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Child and family centres In 2012–13, the state government allocated further capital funding to enable the construction and operations of additional child and family centres (CFCs) statewide. The purpose of CFCs is to improve the learning, health and wellbeing of Tasmania’s very young children by supporting parents and enhancing accessibility of services in the local community. The vision for CFCs is that all Tasmanian children will have the best possible start in life; are healthy, safe and curious learners; and nurtured by confident, capable families living in strong and supportive communities. The centres bring together and offer a range of services which are based on community need and make the most difference in the early years of a child’s life, providing access for children and their families within their local community. All CFCs strive to cultivate partnerships with a range of services, which commit to developing respectful relationships with families. The centres have a child-focused approach combined with support and opportunities. A further three state government funded CFCs have been opened in 2012–13 at Burnie, Chigwell and Derwent Valley. Six other centres at Beaconsfield, Clarence Plains, Ravenswood, East Devonport, Break O’Day (St Helens) and the West Coast (Queenstown) are all operating. Planning for construction of the centre at George Town is awaiting approval. Through the Council of Australian Governments (COAG) Partnership for Indigenous Early Childhood Development, the Australian Government has also provided the state government with $8.09 million to establish and operate two CFCs in Bridgewater and Geeveston. tagara lia (Bridgewater) opened in July 2012 and services continued to be provided by wayraparattee (Geeveston) as the second stage of the building was being constructed. This was planned to be completed in July 2013 with an official opening in August. Assessment and rating of education and care services From mid-2012, assessment and rating of long day care, family day care and outside school hours care services commenced under National Law in Tasmania. To determine a rating for a service the 58 elements that relate to the National Quality Standard are assessed as ‘met’ or ‘not met’; followed by assessment of the 18 standards within seven Quality Areas. There are four possible rating levels applied through this process: • Significant Improvement Required • Working Towards National Quality Standard • Meeting National Quality Standard • Exceeding National Quality Standard. From 1 May 2013, the ratings of services have been published and are available nationally on both the ACECQA website and the Australian Government’s MyChild website. Authorised officers have been provided with nationally consistent training in assessment and rating under National Law. Tasmanian officers undertaking service assessments have been tested and confirmed to be reliable under a nationally administered process. Assessment visit under the National Quality Framework – a service snapshot Discovery Early Learning Centre, adjacent to Lauderdale Primary School, share their experience of assessment under the National Quality Framework The assessment went for three days, which included the 76 place centre-based long day care centre, the 20 place after Kindergarten care and 60 place outside school hours care programs which are facilitated onsite at Lauderdale Primary School, which is next door to the centre. The service developed a Quality Improvement Plan (QIP) which is viewed and acted upon as a living document. It is freely available to all staff and is updated on a regular basis based on educator reflections. All stakeholders were involved in the development of the service’s selfassessment and its QIP including the children, families, community, school community and educators. The assessment day commenced with a tour of the service where the educators and children were introduced to the authorised officers undertaking the assessment. This provided the opportunity to talk about centre processes, people and curriculum. The educators relaxed into the process as they were encouraged to ‘do what they normally do’ and to be confident in their practice. It was also important to understand that this is a continual improvement process with reflection on everyday practice central to the goal of improved practice. The officers visited each of the program areas, including before school care and two outside school hours care sessions. During the visit educators articulated the planning process and spoke about the context of the room’s curriculum and planning cycle with the assessors. This was a positive experience and enabled the educator to celebrate what was happening each and every day for children and families within the education and care environment. The centre supports and is committed to continuous improvement and ongoing learning. The assessment process has assisted in building on strengths and critically reflecting on areas for development. It was a great team building experience. 26 Pre-Compulsory and Compulsory Education » Early Years
Australian Early Development Index The Australian Early Development Index (AEDI) is a Commonwealth funded population measure of early years development. Research shows that investing resources and energy into children’s early years brings lifelong benefits to the whole community and the Department of Education is the host agency for this data set in Tasmania. The AEDI data are collected nationally through all education sectors on children in their first full-time year of formal schooling (Prep in Tasmania) through a teacher completed checklist. The index includes five domains of early childhood development – physical health and wellbeing; social competence; emotional maturity; language and cognitive skills (school-based domain); communication skills and general knowledge. The AEDI results help communities understand how their children are doing at a local level and in comparison with other children nationally, therefore assisting communities to understand where their strengths and vulnerabilities lie and encourage partnerships and initiatives that help to give their children the best start in life. The AEDI School Profiles provide confidential summary information for use by schools, while the publicly available AEDI Community Profiles offer an overview for child and family centres and those working in the early years to further understand the community in which they work. Performance Launching into Learning (LiL) data findings in 2012 from the 2010 program Through interventions in children’s early development from birth to just before Kindergarten, the LiL program aims to improve the educational outcomes for all children and especially those from socioeconomically disadvantaged backgrounds. The department is conducting the Launching into Learning Longitudinal Study 2007–2014. The 2012 Progress Report collected information on 1,524 students who regularly attended 1 LiL in 2010 across 114 schools. The report examined the effect participation in LiL had on student performance as measured by the Kindergarten Development Check (KDC) and Performance Indicators in Primary Schools (PIPS) assessments. These students are referred to as the LiL students. (The longer term impact of LiL will be further evaluated in the future through NAPLAN results for these LiL cohorts). The 2010 LiL program significantly improved the educational outcomes for participants across all main performance measures (see Figure 1.1). The number of LiL students scoring below minimum standards on the Prep on-entry assessment (PIPS) has been reduced for both reading and maths. In addition, the number of LiL participants achieving all markers on the KDC has increased. Students from all socioeconomic backgrounds made significant gains in educational performance from regular participation in LiL. The program helped students to meet minimum standards and to achieve at the top of the PIPS performance scale. 1. Defined as attendance of 75% or more LiL sessions for the year. Improvement due to LiL in all main performance measures The following results were derived for the 2010 LiL cohort: • The percentage of LiL students below minimum standard in reading (10.0%) on PIPS first assessment was about half that of non-LiL students 1 (19.6%), an improvement of 9.6 percentage points. • The percentage of LiL students below minimum standard in maths (11.4%) on PIPS first assessment was about two thirds that of non-LiL students (17.8%), an improvement of 6.4 percentage points. • A greater proportion of LiL students performed at the highest level on PIPS first assessment (at well above minimum standard) than non-LiL students (10.7 and 8.7 percentage points more in reading and maths respectively). • The proportion of children who achieved all KDC second assessment developmental markers was 9.8 percentage points higher for LiL students when compared to non-LiL students (from 66.7% for non-LiL to 76.5% for LiL). • The biggest performance gains in meeting minimum standards on PIPS first assessment occurred for children from more disadvantaged socioeconomic backgrounds (the same occurred for the previous LiL cohort). • The observed improvements in performance for the LiL cohort are sustained when the results are disaggregated by gender and Aboriginality. This has occurred for all previous LiL cohorts. • Follow up analyses for previous LiL groups, 2007, 2008 and 2009 LiL, show that the improvements in PIPS first assessment performance are consistently maintained into PIPS second assessment. • On average, LiL students attended two more school days in Prep in 2012 than the non-LiL group (five and three days for the previous two LiL cohorts). • On average, children from higher socioeconomic backgrounds had greater regular participation rates in 2010 LiL than those from lower socioeconomic backgrounds. 1. Prep 2012 children who attended schools that offered LiL in 2010 but did not participate in LiL regularly. Pre-Compulsory and Compulsory Education » Early Years 27
Page 1 and 2: DEPARTMENT OF Education ANNUAL REPO
Page 3 and 4: Contents About this Report 2 Depart
Page 5 and 6: Department at a Glance
Page 7 and 8: our key drivers Successful Learners
Page 9 and 10: Tasmania, along with other states,
Page 11 and 12: An Innovative Workforce A motivated
Page 13 and 14: Community Confidence The department
Page 15 and 16: the implementation of high quality
Page 17 and 18: Commission and other Tribunals. The
Page 19 and 20: Clients Number of education and chi
Page 21 and 22: Active registered library users by
Page 23 and 24: Average age of teachers (years) as
Page 25 and 26: Pre-Compulsory and Compulsory Educa
Page 27: LiL acknowledges the important role
Page 31 and 32: Early years school improvement meas
Page 33 and 34: Lead School/ Lead Teacher strategy
Page 35 and 36: School improvement planning - incor
Page 37 and 38: NAPLAN 2013 performance - general c
Page 39 and 40: Commentary • Tasmania improved on
Page 41 and 42: Commentary • Tasmania improved on
Page 43 and 44: Post-Compulsory Education and Skill
Page 45 and 46: Major Initiatives Implementation of
Page 47 and 48: Australian School-based Apprentices
Page 49 and 50: Year 11 and 12 Education in Rural a
Page 51 and 52: LINC Tasmania OUTPUT GROUP 3
Page 53 and 54: Major Initiatives New Regional Lear
Page 55 and 56: Wireless access for clients Followi
Page 57 and 58: Tasmanian Archive and Heritage Offi
Page 59 and 60: Performance LINC Tasmania achieved
Page 61 and 62: Required Reporting
Page 63 and 64: Staff employed as at 30 June 2013 S
Page 65 and 66: General workforce recruitment (Incl
Page 67 and 68: Internal grievances procedures Publ
Page 69 and 70: Employee Performance and Developmen
Page 71 and 72: Professional learning The programs
Page 73 and 74: Disability Framework for Action The
Page 75 and 76: Implementation of child and family
Page 77 and 78: Legislation Administered, Enacted a
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Nonstatutory bodies Tasmanian Abori
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Climate Change The department’s l
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Measuring and reporting In 2008, th
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Loss and Damage The Tasmanian Risk
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List of individual ongoing major ca
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Building and construction Contracto
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Superannuation Certificate “I, Co
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Regional Services Network Of the fi
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Allport Library and Museum of Fine
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Staff Management Committee The Allp
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Report on council activities for 20
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Registration of schools For a curre
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Financial Statements AS AT 30 JUNE
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Statement of Financial Position As
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Statement of Changes in Equity For
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Note Description Page No. 8.3 Suppl
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1.3 Schedule of Administered Cash F
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• all students in Tasmanian Gover
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) Impact of new and revised account
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2.11 Expenses from transactions Exp
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2.14 Liabilities Liabilities are re
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Output Group 1: Pre-Compulsory and
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Output Group 3: LINC Tasmania Conti
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3.4 Administered output schedule Co
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4.3 Statement of Cash Flows Note Bu
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7.2 Grants Continuing operations Gr
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8.4 Grants and subsidies 2013 $’0
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10.3 Property, plant and equipment
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10.7 Other assets (a) Carrying amou
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Note 13: Reserves 13.1 Reserves 201
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14.3 Acquittal of capital investmen
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(c) Liquidity risk Liquidity risk i
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16.2 Statement of payments for the
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17.11 Financial instruments (admini
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Auditor-General's Report Financial
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Appendices
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Access to computers in classrooms R
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Publications Curriculum Services
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Contact Details Postal address: Dep
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M Major Capital Projects 84-85 N Na
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Compliance Index This index identif
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Department of Education Level 1, 73
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Education

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