This outline will scope how Brighton Primary School will provide: Support for families of children to Grade 6 (early intervention and school readiness strategies, family support, cultural connections) Evidence based attendance strategies –daily attendance, transition support Community Partnership – parents, staff, wider community involved in cultural awareness raising and purposeful connections to support students Cultural understanding – Principal and core organising team PLPs for all Aboriginal students with a focus on cultural connections, family and community partnerships, literacy and numeracy development and future pathways Priority Area Baseline Data Target Action Timeline Person Responsible Budget Success Indicators School Readiness Establish data based on identified local Aboriginal families and involvement in school readiness programs AEW contacting local Aboriginal families and connecting them to school/community and agency supports – increased involvement of families with early years children within the school Early intervention supports identified and used To identify Aboriginal families and children involved in, or who be involved in, Launching into Learning (LiL) programs To employ an Aboriginal Education Worker (AEW) 25 hours per week to link with families from the Aboriginal Community of age children and sustain link through schooling AEW links with LiL and maintaining contact with families as children move through school grades Early years staff to develop cultural Term Three, 2012 and ongoing By end 2012 Launching into Learning Co-ordinator Aboriginal Education Worker Early Years staff $45 000 AEW linking with families of pre-school age children and supporting Aboriginal children and their families throughout school Increased attendance of Aboriginal children in early years programs Increased capacity of years programs to deliver effective support for Aboriginal families Improved school-based understanding of supports available to Aboriginal families and children in early years. KDC markers
Aboriginal community, wider community and Brighton PS with opportunities for student learning Increased contacts and school resources to support students Increased cultural confidence of staff and school community Culturally inclusive practices widely evident at Brighton PS on a daily basis PLPs for Aboriginal students broadening learning opportunities In-School Facilitator appointed 0.4 FTE Support structures in place for AEW and School Facilitator in their roles Cultural understandings training for core organising team Cultural understanding learning for all staff and Brighton community Professional learning for staff: culturally inclusive activities and Australian Curriculum Dare to Lead snapshot Family Forums PLPs for Aboriginal Students –cultural connections, family and community partnerships, literacy, numeracy, future pathways Culturally inclusive activities throughout school By end 2012 By end 2012 Term Three, 2012 2013 2013 Local Community School Facilitator 0.4 FTE School Parents and carers $40 000 $15 000 $15 000 $6 000 Increased opportunities for families to be involved in school Participation of school and community organising committee in cultural understandings training Increased participation of Aboriginal children in school based programs Increased involvement of Aboriginal families with school Culturally inclusive curriculum
Term One, 2013 By Term One, 2013 and ongoing $3 000 for PLP set up and monitoring $16 000 for student materials, supporting PLP activities $10 000 Attendance Aboriginal students represent 7% of Brighton PS student population Average daily attendance rate: 91.3% Aboriginal students, 93.8% all students Daily attendance rate of Aboriginal students – 93% Evidence based attendance strategies (support for individual families and students) Structures and processes for: -familiarisation and update of PLP with teacher 2013 School Facilitator AEW Increased daily attendance – effective plans for identifying and supporting change in attendance patterns for particular students Families with a strong understanding of need for retention Interagency support and community partnership links developed and