Little Red School House @ Thomastown Primary School

Little Red School House @
Thomastown Primary School

WE AIM TO
• To provide quality play and social
opportunities for children at a critical
stage in their development.
• To focus on all five areas, of early
childhood development: physical health
and wellbeing, social competence and
emotional maturity, language and early
literacy, communication skills and
general knowledge.
• To build parents skills, increase their
capacity and confidence as parents so
that they can nurture and support their
child’s health, development, learning and
wellbeing.
• To increase families (particularly Mums)
social participation, connections and
linking them to other services and
supports.

We run 4 sessions of Playgroup
• Two sessions per week of a SPPI funded playgroup
called “song, story and rhyme”. This is a hybrid Mother
Goose program
• One session per week of Pre Prep Playgroup (SPPI
funded) addressing Australian early Developmental
Index (AEDI) results and the poor school readiness of
past prep children.
• One session a week of a “Mondays song, story and
rhyme Playgroup” ( special funding from the Education
Department) to meet the increasing demand we were
experiencing for extra playgroup places

The AEDI Community Profile for
Whittlesea 2011
Stated:
“ The way to make meaningful changes to
improve outcomes for the most vulnerable
children is to address multiple environment risk
factors rather than just focus on single issues.”
Hence we focus on all five areas, or domains, of
early childhood development: physical health and
wellbeing, social competence, emotional
maturity, language and cognitive skills (school –
based), communication skills and general
knowledge. (AEDI 2011)

Why has LRSH been successful
• Not allowing barriers to prevent attendance
• It’s not rocket science, but unless you are genuine, authentic and warm
in ALL your engagement with families and their children you cannot
develop trust and rapport to give you the privilege to work with
families. These families face many challenges in their everyday life and
their parenting so we need to earn the right to model parenting and
assist them in their role as first educators.
• Once trust and rapport was developed we could start to use incidental
opportunities to engage parents, model parenting skills, impart
information and knowledge
• Developed rapport with Teachers and school staff
• Shared highlights and improvements with School Principal and Council
• Linked playgroup families with the local community and services, such
as PVCH, MCH, Library, bank, Swimming pool, Fire Station, Community
Connections, The Smith Family

• Made referrals to PVCH seamless, to encourage parents to use the
services
• Anytime we had valuable information to give or impact to parents,
ensured that the first step always was to build confidence and
rapport first. I.e. PVCH Dietician
• Linking with “The Smith Family” who has been able to train and
supply 2 volunteers who come to playgroup each Thursday. They
don’t do cuppas and cleanup, they are seen as a valuable staff
member and we work as a team on the days they are there.
• Encouraging special events, ( celebrating birthday etc.) nurturing
friendships.
• Parents taking a role in the school. Playgroup families who move
onto school seem to be more involved and engaged. So far we have
seen Playgroup parents involved canteen, fund raising, the
community /school garden and some special events.
• Encouraging parents to be involved in some of the decision making
at playgroup
• Regular review and planning between TPS and PVCH