “5 L’s of listening” and respond to roll calls. Specific
teaching during these times also covered skills such as counting, telling the time, and reciting
the days of the week. Opportunities were also provided for children to express their ideas
and give opinions.
Creative Play-based Literacy and Numeracy. Socio-dramatic play has been used to develop communication, self-
regulation and social skills as well as symbolic thought. When involved in
socio-dramatic play the children have had opportunities to speak and
negotiate with each other, share and distribute, care for others (including
‘babies’), write, count, use clocks, and dress themselves. Design and
construction activities such as building with blocks, lego and construction
kits also encourage creative play and the consequential development of
symbolic transformations that are integral for literacy and numeracy
skills. The children also used the “Small World” play set to explore their
world, creative thought and oral language. At the end of this year we purchased a number of
new dress ups, dolls and prams for the home area.
Accelerated Literacy. The texts that we worked on during Accelerated Literacy in 2013 were “The Very Hungry
Caterpillar” by Eric Carle, “Titch” by Pat Hutchins, “Waddle, Giggle, Gargle” by Pamela Allen,
and “Handa’s Surprise” by Eileen Brown. The work done on these texts included looking at
book knowledge such as front and back cover, title, author, title page, where the story starts
and directionality of text. Print concepts covered included words, letters, sentences,
recognising individual words and letters and how spaces are used. Some of the activities
included were deconstructing pictures, acting out stories, determining character motivations,
increasing vocabulary and exploring story content through play and art activities. The
Preschool children performed their play of “Waddle, Giggle, Gargle” for the preschool parent
day at the end of term three, and again in term four as part of a whole site assembly for the
award ceremony of the Prime Minister’s Medal.
ICT
IPads have been introduced into the preschool program this year. We have four IPads
available for the children to use each day. Along with playing educational games the children
have had opportunities to use the IPads’ photographic and videoing capabilities.
As part of the IPad introduction, we have also purchased Apple TV. This tool has been
instrumental in mat time lessons of Oral Language and Accelerated Literacy.
Learner Wellbeing
In order to foster an environment which encourages comfortable and confident learners, in
2013, the following programs and activities were continued.
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Identity Webs, Family Trees, Safety Nets and Kindy Banner. These activities allowed the children to identify and explore who they are
as individuals, family members, preschool members and members of
the wider community.
Visits To build confidence and develop social skills the preschool children have had opportunities to
interact with visitors from Fraser Park School and Learning Together. These included
combining with the Reception/1 class for singing, play and library visits. Having fortnightly
performances from Fraser Park’s “Drama in Action” and joining with Learning Together for
African drumming with Sam Oshodi, and play. For Reconciliation Day this year we had a guest
didjeridoo player visit the preschool, and as part of Harmony Day Aunty Glenys, Daryl, Ajith
and Mr Mashenge visited to tell stories they had heard in their childhood. The children also
participated in Ngarrindjeri lessons with Fusi and Aunty Glenys, the Fraser Park Fun Run,
helping Rita with the Fraser Park school garden and we held a family day for the preschool’s
community.
Daily Fruit and Wellbeing lunches Having fruit available for the children to eat throughout the day and providing lunch for
those children who arrive without food, helps the children
maintain concentration, as they are less likely to be hungry.
Child Protection Curriculum & Smart Practice Activities This year we tied some of the ideas from Smart Practice into the
work done in the Child Protection Curriculum. The areas covered
this year included identities, families, friends, feelings, emotions,
feeling scared, body parts, body warning signals, safe and unsafe touching, identifying abuse,
body awareness, how to calm ourselves, safety networks, being caring, gentle and
considerate, and staying safe. Part of the work done on staying safe included Lab’s for Life
visiting the Preschool. The children learnt about the importance of asking permission to pat a
dog and how to safely approach a dog without scaring it.
Indigenous Learners
Each Aboriginal child had a Personalised Learning Plan
developed for him/her. These plans allowed me to identify
each child’s strengths, weaknesses, likes and dislikes,
giving me a strong sense of our Indigenous children,
and how to best facilitate their learning. Considering
these plans helps me to design programs and activities
for the preschool staff to use with the children throughout
the year. Some strategies used to help engage a number of
our more active Indigenous children were to make a concerted effort to have outdoor play
available as much as practicable and to have physically challenging activities such as climbing
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ropes available. I also developed programs being mindful of incorporating Indigenous
perspectives across the curriculum.
Enrolments
2013 began with 16 full time children and 5 pre-entry children enrolled in the Preschool. By
the end of the year this grew to 19 full time children and 12 pre-entry children. 15 children
are due to start school in 2014. It is expected that in 2014 we will start with 16 full time
children and 3 pre-entry children enrolled.
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Learning Together
Annual Report 2013
Site: Murray Bridge
'Learning Together' is a DECD program for families with children aged birth to four.
The program is based on national and international research affirming the crucial
importance of the very early years of life in laying the foundation for children's
learning and well-being.
The Murray Bridge Learning Together Centre includes the program at Fraser Park, 3
outreach programs and Learning Together @ Home in Murray Bridge and Victor Harbour. In
total I manage 3 teachers, 9 Early Childhood Staff and 2 Learning Together @ Home
fieldworkers. I am the only full time staff member working on site.
Our goal at Learning Together Murray Bridge is to engage families in their children’s learning
from prebirth. Learning Together focusses on the importance of children's oral language
development, children being read to at an early age, the development of children's strong
dispositions to learning, and the critical role that parents play in supporting their
children. Development of the program took account of research highlighting the benefits of
a preventative approach toward possible later difficulties for all children in vulnerable
communities, rather than an approach where some children and families are targeted for
intervention. This is early intervention at its best.
All Learning Together Programs feature the dimensions of:
Adult learning and support
Adult/child engagement
Child involvement in learning
The aims of Learning Together are to:
Improve early literacy learning opportunities for children
Assist families to support their child’s early learning and development.
Support parents own learning and determination
Strengthen communities through interagency collaboration and coordination in the
provision of family focussed programs and services
Promote and support positive relationships between families and early childhood services
and schools
Context:
Learning Together is about working with families to build respectful relationships while
building and supporting parents’ understanding of their children’s learning and improving
children’s literacy learning. Learning Together Murray Bridge is held in the Fraser Park CPC-
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7 School. Murray Bridge is a regional centre approximately 80 kilometres from Adelaide. It
services towns and communities within the region, including Mannum, Tailem Bend, Jervois,
Wellington, Mypolonga, Coomandook, Coonalpyn, Karoonda and Meningie. The Murray Bridge
community has people from a large number of ethnic and cultural backgrounds (Turkish,
Afghani, Korean, Chinese, Sudanese, and Bhutanese). There is also a significant Aboriginal
population.
There are a large numbers of sole parent households that are generally headed by women.
Many families have high welfare dependency and there are significant levels of physical
domestic violence and alcohol and substance abuse within the community. The area is
predominantly Housing Trust and rental, which is significantly affected by the degree of
unemployment, which is impacting upon the third generation of some families. Some sections
of the community are characterised by significant poverty. The lack of access to transport
within the area means that many families do not access as many services as they would like.
In addition, the lack of affordable and available housing has become even more of an issue
with some families forced to live together or couch surfing. To address the complex needs
of the client group I have developed strong links with a range of other agencies, including
Child Youth and Women’s Health Services and local community health services, Centacare,
Families SA, Communities for Children, Family Day Care and Anglicare. This has further
enhanced outcomes for families as their broader needs are being addressed.
As a Learning Together Manager I work with parents to assist them support and extend
their children’s learning. This involves groups including supported playgroups, parents making
books for their children about their children, parent education groups, SACE for parents,
Teenage parent groups, family outings, Getting Together family borrowing of literacy packs
and parent TAFE study groups. I work alongside staff from local schools and preschools to
develop their capacity by sharing their knowledge of working with families and literacy in the
early years.
A range of parents join Learning Together programs including young (teenage) parents and
Aboriginal parents. Many parents did not complete their schooling. Learning about their
children’s learning has led to a renewed interest from parents in their own learning and also
given them opportunity to form positive relationships and experiences with educators and
the schooling sector. We hope as a result when their children begin preschool and school, the
parents bring a range of knowledge and literacy experiences, which enhance the partnership
between teachers and parents. This in turn enhances children’s literacy development and
enthusiasm for learning.
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DATA
Attendance Data for term 4:
week
1 week
2 week
3 week
4 week
5 week
6 week
7 week
8 week
9 Total
Monday Playgroup 47 54 48 52 34 41 54 63 157 550
Prewalkers 31 29 30 31 31 42 32 23 249
Companions Together 10 14 12 12 48
Tuesday SACE 16 20 20 16 18 15 105
Wednesday Playgroup 42 47 39 38 44 44 38 55 347
Circle Of Security 20 21 21 21 0 19 17 19 138
Tailem Bend Getting Together 12 15 0 16 14 18 15 19 109
SACE Thursdays 25 30 28 26 26 23 38 196
North School Playgroup 21 15 26 18 15 14 12 18 139
Friday Playgroups 26 29 21 27 2 32 33 20 190
Callington Playgroup 32 18 13 19 0 14 18 17 131
Twilight Playgroup 41 41
One off Groups 0 20 14 3 3 13 12 65
Tailem Bend Companions 9 5 7 4 9 9 43
Total by week 281 303 277 285 237 296 281 234 157 2351
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OTHER LEARNING OPPORTUNITIES
Formal learning opportunities:
Were there any other learning opportunities facilitated by you during this year? Please describe and give
numbers who participated.
Circle of Security is part of the Integrated Learning and 5 students attended this group separate to the SACE
days.
We have some teen Mums who are beginning other forms of cert 3’s: Traineeship in Nail Technician, Cert
3 in Personal Training.
SACE data TAFE data Uni Data
Total number enrolled 33 Total number enrolled 8 Total number enrolled na
number completing this
year
2 number completing
this year
6 number completing this
year
numbers continuing 27 numbers continuing 0 numbers continuing
number of Aboriginal
enrolments
2 number of Aboriginal
enrolments
0 number of Aboriginal
enrolments
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ANNUAL ATTENDANCE DATA: please include NP figures in this information
Attendances
Term 1 2775
Term 2 2826
Term 3 2784
Term 4 2351
Holiday programs / other events na
TOTAL 10736
Number of families currently attending (total
including NP)(These numbers should match the number of
enrolments in the Learning Together Data Base)
153 Number of families currently
attending (NP)
34
Number of children currently attending (total including NP)(These numbers should match the number of
enrolments in the Learning Together Data Base)
189 Number of children currently
attending (NP)
43
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PROGRAM INFORMATION:
Group Information:
Please fill out this table for each group that you have run this year.
Group
Name
Location Focus/Rationale Level
Base /
2 / 3 /
4
National
Partnershi
p
Yes/no
Length
*
Partner
Agencies
Monday
am
Playgroup
Learning
Together
Fraser Park
Children and parents
engage in play
together. Staff
role model notice
and naming,
everyday learning
and play being the
vehicle for learning.
Extended song and
dance time.
Base NO ongoing LT@H
Mindful
Mothering
Learning
Together
Fraser Park
A group about being
mindful of the
moment and looking
after your own
wellbeing. Giving
mothers tools to
take time to
understand
behaviours.
2 No Termly
Pre-
walkers
Playgroup
Monday
pm
Learning
Together
Fraser Park
Children and parents
engage in play
together. Babies
have safe tummy
time and play while
we chat and provide
developmental
support from Physio.
Discuss attachment
and the importance
of face to face and
circle of security.
Base NO ongoing Murray
Mallee
Health and
Communitie
s for
Children
Cooking
Together
Learning
Together
Fraser Park
Community Kitchen
project. Families
came together for
2 No termly Oapl
Murray
Mallee
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menu planning,
budgeting and
cooking.
Health
Teens n
Tots
SACE
Tuesday
Learning
Together
Fraser Park
Teen Mums who are
studying their SACE
2 NO Ongoin
g
Murray
Bridge HS
ICAN
FLO
funding
Learning
Together
Playgroup
Wednesda
y am
Learning
Together
Fraser Park
Children and parents
engage in play
together. Staff
role model notice
and naming,
everyday learning
and play being the
vehicle for learning.
Wednesday
playgroup has a
focus on literacy
kits and reading.
Base NO ongoing Murray
Mallee
Health
Team and
CYHFS
nurses
Circle Of
Security
Learning
Together
Fraser Park
Circle of Security is
a relationship based
early intervention
program designed to
enhance attachment
security between
parents and
children.
Base No Termly Tinyeri
Getting
Together
Learning
Together
Fraser Park
Literacy is an
everyday experience
and children are
fascinated with
books about
themselves.
Parents learn about
digital technology
and increase their
own literacy skills
while producing
books for their
children.
2 NO Ongoin
g
We have
used this
session for
form filling
out,
parenting
information
,
connecting
with other
services
for families
and more.
SACE
Learning
Together
Fraser Park
Parents have an
opportunity to study
SACE based on their
3 and
4
NO Ongoin
g
Murray
Bridge HS
ICAN
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strengths and
learning about
parenting.
FLO
funding
TAFE Learning
Together
Fraser Park
Parents have
opportunity to study
TAFE CERT 3 in
Children’s Services
And Beauty
3 NO Year TAFE
ICAN
FLO
funding
Healthy
Ways
Playgroup
– Friday
am
Learning
Together
Fraser Park
Children can learn
from being involved
in cooking healthy
options together.
Parents learn about
everyday learning
opportunities with
their children
Base Yes Ongoin
g
Centacare
Fraser Park
CPC
Twilight
Playgroup
Week 5
Tuesdays
6 –
7:30pm
Learning
Together
Fraser Park
For Dad’s and
grandparents etc.
Children and adults
engage in play
together. Staff
role model notice
and naming,
everyday learning
and play being the
vehicle for learning.
Base NO Once a
term
MB
Children’s
Centre
Centacare
Fatherhood
team
Learning
Together
Playgroup
–
Callington
Callington
Kindergarte
n
Children and parents
engage in play
together. Staff
role model notice
and naming,
everyday learning
and play being the
vehicle for learning.
Base NO Ongoin
g
LT@H
Callington
Kindy –
Bridget
(Director)
has
invested
some time
and
staffing
into this
program
and the
numbers
have grown.
Getting to
Know your
baby
Learning
Together
Fraser Park
Connecting with new
Mums in the getting
to know your baby
Base NO Twice a
term
Murray
Mallee
Health
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group with health
nurses.
Learning
Together
Outreach
Playgroup
@ North
School
Murray
Bridge
North
School
Children and parents
engage in play
together. Staff
role model notice
and naming,
everyday learning
and play being the
vehicle for learning.
Base YES Ongoin
g
North
School
Bringing
Up Great
Kids
Fraser Park The program aims to
identify and address
the sources of
unhelpful and
hurtful attitudes
held by parents.
Parents are
encouraged to
explore and reflect
upon messages they
received from their
own experience of
being parented.
2 No Term Centacare
Getting
Together
Outreach
@ Tailem
Bend
Tailem Bend
Primary
School
Literacy is an
everyday experience
and children are
fascinated with
books about
themselves.
Parents learn about
digital technology
and increase their
own literacy skills
while producing
books for their
children.
2 YES ongoing Tailem
Bend
Primary
Baby
Massage
Fraser Park Baby massage is soothin
g and can comfort distressed babies
and Mums. It teaches mums
about connection, serve and return
interactions and listening to cues.
base No Termly
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Yarning
Learning
Together
Fraser Park
Conversations
around literacy
grant and community
No Termly
Companions
Together
Fraser Park Companions Together
is a group for
families to explore
and discuss
companions, their
children’s companions
and the importance
of these interactions
in a child’s life.
2 No and Yes Termly
Autism
Playgroup
Fraser Park
A time for families
who are in the
process of diagnosis
or have a diagnosis
of Autism to come to
a supported
playgroup where they
don’t feel
threatened.
Quieter and easier
for children to play
in a calm
environment. We use
one room on a
Thursday Morning.
Base/
2
NO Yearly Murray
Mallee
health
Physio
Speech
therapist
Any comments about programs this year.
The year has been successful on many levels for staff and families. We have facilitated and
accommodated as many groups and worked with as many community agencies as physically
possible and we will continue to strive to do this in 2014.
PARTNERSHIPS WITHIN DECD: please comment on partnerships/relationships with parts of the
agency particularly CAFHS and Families SA
CAFHS
Visit every week - one week to prewalker playgroup and the next to Wednesday
morning playgroup.
Bring new Mums group to Learning Together for a visit and getting to know you
baby session.
Planned to do 3 year health checks at Learning Together in 2014
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Families SA
Shared training opportunities
We facilitate access visits at playgroups and supply taxis for clients
Refer clients to our parent groups, Circle of Security, Companions Together, Bringing
up great kids and Mindful Mothering
Tinyeri
Co-facilitate Circle of Security with FSC (3 terms at Learning Together, 1 term at
Tinyeri)
Co-facilitate Twilight Playgroup with CSC (2 terms at Learning Together, 2 terms at
Tinyeri)
North school
Outreach Playgroup
Tailem Bend Primary School
Outreach Getting Together
Callington Kindy
Playgroup
Murray Mallee Health
Physio attends regularly to prewalker playgroup
Speech Therapist attends regularly to playgroup
Speech therapist consults in quiet room on Wednesdays
Speech Therapist uses top room on Thursday Mornings fortnightly to run an Autism
Playgroup
Social worker connects regularly with our clients for meetings and by referral
Occupational Therapist runs sensory groups for parents
OTHER PARTNERSHIPS
Centacare
Sharon Young family worker attends playgroup Friday Mornings to connect with
families
Lyall Willis fatherhood worker attends groups, co-facilitates groups and refers
families
Accare
Work together with shared clients
Shared training opportunities
Communities for Children
Co-facilitate community events
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Funding for programs
Co-ordinate the early years network meetings for Murray Bridge
Oapl
Funding for events, cooking groups and food
Donated a new oven for kitchen and cooking group
Donated new cooking utensil to stock kitchen
Cooked at playgroups – healthy eating breakfast and snack ideas
Visited outreach sites for cooking
Rotary
Donated 4 car seats
Paid for new sandpit outside area – shelter, sandpit, artificial turf etc
Soroptimist
Donated $2500 for new large fridge for kitchen – still coming
All of these agencies are an integral part of our program and enable us to meet the needs of
the community in a safe secure environment for families.
Planning and reflection:
What were your goals for 2013, and what have you achieved?
One of my goals was to immerse the site in Learning Dispositions, Circle of security and
Companionable learning holistically. I have trialed a few different ways. We have used the same
language across the site and in every group. We focused on Circle of Security for a term and
Dispositions for a term. I ran 3 training afternoons for the community, staff, Families SA and health
on Circle of Security. Families have definitely started using COS and Disposition language and
recognizing dispositions and the needs of children.
In 2013 we also recognized that in order to keep numbers at a manageable level and continue to work
with our most vulnerable families in smaller groups we need to work a little differently across the
site. This has been affective within the site. I planned to work closely with other agencies to co-
facilitate groups that are universal and larger. This has allowed me to spend quality time with each
family in these groups; this lays a platform for changing the way families are thinking about parenting
and children’s development. This ultimately avoids a lot of work and government funding in later
years, this being the ultimate in early intervention for our community.
Engaging and holding our core business vulnerable families was also a focus. Getting them to come
back was vital. We worked on this as a staff team, the shift was around greying some areas for staff.
As long as families come back and give us an opportunity to make a difference in their lives “it is not a
big deal if they don’t wash hands before food on day 1” we really had to unpack and practice this skill.
I have shifted some families that I have been working on for years YEY!
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What have been the achievements this year?
Achievements have been many and engagement of families has been number one.
Relationships with parents has moved to a level of trust that allows for change and giving and
receiving of information. The staff has shifted their thinking. Through some work that we
have explored around trauma families and leaderful teams we have made a substantial
difference to family engagement. Teen mums have really grown in the way they trust staff
with their babies and emotions.
We have completed some training on Autism as a staff team and the staff has set goals for
many of our children. As a result the children and the parents have begun to show growth in
their social interactions and comfort levels that have been acknowledged by other agencies.
Sace Camp was an enormous success with many outcomes being met. 100% of Mothers
attending have indicated they would attend another wellbeing camp. Parents indicated an
increase of awareness about caring for their wellbeing and the link that has with positive
parenting.
100% of parents have indicated something from camp that they would like to continue in
their life for increased wellbeing.
Parents have set goals for the future – long and short term. Parents have spoken about life
long memories for themselves and their children. We have increased attendance at school
for students who attended the camp; this can be directly linked to the relationships built at
camp.
Drumming with Sam Oshadi has become a regular predictable event for families. Children
and parents find this beat and rhythm relaxing and calming to the mind and body. Research
proves that participating in drumming activities leads to social and emotional improvements
for the families involved and we have seen significant evidence of this occurring.
We have had some great performances this year that have exposed families to multicultural
experiences and wellbeing activities for adults and children.
Sourcing funding for our outside sandpit area was a wonderful achievement and we are
looking forward to the positive outcomes of having a sensory area in a sandpit for parents
and children. We have already seen positive outcomes for children from having a separate
quieter outside area for children. As well as providing us with another child safe entrance to
the building it is a very visible space for new families to see our program.
Parent involvement in group times and routines has been a focus for us as a staff. We have
had a positive outcome with most parents being actively involved in group times. Other
parents have extended their involvement, they may not groove but they participate at their
comfort level.
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The growth of our outreach programs has been a credit to the staff facilitating them. It is
an important part of our program in rural areas as the access to services is limited through
distance and lack of transport.
The Aboriginal Literacy Project has produced an amazing Ngarrindjeri resource for our
community. I have felt privileged to be involved in the process of producing the resource
and connecting with the Ngarrindjeri community. We are all extremely proud of the resource
and are excited about the launch in term 1.
What have been the challenges this year?
Challenges:
Time to spend with families one on one
Time to fit in the groups we would like to facilitate
An extra full time teacher would be a solution to these problems. This would allow for 2
people to be on the site all of the time for families, someone who knows the stories and is
able to follow through. This would also enable the manager to go to leadership commitments
without rupturing relationships with families by not being on site.
Facilitating Teens N Tots SACE which is vital for reengaging youth with education has meant
that we have one less full day to present other programs. Although splitting teens from
other Mothers has been extremely successful and the outcomes have been increased
attendance by the teen mothers and richer relationships forming allowing for meaningful
change to be made.
Forward planning What are your plans or recommendations for next year?
Aboriginal literacy resource
The resource needs a fantastic launch that reflects the amount of work that the community
have put into it. Rita Lindsay and her brother should be invited to perform at the launch so
people can see the story read and the music with dance and rhythm performed.
New outdoor area
Rotary have worked really hard on this project and should be acknowledged with an opening.
Sandpit will be finished by start of school, ramp built, artificial turf to be installed and 2nd
sail needs to be installed for shade.
- 37 -
Teen Mum playgroup
There is a need to run a group that is playgroup for teen parents. Teens need to have a
playgroup session that is for young parents only allowing them to play in a non-threatening
environment. This could be the end of the day on Tuesdays or preferably another time slot.
Enjoy, build relationships, nurture our families, accommodate agencies at all times as we
have plenty of room and let it run while Joan gets her feet.
- 38 -
APPENDIX: 1A
FRASER PARK PRESCHOOL-7 SCHOOL 2012-2013 - STAFF SURVEY
Scale Score Summary
0
1
2
3
4
5
6
Clear goals Development FeedbackRecognition Morale Professional Support Standards Decision Making Discipline Leadership Openness/sharing Role Clear Student Focus
APPENDIX: 1B
FRASER PARK PRESCHOOL-7 SCHOOL 2012-2013 - PARENT OPINION SURVEY
Scale Score Summary
0
1
2
3
4
5
6
Quality of Teaching Learning Outcomes Student Reporting General Environment Customer Responsiveness General Satisfaction
- 39 -
APPENDIX: 1C
FRASER PARK PRESCHOOL-7 SCHOOL 2012- 2013 –STUDENT OPINION SURVEY OF TEACHERS TEACHING
Scale Score Summary
0
1
2
3
4
Empathy Fairness/Firmness High expectations Feedback Time allocation Teacher energy/enthusiasm Helpful /Responsive Quality of instruction Difficulty of work
APENDIX: 1D
FRASER PARK PRESCHOOL-7 SCHOOL 2012- 2013 -PRESCHOOL PARENT OPINION SURVEY
Scale Score Summary
0
1
2
3
4
5
6
Customer Responsiveness Health,Safety,Nutrition Knowledge of Child Program Staff
- 40 -
Qualification Level Number of
Qualifications
Bachelor or Diplomas 10
Post Graduate Qualifications 1
Workforce Composition
Teaching Staff Non-Teaching Staff
Indigenous Non
Indigenous Indigenous
Non
Indigenous
Persons 1 9 3 15
APPENDIX: 2A
STAFF ATTENDANCE: 2013
Teaching staff attendance for 2013 was 95%. This is an excellent attendance
given the complexities of the Fraser Park Preschool -7 School.
STAFF RETENTION There was a 100% retention of permanent teaching staff for 2013. This
provided the school community with much needed stability.
- 41 -
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Student Comments about coming to Fraser Park
Students were asked what they liked about coming to Fraser Park…
I like maths, sport, hanging out with my friends- Josh
year 6
I like being in the same class and my
sister- Kobi year 2
It's fun, I like my teacher and
learning- Shania year 4
Playing with the dress ups, I like doing work- Tricia
yr5
I like going to the pool and using the
iPads and computers- Jayden year 2
I like dress ups and working. I like my teacher too- Daniella
yr4
It's fun, playing on the iPads, playing
sport- Jacob year 4
I like the education, the teachers and
the fun stuff we do- Susie yr 5
We have fun learning- Oche year 2
Being nice to kids, playing with people-
Tyrell year 2
School is fun and I like hanging out
with my friends, I like computer room
and hall- Mikey
- 48 -
Families Say!
Glenys- Very, very dedicated staff, a
small school but very effective, they
run a lot of programs, great
community support and are very
culturally inclusive.
Gloria- The staff are
friendly and the kids are
great.
Roy- I like the cultural respect, very
helpful staff, great learning and
supportive staff.
Linda- Teachers help
out, flexible they value
learning.
Donna- I like how staff help everyone
out, it feels like a family, the students
education comes first.
Garry- The staff are all good with the
kids and have respect for all of the
kids.
Marcia- Flexible, always willing
to help out and the school focuses
on learning.
Mavis- The staff, teachers,
principal and the school are
fantastic!
Rosie- I love the learning for Aboriginal
‘kids’.
