CLOSING THE GAP

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Targeted intensive support for families who need it most Some families need extra support to ensure their children meet health and developmental milestones, giving them the best chance to thrive in the early years and through to school. Programs providing intensive support include: • The Australian Nurse-Family Partnership Program which offers nurse-led home visits to families, from birth through to the child turning two. Early outcomes from program participants include lower rates of alcohol and tobacco consumption during pregnancy. Babies born to program participants were also of a higher than average birthweight and immunisations rates for infants in the program exceeded the national average for Indigenous children at 24 months. Currently operating in five sites, it will expand to an additional eight sites by 2018. • Trauma Assessment Referral and Recovery Outreach Teams which are helping families manage health, wellbeing and behavioural issues of their children. The teams use cultural care plans and a child-centred approach to coordinate allied health and specialist case management. The pilot program will be implemented in six sites. • The National Fetal Alcohol Spectrum Disorder Action Plan which is underpinned by $9.2 million to reduce the incidence of Fetal Alcohol Spectrum Disorder, including prevention and health promotion resources, of which $4 million is for support for Aboriginal and Torres Strait Islander people. A further $10.5 million to address Fetal Alcohol Spectrum Disorder was announced in the 2016 Budget. EARLY CHILDHOOD EDUCATION Target: 95 per cent of all Indigenous four year-olds enrolled in early childhood education (by 2025). KEY POINTS • There are strong links between participation in early childhood education and academic success. • In 2015, 87 per cent of Aboriginal and Torres Strait Islander children in Australia were enrolled in early childhood education in the year before full-time school. • Early childhood education programs for all children in the year before full-time school are a priority for all governments. The original target to ensure access for all Indigenous four-year-olds in remote communities to early childhood education expired unmet in 2013. Australian governments remain committed to closing the gap in the developmental outcomes of Aboriginal and Torres Strait Islander children by increasing their participation in quality early childhood education. In December 2015 a revised Closing the Gap target was agreed between Australian governments. The new target focuses on increasing Aboriginal and Torres Strait Islander children’s participation in quality education programmes nationally, extending beyond the original focus on remote communities. 8 The renewed target also aligns with the objectives and outcomes of the National Partnership Agreement on Universal Access to Early Childhood Education, which includes a focus on lifting the preschool participation rates of all Aboriginal and Torres Strait Islander children and vulnerable and disadvantaged children, regardless of setting. Early childhood education prepares a child for school and provides a solid foundation for learning and achieving at school and beyond. This can be delivered through a pre-school or child care setting – the important factors are a quality program and regular participation. Since 2009, the Commonwealth has funded the Australian Early Development Census (AEDC) to measure the development of children in Australia in their first year of full-time school. 8 A revised method was developed to address numerator and denominator misalignment for age and location, removing children already in school from the denominator, and adjusting for Indigenous status not stated. It is considered a significant improvement, but there are some further potential sources of difference between the early childhood education numerators and the population denominators that may impact on the accuracy of the estimates. •26• CLOSING THE GAP: PRIME MINISTER'S REPORT 2017
Devina Ranger with her children Harmony and Marlin Chadd at 3a Early Learning Centre in Wakuthuni, WA. CLOSING THE GAP: PRIME MINISTER'S REPORT 2017 •27•
Page 1 and 2: CLOSING THE GAP PRIME MINISTER’S
Page 3 and 4: CLOSING THE GAP: PRIME MINISTER'S R
Page 5 and 6: CONTENTS PRIME MINISTER’S INTRODU
Page 7 and 8: “It is clear that Closing the Gap
Page 9 and 10: The target to close the gap in life
Page 13 and 14: “We have to hope, not despair - w
Page 15 and 16: Ian Trust, founding chairperson Wun
Page 17 and 18: “In Australia we’re fortunate t
Page 19 and 20: The importance of land and waters C
Page 21 and 22: Reconciliation through national ico
Page 23 and 24: “I am very passionate about cultu
Page 25 and 26: “There are many ways of knowing a
Page 27: Figure 2: Child mortality rates (0-
Page 31 and 32: In 2015, almost all Indigenous chil
Page 35 and 36: 2 Gumala supporting early childhood
Page 37 and 38: “There is no place in any educati
Page 39 and 40: Aboriginal and Torres Strait Island
Page 41 and 42: Another way to assess progress is t
Page 43 and 44: Table 1: NAPLAN measures (on track/
Page 45 and 46: YEAR 12 ATTAINMENT Having literacy
Page 47 and 48: Students of the Saibai Island State
Page 49 and 50: Much work has already been done to
Page 51 and 52: “The Horizons Camp has helped wit
Page 53 and 54: “I now want to begin my studies a
Page 55 and 56: “Through one life-changing job pl
Page 57 and 58: and is therefore, on track. In all
Page 59 and 60: Labour force participation For the
Page 61 and 62: Indigenous youth Daniel McKechnie m
Page 63 and 64: Australians. Participating companie
Page 65 and 66: Parks Australia and Traditional Own
Page 67 and 68: “Stick to it, it’s worth it and
Page 69 and 70: “My long-term aspiration is to be
Page 71 and 72: Truwana Rangers from Cape Barren Is
Page 73 and 74: “Fostering economic development i
Page 75 and 76: “We work closely with our local r
Page 77 and 78: Economic growth on country Indigeno
Page 79 and 80:
“By encouraging Indigenous busine
Page 81 and 82:
Wik Timber Collect Seed Salvage Har
Page 83 and 84:
“It’s time to move away from th
Page 85 and 86:
that selected social determinants s
Page 87 and 88:
Improving cancer outcomes for Abori
Page 89 and 90:
Supporting ageing in the community
Page 91 and 92:
Young Marra woman from Borroloola,
Page 93 and 94:
2 Holistic approach to health care
Page 95 and 96:
2 3 Kicking goals in Borroloola, NT
Page 97 and 98:
“To be the great nation we can be
Page 99 and 100:
• National Rental Affordability S
Page 101 and 102:
Prisoner Throughcare program suppor
Page 103 and 104:
2 Community construction rebuilds G
Page 105 and 106:
“It’s these sorts of actions th
Page 107 and 108:
Agency Education and Training Depar
Page 109 and 110:
Agency Indigenous Land Corporation
Page 111:
Lloyd, N., Lewthwaite, B., Osbourne
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CLOSING THE GAP

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