Early Childhood Information Package

1. Early Childhood Information Package Canning Education District Compiled by Julie Walker

2. Pre-Compulsory Enrolments Policy and Guidelines General Information Changes And Implications Selection Criteria Community Kindergartens Policy and Guidelines General Information Aboriginal Pre-Schools  General Information District Process Cluster Placement System Roles andResponsibilities Registrar/School Officer School Principal District Office Curriculum ECE Provision Reflection on Current Practice Some Useful Resources Additional Information Forms Letter Proformas Local-Intake Schools Frequently Asked Questions Contents Compiled by Julie Walker

3. Policy and Guidelines Staff from the Department of Education and Training are advised that the Regulatory Framework CD-ROM publications (Versions 9 and 10) of the Enrolment policy contain information regarding selection criteria applicable to applications for enrolment in pre-compulsory years (Kindergarten and Pre-Primary) that are superseded by this publication of the policy. The most recent information regarding the selection criteria are contained in the letter sent to districts and schools for the week commencing 4 August 2003. This information will be included in the Internet version of the policy as soon as possible, and in the eleventh CD-ROM version to be published in October 2003. http://www.eddept.wa.edu.au/regframe/index.cfm Compiled by Julie Walker

4. Changes and Implications • ·For all applications for enrolment for Kindergarten and Pre-Primary 2004 and beyond, local-intake areas will apply to pre-compulsory years, subject to classroom availability. • -Previously, local-intake areas have applied only to compulsory years of schooling. • -Access to Kindergarten and Pre-Primary is notguaranteed as it is for Years 1-7. • It is imperative that parents receive accurate information regardingwhether the school to which they are applying is a local-intake school or is not a local-intake school; andwhether the family resides within the intake area. Compiled by Julie Walker

5. Changes and Implications Cont… • Principals are requested to inform administration teams, registrars, K andP teachers, parents, the school council, P and C and any other relevant groups or individuals, about whether the school is a local-intake or non local-intake school. This is critical for those schools that may need to prioritise applications for enrolment, as the selection criteria differs for local-intake and ‘non’ local-intake schools. For this reason Principals are urged to check the lists of local-intake and ‘non’ local-intake schools available on the Department’s website. This information can be accessed through the Department’s homepage through the ‘For Administrators’, ‘For Educators’ and ‘For Parents’ sections under the heading ‘Local-Intake and Non Local-Intake Schools’. • ·It will be assumed that schools that are not local-intake schools, can cater for all applications for enrolment. There has been a high level of investigation and consultation at district level, and school level (for specific schools) to identify ‘non’ local-intake schools for whom this cannot be assumed. As a result up to nine additional schools will become local-intake schools by the beginning of Term 4, 2003. Please advise your Director, Schools immediately if you are not a local-intake school and are concerned that you may not be able to cater for all pre-compulsory applications for enrolment. Compiled by Julie Walker

6. Changes and Implications Cont… • ·A child repeating a Kindergarten or Pre-Primary program will no longer receive priority for enrolment. While in highlyexceptional circumstances it may be collaboratively determined that a child might repeat a pre-compulsory year, this alone will not give the child priority of enrolment at the school when selection criteria need to be applied to excess applications. • ·‘Nearest to the school’, that is the distance between a child’s residential address and the school, must be determined in accordance with the Interpretations Act, 1984. Distance is therefore calculated in terms of ‘as the crow flies’. Central Office is currently investigating a CD package which may assist schools in efficiently calculating the distance between the school and particular residential addresses. • ·Please be advised that the advertisements in each of thenewspapers will direct parents to seek information regardingselection criteria from schools. Compiled by Julie Walker

7. General Information • All eligible children are guaranteed a place in a pre-compulsory program at a government school, as near as possible to their home, although not necessarily at their ‘local’ (for local-intake schools) or their nearest (for ‘non’ local-intake schools) school. All children, regardless of the degree or type of disability, are eligible for placement in mainstream pre-compulsory programs. • ·Parents may, on behalf of their child, apply for a place in a kindergarten or pre-primary program at the school or community kindergarten of their choice. In the small number of circumstances where a school does not offer a kindergarten program, parents should be directed to the closest school or community kindergarten offering a kindergarten program. Compiled by Julie Walker

8. General Information Cont… • All parents are required to complete an ‘approved’ Application for Enrolment form (s.74 School Education Act 1999). Forms should be submitted to the school or community kindergarten of choice by Friday, 26 September 2003 (the last day of Term 3). This cut-off date serves as the point at which: • - applications for enrolment are considered in terms of pre-compulsory places available, and • - applications are applied against selection criteria where necessary. • Applications for Enrolment continue to be accepted after this date, subject to remaining classroom accommodation being available. Compiled by Julie Walker

9. General Information Cont… ·The Department will place advertisements regarding the above in The West Australian (Saturday) and community newspapers in August. The advertisement will contain information about (i) offer of choice in government schools [K-10], (ii) enrolment of children with intellectual disabilities (iii) enrolment of children with disabilities or medical conditions, and (iv) pre-compulsory applications for enrolment. ·Schools should aim to advise parents of the outcome of their application by the end of Week 2, Term 4. If it is determined that a child cannot be accommodated at the school, the principal is to facilitate the child’s enrolment at an alternative school, in accordance with the Enrolment Policy. Compiled by Julie Walker

10. Selection Criteria • Criteria For Local Intake Schools • Criteria For Non-Local Intake Schools • List of Local and Non-Local Intake Schools Compiled by Julie Walker

11. Local Intake Schools • For children living in the intake area of the local-intake school, priority of enrolment is to be allocated as follows: • (a) to a child who will have a sibling enrolled at the school, and who lives nearest the school.; and • (b)to a child who will not have a sibling enrolled at the school, and who lives nearest the school. • (2) For children NOT living in the intake-area of the local-intake school, priority of enrolment is to be allocated as follows: • (a) to a child who will have a sibling enrolled at the school, and who lives nearest the school; and • (b)to a child who will not have a sibling enrolled at the school, and who lives nearest the school. • Intake areas will apply to pre-compulsory years (for applications for enrolment for 2004 and beyond). Pre-compulsory aged children living within an intake area of a local-intake school receive priority for enrolment, but are not guaranteed enrolment as they will be when enrolling in Years 1 – 7. Back Compiled by Julie Walker

12. Non-Local Intake Schools For Children Applying for Enrolment at aSchool that is Not a Local-Intake School, priority of enrolment is to be allocated: (a) to a child living nearest the school. What will change for schools that are not local-intake? Priority of enrolment in pre-compulsory programs, will be aligned with priority of enrolment in Years 1 – 7. Priority is assigned to the child who lives ‘nearest the school’. Back Compiled by Julie Walker

13. Community Kindergartens Policy and Guidelines Staff from the Department of Education and Training are advised that the Regulatory Framework CD-ROM publications (Versions 9 and 10) of the Enrolment policy contain information regarding selection criteria applicable to applications for enrolment in pre-compulsory years (Kindergarten and Pre-Primary) that are superseded by this publication of the policy. The most recent information regarding the selection criteria are contained in the letter sent to districts and schools for the week commencing 4 August 2003. This information will be included in the Internet version of the policy as soon as possible, and in the eleventh CD-ROM version to be published in October 2003. http://www.eddept.wa.edu.au/regframe/index.cfm Compiled by Julie Walker

14. Community KindergartensGeneral Information For children applying for enrolment at a Community Kindergarten that is linked to aLocal-Intake School, priority of enrolment is allocated as follows: 1.Children living in the intake-area of the local-intake school (a)to a child who will have a sibling enrolled at the link school, and who lives nearest the Community Kindergarten; and (b)to a child who will not have a sibling enrolled at the link school, and who lives nearest the Community Kindergarten. (2)children NOT living in the intake area of the local-intake school (a (a) to a child who will have a sibling enrolled at the link school, and who lives nearest the Community Kindergarten; and (b) to a child who will not have a sibling enrolled at the link school, and who lives nearest the Community Kindergarten.   For children applying for enrolment at a Community Kindergarten that is linked to a school that is NOT a Local-Intake school, priority of enrolment is allocated as follows: (a) to a child who lives nearest the Community Kindergarten. Compiled by Julie Walker

15. Aboriginal Pre SchoolsGeneral Information Aboriginal Pre-Schools are a ‘special measure’ implemented by the system to act against the (historical) educational disadvantage of this particular sub-group. Aboriginal Pre-Schools are focused on increased access and participation of young Aboriginal children, and as such it is not the intention of the Department to apply criteria, which would potentially exclude a member of this sub-group. Aboriginal Pre-Schools are therefore exempt from criteria that apply to government schools and Community Kindergartens. Compiled by Julie Walker

16. Cluster Placement System Enrolment inquiry by phone or in person Application for Enrolment completed No place currently available Student placed in the school Application for Enrolment faxed to Cluster Coordinator Student offered a place within the cluster No place available within the cluster Student declines placement and stays on cluster waiting list Student accepts offer and is placed This model is to be used after the initial round of offers is made early in Term 4. Student placed on a cluster waiting list and district office contacted for possible placement Compiled by Julie Walker

17. Registrar/School Officer • ·Keep up to date with any changes to the Enrolment Policy • ·Ensure parents receive correct information regarding the application process • ·Application for Enrolment completed for every student for Kindergarten, Pre-Primary and Year One as appropriate • ·When no place is available an Additional Placement Information formis completed • ·Both forms are faxed to the Cluster Representative • ·When a place becomes available the Cluster Representative is contacted to check the waiting list • Please do not say; • ·‘I can guarantee your child a place’, • ·‘There are no places, go to another school’, or • ·‘We can’t accept your application yet’. • Parents can apply to enrol on any day. Compiled by Julie Walker

18. School Principal • ·Keep up to date with any changes to the Enrolment Policy • ·Ensure parents receive correct information regarding the application process • ·Application for Enrolment completed for every student for Kindergarten, Pre-Primary and Year One as appropriate • ·When no place is available an Additional Placement Information formis completed • ·Both forms are faxed to the Cluster Representative • ·When a place becomes available the Cluster Representative is contacted to check the waiting list Also in accordance with the Enrolment Policy, it is the responsibility of principals to: - consider all information provided on ‘Application for Enrolment’ forms prior to enrolling a child at the school; - manage all enrolment decisions; and -advise parents/guardians that they may submit an appeal against an enrolment decision. Compiled by Julie Walker

19. District Office ·Collate district wide enrolment numbers information ·When no place is available within the cluster, locate possible placement within the district ·When a student is placed, contact the Cluster Representative to remove name from the waiting list Compiled by Julie Walker

20. ECE Curriculum Provision • Students in Kindergarten this year are, on average, 6 months older than the students we taught a few years ago. • Students in Pre-primary this year are, on average, 6 months older and have attended more school than previous students. • Students in Year One this year have had the benefit of four half days of K, full time P and a maximum class size of 24 students. With all these benefits and the move towards an outcomes approach we should see evidence of a higher level of student performance. Many students will be arriving at school with more advanced skills than in the past. Programs need to be building on these skills and WALNA will be the first system wide testing where these changes may be reflected. Compiled by Julie Walker

21. ECE Curriculum Provision Cont… • The Curriculum Framework sets out what children will know, understand, value and be able to do as a result of being at school. The integrated learning program in Early Childhood lays the foundation and develops the schools and understandings across all learning areas. • Teachers must observe and value the heritage, skills, abilities, knowledge and understandings each child bring to school and provide a learning program to build upon it. • The Early Childhood Phase of Development is essential reading for K – 3 teachers at schools to get a clear picture what is expected. Along side this, as a group (including administration), they need to develop a common understanding of issues and questions surrounding outcomes focused education in early childhood. Compiled by Julie Walker

22. Reflection on Current Practice • Planning always needs to start with the children. Where are they now? How do I move them on? The Principles of Teaching and Learning contained in the Curriculum Framework are a great starting point. • Be aware that many students are arriving at school already able to read and write. How will you respond to these children? • Rather than ‘pushing down’ pencil and paper based work to younger students we need to consider ‘pushing up’ play based activities into the early primary years. • In 2004 our year two teachers and in 2005 our year three teachers will need to be ready for this new group of students. • Ideas to Guide Teachers Reflection on Current Practice Compiled by Julie Walker

23. Ideas to Guide Teachers Reflection on Current Practice Inquiry Model Teacher Reflection Guide Questions Compiled by Julie Walker

24. Some Useful Resources Learning through Play 1: Curriculum and Learning Outcomes Learning through Play 2: Teachers’ Roles in Children’s Play Kid’s Talk: Learning Language in Kindergarten Classroom Guidelines for Best Practice in Early Childhood Education (WAPPA) Australian Early Childhood Association Inc. Publications Compiled by Julie Walker

25. Forms Available from the Regulatory Framework as appendices are: · Determining Available Classroom Accommodation – Appendix A; · Application for Enrolment – Appendix B (Includes information for parents) · Appeal to Enrolment Decision – Appendix C (Includes appeal forms for both parents and schools) · WA Government School Enrolment Form – Appendix D. http://www.eddept.wa.edu.au/regframe/index.cfm District Forms ·Additional Placement Form ·P-1 Grant Application Form Compiled by Julie Walker

26. Letter Proformas Offer of a K/P Placement Unable to offer a K/P Placement Parent Information Letter Acceleration Letter Compiled by Julie Walker

27. List of Local Intake Schools http://www.eddept.wa.edu.au/cpr/publications.htm#LocalIntake Compiled by Julie Walker

28. Frequently Asked Questions • Do schools have to use the forms attached to the Enrolment Policy? • Does enrolment in a pre-compulsory year guarantee a place at the same school the following year? • Why are parents requested to apply for a K or P at only one school? • What does ‘nearest the school’ mean? • What should a school do about children wanting to enrol later this year, after the close of applications? • Is it acceptable to ‘phase in’ K or P programs across Term One ? Compiled by Julie Walker

29. Frequently Asked Questions Cont.. • 7. Does ‘pre-compulsory’ mean parents choose how often their children can attend K or P? • 8. How do schools decide the structure of K timetables? • 9. Duration of Programs for K and P • Managing DOTT for K/P Teachers • Class Sizes • 12. Teacher Assistant Allocations • 13. Do P/1 classes attract any funding? Compiled by Julie Walker

30. Do schools have to use the forms attached to the Enrolment Policy? Yes. The application forms are attached as appendices to the Enrolment Policy on the Regulatory Framework. http://www.eddept.wa.edu.au/regframe/index.cfm Back Compiled by Julie Walker

31. Does enrolment in a pre-compulsory year guarantee a place at the same school the following year? No. Parents must submit a further application for entry into a Pre-Primary or Year One in the following year. Back Compiled by Julie Walker

32. Why are parents requested to apply for a K or P placement at only one school? Applying at more than one school does not increase the chances of a child being placed in a K or P program at any particular school. It prevents the school from knowing which school is preferred and it can jeopardise the placement of other children. Back Compiled by Julie Walker

33. What does ‘nearest the school’ mean? ‘Nearest to the school’, that is the distance between a child’s residential address and the school, must be determined in accordance with the Interpretations Act, 1984. Distance is therefore calculated in terms of ‘as the crow flies’. Central Office is currently investigating a CD package which may assist schools in efficiently calculating the distance between the school and particular residential addresses. Back Compiled by Julie Walker

34. What should a school do about children wanting to enrol later this year, after the close of applications? Schools that receive applications for enrolments in K or P after the closing date for applications should enrol those children at the school if there are any vacancies. In Canning District, schools are to use the Cluster Placement Model and fax applications unable to be placed to the Cluster Rep. If it is determined that a child cannot be accommodated at the school, the principal is to facilitate the child’s enrolment at an alternative school, in accordance with the Enrolment Policy. Back Compiled by Julie Walker

35. Is it acceptable to ‘phase in’ K or P programs across Term One ? It is common practice to ‘phase in’ the attendance of kindergarten and pre-primary children over the first month of the school year. This process supports a smooth and gradual transition for children. However, children are entitled to attend the full time allocation from day one, Term One if parents prefer. Back Compiled by Julie Walker

36. Does ‘pre-compulsory’ mean parents choose how often their children can attend K or P? Yes. Parents can determine the pattern of attendance that is appropriate for their child within the program offered. However, each enrolled child holds one full place, that is schools should not enrol two children to share one place. Back Compiled by Julie Walker

37. How do schools decide the structure of K timetables? • For K Programs through school and parent collaboration • 2 full days – becoming more popular with parents. Little research on effectiveness of sessional versus full time. • 4 mornings • 4 afternoons • mixture of morning/afternoon • 1 full day and 2 half days. • For Pre Primary Programs • 5 full days as for the rest of the school. Back Compiled by Julie Walker

38. Duration of Programs for K and P • K programs must contain at least 11 hours instructional time per week. • PP program must contain at least 25 hours 50 minutes instructional time per week. • Parents can negotiate on how often a child will attend in both programs. Back Compiled by Julie Walker

39. Managing DOTT for K/P Teachers The philosophy of the Curriculum Framework is based on the premise that teachers plan and work together. Effective schools organise timetables to ensure that early childhood teachers and assistants have time to plan and work collaboratively. Full-time teachers of K or P classes receive 0.2 DOTT In mixed classes with P students in the class, there is provision in a school’s staffing formula to allow more than the current primary 0.1125 DOTT (180 minutes) for teachers of mixed P and Year 1 classes. The teacher allocation provides for DOTT time, commensurate with the number of P students in the class. For example: In a class of 25 where more than 50% of the children are P, there is sufficient time in the school staffing allocation to allow 0.2 DOTT (320 minutes) In a class of 25 where more than 8 of the children are P, there is sufficient time in the school staffing allocation to allow 0.16 DOTT (250 minutes) In a class of 25 where more than 6 of the children are P, there is sufficient time in the school staffing allocation to allow 0.14 DOTT (230 minutes) Back Compiled by Julie Walker

40. Recommended Class Sizes • K = maximum of 20 children • K/P and K/P/1 = maximum of 20 children. • PP in purpose built centre = 27, in non purpose built = 25 children. • P/Year 1 = 25/27 dependent on facilities and school plan for flexibility on Year 1 to 3 classes. • RIP = 27 and as above. • Note the impact of the half cohort and CF implementation has significantly increased mixed year level classes. Back Compiled by Julie Walker

41. Teacher Assistant Allocations • Kindergarten • 0.5 FTE for one group of 20 or less students • 0.9 FTE for two groups of 20 students • Pre-Primary • 1.1 FTE for 15 to 25/27 students • No allocation for 14 or less students • K/P • Based on the number of sessions Ks attend and number of Ps • P/1 • 0.3 FTE for 2 – 7 P students • 0.6 FTE for 8 14 P students • 1.1 FTE for 15 or more P students Back Compiled by Julie Walker

42. Do P/1 classes attract any funding? P-1 Resource Grant of $4600 for schools forming a P-1 class for the first time in a standard classroom. Please see P-1 Grant Form for further information. Back Compiled by Julie Walker