Parent Engagement Conference - June 2017Penny MarkhamNational Lead, Social Inclusion
Enhancing children's outcomes in an intensive, integrated service model in universal ECEC services
About Goodstart
648centres 58,500
families
69,600children 13,400
staff
170 centres in low SEIFA areas
Our PurposeTo ensure all children have the learning, development and wellbeing outcomes they need, for school and life.
OurStrategicDirection2020High QualityInclusionFinancial SustainabilityGreat PeopleEvidenceInfluence
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Some children are at greater risk of poorer outcomes. Our high priority groups include children:
From low socio-economic circumstances (ie. SEIFA 1 & 2)
from culturally & linguistically diverse backgrounds
with disabilities or additional needs
who are Aboriginal or Torres Strait Islander
at risk of abuse or neglect (ie. known to Child Protection or in out of home care)
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Enhancing Children’s Outcomes - EChOOur intensive, integrated approach to achieving our purpose in 50 high
priority centres over five years.
EChO theory of change……
EChO centres are developed in areas of high need & centre
staff have strong
capacity to engage with families from
the most vulnerable & marginalised
groups
Families & community are
aware of EChO centres
Families, especially those from
marginalised & vulnerable
groups, enrol in & attend
EChO centres
Children participate in development
enhancing activities. Families support
children's learning and participate in their child’s Goodstart
centre
Children and families with additional
support needs are identified
and appropriate
support & intervention
strategies implemented
Children'slearning,
development& well-being is enhanced and
they successfully transition to
school
We are currently working with 30 centres
Each centre:• has undertaken foundational work• is located in a community where there is a
high percentage of families residing in low SEIFA areas
• is in a community where there are high proportions of children vulnerable on two or more AEDC domains
• tends to have a high percentage of families on >100% CCB
• tends to have high proportions of children accessing SCCB
• is considered to be ‘ready’ by Social Inclusion Coordinators and the State Leadership Teams
CATEGORY PROGRAM/ SERVICE ELEMENTSFoundational Family Connections Leadership Program
Foundational plus Cultural Competence Nutrition e.g. Start Right Eat Right & Foodbank
Protective behaviours and childprotection
Short term intensive work where children have high support needs
Trans-disciplinary program Social and emotional development Sensory development, processing and
integration Environment set up
Communication and language development
Emergent literacy
Outreach & partnerships Parenting support Playgroups Transport to ECEC or to health and other
appointments
Co-located and visiting services e.g. child health nurse, dental van, early intervention coordinator, allied health
After hours access to care
Organisational systems and structures
Workforce mix, qualifications and roles Funding model through donations, grants, PBI Policies and procedures Research and evaluation
Fees support access and affordability, scholarships etc.
Access to supervision for complex work (professional supervision)
Individual centre plans are being implemented based on this menu of services and system elements
‘Families are our primary partner’
• Family Connections• Workshops with parents• Education & Well Being Plans• Sharing children’s learning &
development• Individual parent support
Henry’s Story