CRITERION 1: THE SERVICE EXEMPLIFIES & PROMOTES EXCEPTIONAL
EDUCATION & CARE THAT IMPROVES OUTCOMES FOR CHILDREN & FAMILIES
As passionate advocates for high quality education and care, the educators at Guliyali Preschool place paramount importance on collaborative partnerships with children, families and communities, as well as sharing processes, practices, attitudes and ideals that are central to continuous quality improvement and excellence. At Guliyali Preschool we work collaboratively to achieve the best outcomes for our children and families. We foster genuine partnerships with professionals and the community that are exceptional, innovative, reciprocal, considerate and considered.
THEME 1: COLLABORATIVE PARTNERSHIPS WITH
PROFESSIONAL, COMMUNITY OR RESEARCH ORGANISATIONS
LEARNING SUPPORT TEAM AND
EXTERNAL AGENCIES
At Guliyali Preschool, ‘Everyone belongs’ (Guliyali preschool philosophy). Our educators are committed to connecting our families with knowledge and support services within the wider community. Every child, regardless of their needs, has the right to fully participate and have the same choices, equal opportunities and experiences as their peers, in order for them to reach their full potential. By working in partnership with our children, families, community, and agencies, we are able to provide the resources to meet students’ additional needs.
Our preschool actively engages with our experienced Learning Support Team (LST) comprised of our Early Childhood Teacher, School Counsellor, Principal, Assistant Principal - Support Unit (LST Coordinator), specialist teachers, social worker, school chaplain, and Assistant Principal - Student Wellbeing. Our LST plays a vital role in supporting children and their educators by ensuring that observations and assessments are conducted, appropriate resources are secured and utilised and Personalised Learning Pathway (PLPs), Individual Education Plans (IEP’s) and Behaviour Support Plans (BSP’s) are developed in full collaboration with families.
Guliyali Preschool educators play a vital role in collecting data for the Nationally Consistent Collection of Data (NCCD) on students with a disability. Data related to preschool children requiring additional support (such as reports from medical professionals, individual education plans, behaviour management plans, notes from disability service providers and notes on meetings with parents and staff outlining adjustments) is provided to the school's LST and submitted on a yearly basis. The information provided enables local primary schools to better understand individual children’s levels of need so that they can be well prepared to cater to that child's needs when the child begins kindergarten. Through the collection of data, the government is better able to understand the needs of students with a disability and how they and their families can be supported at school and into the future by informing policy and program planning in relation to children with a disability.
At Guliyali Preschool, the Nominated Supervisor employs a speech therapist to work with our preschool each week and we engage the services of Central Coast Area Health each year to provide dental and vision checks for our students. These services work with our families and offer screening options to identify children who are at risk of delays in communication development and provide techniques to support development at home. The speech therapist works with our children on a weekly basis, using a wide variety of techniques and strategies tailored to each individual child’s needs. They deliver 20 minute sessions, working either one-to-one with children, or in small group settings or with parent and child. Parents/carers are able to ask questions, receive advice and reassurance, and be provided with strategies to assist with the development of their child’s communication skills. Each session is recorded on Storypark by the Speech Pathologist and the educators use this as a guide for improving their own skills and practice. Families have access to Storypark and can recommend or ask for further strategies or support using this platform. Educators and/or the Speech Pathologist plan for future learning based on the session the child/ren attended.
During the COVID 19 period in which services were interrupted, Guliyali educators worked with our speech therapist to develop a suite of 'at home activities’, ensuring all of our children were still able to access supports and resources to strengthen families and children’s home learning experiences.
With the waiting list from the local health care providers being very long, it is crucial that we continue to provide access to services such as the ones outlined above to as many of our families as possible, especially since some families from low socio-economic backgrounds may not otherwise be able to afford private therapies for their children. Through a multidisciplinary approach we are able to develop comprehensive plans for intervention as we strongly believe in evidence-based practices. The earlier additional needs are identified and an intervention program is started, the better the chance of improving long term outcomes for each child is.
OUTCOMES:
- Children who would not have otherwise been able to access the support services necessary to address deficits in speech and expressive language, have the opportunity to work with a speech therapist on a weekly basis. This initiative, funded using ‘Socio-economic Equity Funding’ provided to the school by the NSW Department of Education under its Resource Allocation Model, has seen students make significant improvements in their ability to communicate their needs, wants and opinions to the peers and significant others. Guliyali Preschool also organises for dental checks and vision screening for all children who attend the service. It’s absolutely critical that deficits in speech, vision and dentition are identified prior to children starting school and that therapeutic interventions are initiated to address such deficits and instigate improvement. Guliyali Preschool ensures that appropriate therapies take place for the benefit of the children in its care.
"Thank you for the report. We are grateful that we can get some support for Layla...., with our commitments and general waiting times it is great to know that we can access speech support on the days Layla is at school" – Guliyali Preschool parent
- As the quote above indicates, parents living in our community find it difficult to access appropriate and effective interventions for their children because of the busy lives they lead, the scarcity of appropriate services in the area and the subsequent long wait times for accessing those services. In scheduling (and paying for) weekly speech therapy sessions, and in organising for vision and dental check-ups, Guliyali Preschool does the hard work for our time-poor parents, and is able to arrange for therapeutic interventions when the children need them, without families having to wait for months at a time to successfully schedule an appointment. The costs involved with accessing screening, interventions and therapies have also proved prohibitive for some of our families. Guliyali Prescshool provides these services free-of-charge for the children in its care.
- The multidisciplinary approach works to improve families and children's mental health, through reducing financial cost, time and transport associated with seeking referrals, waiting lists, and attending appointments.
EARLY INTERVENTION
Having an Early Intervention (EI) unit connected to our preschool provides our Guliyali Preschool educators with the opportunity to collaborate with experts in the provision of developmentally appropriate, inclusive education programs. By collaborating with the Early Intervention teachers, one of whom is the Learning Support Team co-ordinator and Assistant Principal - Support Classes, educators are able to co-ordinate the best use of teacher expertise and resources such as social stories, across the two environments. We can expertly promote and co-ordinate transition plans to support children moving from early education into school and establish and maintain links with a range of local agencies and services in the community.
Guliyali Preschool educators work hand in hand with Early Intervention teachers, parents and carers and other support agencies to plan personalised learning for children that is aimed at meeting their individual social and emotional needs, thereby enabling them to thrive and succeed as learners and ensure their ongoing wellbeing. Having the same ECT working in both EI and preschool rooms for one day a week in each setting enables a seamless transition between the two services when children are accessing both services over the course of a day's attendance.
OUTCOME:
- Every child attending Guliyali Preschool, including those that have additional learning and support needs, is encouraged and supported to fully participate in a quality early childhood education program. Every child has access to activities, experiences and opportunities to develop and reach their full potential. This is done through differentiation within learning activities, intentional teaching and targeted support.
- Where potential limitations or barriers to participation are identified, the expertise of our Early Intervention teachers and the Support Unit AP are brought to bear in devising plans, systems and practices to enable the full participation of the student in question. Personalised Learning Pathways (PLP’s), Individual Education Plans (IEP’s) and Student Behaviour Support Plans (SBSP’s) are all developed in collaboration with families.
- It is important to note that Woy Woy Public School’s Early Intervention teacher works as an educator in the Guliyali Preschool every Wednesday, thereby giving her the opportunity to deliver targeted interventions during EI sessions and then monitor and support the student to apply the strategies they have learnt when interacting with their preschool peers. This level of individual support continues as a child progress from the preschool to Kindergarten and onwards, and is of great benefit to children as they continue grow and develop.
"Thank you to the wonderful crew at Guliyali Preschool it is such a relief to have found a preschool who can support us and Ryder........ it is scary and overwhelming at times but we are so grateful to have your ongoing support and we look forward to exploring the opportunities and strategies you have made available for him..." Hannah - Parent of a Pelican Group child.
- As the quote above indicates, the level of support provided to families of children with additional learning and support needs at Guliyali Preschool is greatly appreciated. Ryder’s mother reported feeling ‘scared’ and ‘overwhelmed’ before he started at Guliyali Preschool but now describes feeling ‘relieved’ to have found a preschool that can support her son and can also support her at the same time. Ryder’s mother expresses her gratitude for the support she has received and looks forward to exploring opportunities and continuing to put the strategies that have been devised by our Early Intervention teachers and preschool educators to support his participation in preschool events and learning experiences. The collaborative partnership between specialist Early Intervention teachers and Guliyali preschool educators has directly benefitted Ryder and his family, and this has been the case for the families of many children who have attended the service and continue to do so. The provision of high levels of support along with concrete strategies to work with, gives parents peace of mind and a confidence and assuredness that their child will be able to enjoy their time in the preschool, whilst continuing to grow and develop in terms of their social and emotional wellbeing.
IMPACT :
The fact that the Guliyali Preschool educators work so closely and effectively with Woy Woy Public School’s Early Intervention teachers and Learning Support Team also has benefits for the wider community. On Wednesday and Thursday each week one of our Early Intervention teachers visits local preschools and daycare centres; not only to observe children who attend EI sessions, but also to work closely with the educators at these centres.
Our Early Intervention teacher provides educators at the various centres she visits with examples of effective inclusive practice, strategies that have proven to be effective in supporting the individual students in their care to participate in learning experiences, as well as mentoring and support, thereby building the capacity of these services and their educators to provide better educational outcomes for children at their centres, and to support the diverse needs of children in their care.
Guliyali Preschool educators also share knowledge and resources with Department of Education (DoE) preschools, increasing the knowledge and confidence of educators in these settings in providing education and care for children with diverse needs. Guliyali Preschool is committed to building and maintaining collaborative partnerships with professional, community and research organisations. The Quality Improvement Plan ensures we continue to make these connections by outlining strategies aligned with our School Improvement Plan (See Appendix B) to strengthen our future directions and goals (See appendix A). Guliyali Preschool is a leading Early Childhood service in its learning community.
Guliyali Preschool educators work hand in hand with Early Intervention teachers, parents and carers and other support agencies to plan personalised learning for children that is aimed at meeting their individual social and emotional needs, thereby enabling them to thrive and succeed as learners and ensure their ongoing wellbeing. Having the same ECT working in both EI and preschool rooms for one day a week in each setting enables a seamless transition between the two services when children are accessing both services over the course of a day's attendance.
OUTCOME:
- Every child attending Guliyali Preschool, including those that have additional learning and support needs, is encouraged and supported to fully participate in a quality early childhood education program. Every child has access to activities, experiences and opportunities to develop and reach their full potential. This is done through differentiation within learning activities, intentional teaching and targeted support.
- Where potential limitations or barriers to participation are identified, the expertise of our Early Intervention teachers and the Support Unit AP are brought to bear in devising plans, systems and practices to enable the full participation of the student in question. Personalised Learning Pathways (PLP’s), Individual Education Plans (IEP’s) and Student Behaviour Support Plans (SBSP’s) are all developed in collaboration with families.
- It is important to note that Woy Woy Public School’s Early Intervention teacher works as an educator in the Guliyali Preschool every Wednesday, thereby giving her the opportunity to deliver targeted interventions during EI sessions and then monitor and support the student to apply the strategies they have learnt when interacting with their preschool peers. This level of individual support continues as a child progress from the preschool to Kindergarten and onwards, and is of great benefit to children as they continue grow and develop.
"Thank you to the wonderful crew at Guliyali Preschool it is such a relief to have found a preschool who can support us and Ryder........ it is scary and overwhelming at times but we are so grateful to have your ongoing support and we look forward to exploring the opportunities and strategies you have made available for him..." Hannah - Parent of a Pelican Group child.
- As the quote above indicates, the level of support provided to families of children with additional learning and support needs at Guliyali Preschool is greatly appreciated. Ryder’s mother reported feeling ‘scared’ and ‘overwhelmed’ before he started at Guliyali Preschool but now describes feeling ‘relieved’ to have found a preschool that can support her son and can also support her at the same time. Ryder’s mother expresses her gratitude for the support she has received and looks forward to exploring opportunities and continuing to put the strategies that have been devised by our Early Intervention teachers and preschool educators to support his participation in preschool events and learning experiences. The collaborative partnership between specialist Early Intervention teachers and Guliyali preschool educators has directly benefitted Ryder and his family, and this has been the case for the families of many children who have attended the service and continue to do so. The provision of high levels of support along with concrete strategies to work with, gives parents peace of mind and a confidence and assuredness that their child will be able to enjoy their time in the preschool, whilst continuing to grow and develop in terms of their social and emotional wellbeing.
IMPACT :
The fact that the Guliyali Preschool educators work so closely and effectively with Woy Woy Public School’s Early Intervention teachers and Learning Support Team also has benefits for the wider community. On Wednesday and Thursday each week one of our Early Intervention teachers visits local preschools and daycare centres; not only to observe children who attend EI sessions, but also to work closely with the educators at these centres.
Our Early Intervention teacher provides educators at the various centres she visits with examples of effective inclusive practice, strategies that have proven to be effective in supporting the individual students in their care to participate in learning experiences, as well as mentoring and support, thereby building the capacity of these services and their educators to provide better educational outcomes for children at their centres, and to support the diverse needs of children in their care.
Guliyali Preschool educators also share knowledge and resources with Department of Education (DoE) preschools, increasing the knowledge and confidence of educators in these settings in providing education and care for children with diverse needs. Guliyali Preschool is committed to building and maintaining collaborative partnerships with professional, community and research organisations. The Quality Improvement Plan ensures we continue to make these connections by outlining strategies aligned with our School Improvement Plan (See Appendix B) to strengthen our future directions and goals (See appendix A). Guliyali Preschool is a leading Early Childhood service in its learning community.
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PRESCHOOL COMMUNITY OF PRACTICE Guliyali Preschool is an active member of the Brisbane Water Learning Community (BWLC), Tuggerah Preschool Professional Group (PPG), the state-wide Preschool Pedagogical Leadership and Early Learning teams, and the local Aboriginal Education Consultative Group (AECG). One of our principals, Mr Dan Betts, is a member of the state-wide Preschool Leadership Advisory Group (PLAG), and has delivered presentations on Play-based Learning and 'Junkyard Playgrounds' at PLAG meetings. Working alongside these groups in our community helps our educators maintain an understanding of local community perspectives as well as those of the wider community, and ensures that the voices of our Guliyali Preschool families are represented. Guliyali Preschool educators actively engage in a collaborative process of critical reflection to question their practice and to make connections relevant in pursuing an ongoing Community of Practice with other local public school preschool educators. Our Guliyali Preschool educator was selected as the online Tuggerah Professional Project Group Leader and in this role, builds the capacity of colleagues by sharing current research, theories, and examples of best practice, and is also there to support colleagues should they be faced with any challenging situations or are in need of guidance. This is a position funded by the Department of Education's Early Learning Directorate and has provided the preschool educator with professional learning to successfully fulfil this role. Collegial sessions to enable professional sharing, hosted by Guliyali Preschool and our partner preschools allow us to refine our exemplary practice and inspire each of the settings to be the producers and receivers of practical content and opportunities for professional reflection and conversations. We liaise with fellow educators through telephone calls, emails, online forums and preschool visits. This collaboration increases our capacity to reflect and achieve currency around our teacher professional learning needs, and ensures that our educators are creating opportunities to set goals and objectives, make plans for implementing those goals, and then monitor their own progress, solving any problems that may arise in a collegial manner. Our leadership with the 'Oz bread Tags for Wheelchairs' program is an example of a project that started within the Guliyali Preschool and has since been picked up by other services that we interact with through the forums outlined above. During an in-school buddy visit from the children in the school's autism class some Guliyali Preschool children noticed some older peers using walking frames and wheelchairs to help them move around. The childrens' interest had been piqued and they were keen to do something to help their friends from K-6W. With a little bit of research, our educators found out about the 'Oz Bead Tags for Wheelchairs' initiative (this involves the collection of bread tags, which when submitted contributed to the purchase of wheelchairs for people in need). After quizzing the children about how they could get involved, it was decided that they would establish collection points in different locations around the school. We have received overwhelming support from our colleagues in the professional learning communities referred to above, from the Woy Woy Public School community and the local community, and we now have collection points across the Peninsula area and in all DoE preschools on the Central Coast. To ensure Guliyali Preschool continues to strengthen and support Community of Practice now and in the future, we regularly reflect on and monitor the needs of our colleagues in the various professional learning communities we participate in. We provide regular opportunities for educators to support one another and work closely with our Regional North P-2 initiatives officer. OUTCOME: - Involvement in the many and varied preschool community groups directly improves outcomes for Guliyali Preschool children by ensuring that educators regularly meet and discuss current early childhood policies, learning, strategies, reflections and Quality Improvement Plans. - Excellence is demonstrated not only in our active participation in and leadership of these groups, but also in our continued efforts to seek out and build community partnerships, such as those established with the Mingaletta AECG (more detail about the benefits of this relationship to come). These partnerships enable us to better understand the perspectives and priorities of the families of children in our care in order to ensure that our service meets the needs of all members of our community. - In leading discussion and sharing valuable knowledge at local level (as members of the , BWLC, Tuggerah PPG and Mingaletta AECG) and regional and state levels (as members of the Preschool Pedagogical Leadership and Early Learning teams, the PLAG etc), it is evident that the Guliyali Preschool team make significant contributions to the wider early childhood sector; increasing the skill sets of educators in a variety of local and farther-flung settings and thereby improving the educational outcomes for children that attend these settings.
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IMPACT :
Under Miss Williams' leadership, the Tuggerah PPG has grown into a 20+ strong group of early childhood educators and primary school teachers. The group, of which all members of the Guliyali Preschool leadership team are also members, meet online to discuss a variety of content areas based on current needs and trends on topics of relevance to Early Childhood Education. The group promotes collaboration between educators in Department of Education preschools and enables educators to update knowledge relevant to their area of work. Strategies discussed in online forums have assisted in smoother transition processes being implemented in local schools, and in particular the Guliyali Preschool, which has been recognised as implementing exemplary 'transition-to-school' practices by Early Learning and the Primary Education Transition Advisors.
Under Miss Williams' leadership, the Tuggerah PPG has grown into a 20+ strong group of early childhood educators and primary school teachers. The group, of which all members of the Guliyali Preschool leadership team are also members, meet online to discuss a variety of content areas based on current needs and trends on topics of relevance to Early Childhood Education. The group promotes collaboration between educators in Department of Education preschools and enables educators to update knowledge relevant to their area of work. Strategies discussed in online forums have assisted in smoother transition processes being implemented in local schools, and in particular the Guliyali Preschool, which has been recognised as implementing exemplary 'transition-to-school' practices by Early Learning and the Primary Education Transition Advisors.
COLLABORATIVE PARTNERSHIPS WITH OUR LOCAL COMMUNITY
Guliyali Preschool has an active role in building genuine partnerships with the local community. We have actively collaborated and engaged with community organisations such as Mingaletta Aboriginal Corporation, Emergency services, local home and garden businesses, local shops, retirement villages and the Rumbalara Environmental Education Centre. The learning that occurs through these visits is ongoing and practices learnt are embedded into our preschool program. For instance, our local Bunnings has gifted our preschool plants, mulch, gardening equipment and recycling bins which our children use to sort items for recycling. Being involved in the pilot program ‘Wiping out Waste’ run by Rumbalara Environmental Education Centre has cemented our commitment to reducing waste and has offered great opportunities for us to explore environmental waste issues at Guliyali Preschool.
COLLABORATIVE PARTNERSHIPS WITH OUR LOCAL COMMUNITY
Guliyali Preschool has an active role in building genuine partnerships with the local community. We have actively collaborated and engaged with community organisations such as Mingaletta Aboriginal Corporation, Emergency services, local home and garden businesses, local shops, retirement villages and the Rumbalara Environmental Education Centre. The learning that occurs through these visits is ongoing and practices learnt are embedded into our preschool program. For instance, our local Bunnings has gifted our preschool plants, mulch, gardening equipment and recycling bins which our children use to sort items for recycling. Being involved in the pilot program ‘Wiping out Waste’ run by Rumbalara Environmental Education Centre has cemented our commitment to reducing waste and has offered great opportunities for us to explore environmental waste issues at Guliyali Preschool.
AGELESS PLAY PROGRAM
"Children's connectedness and different ways of belonging with people, country and communities helps them learn ways of being which reflect the values, traditions and practices of their families and communities. Over time this learning transforms the way they interact with others (The Early Years Learning Framework, 2008, p.28).
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We regularly meet with our local retirement village, Deepwater Court, located across the street from Woy Woy Public School. A group of ladies from the village have been visiting our preschool each week for our ‘Ageless Play’ program. Through the program, Guliyali Preschool children learn the value of giving to others. Our children learn the importance of providing friendship and companionship to others, regardless of whether they are significantly older or younger than ourselves. The program enables our children to develop positive attitudes towards the elderly and feel comfortable around those with disabilities and impairments. The retirement village coordinator reports that these visits help the retirement home residents break up their everyday routine, reduce feelings of isolation associated with aging, and afford participants the opportunity to rekindle relationships with the broader community. Our 'Ageless Play' program has typically involved heart-warming face-to-face interactions with the residents of Deepwater Court, however, during the COVID-19 pandemic, the program had to change tack and we now keep in touch in writing, over the phone or through 'virtual' interactions. We make regular contact with our friends across the road. They've told us that spending time with our children helps improve their quality of life and helps them feel less isolated. Through this partnership with the Deepwater Court Retirement Village, we are bridging the generation gap not only to reduce feelings of isolation, but also to tackle the issue of 'ageism' within our local Brisbane Water community. This initiative has enabled educators and families join together with local residents to create nurturing relationships through play. We are endeavoring to drive change and bring people from all walks of life together to create a 'village' through play. “The 'Ageless Play' program is such a wonderful way to connect with the community and promote respect for the elderly. Audree was thrilled with the recent visit from the ladies from Deepwater Court and couldn’t wait to tell us about the card they had made for the preschool children in return of (sic) the pictures she had drawn for them. She said, “My friends from across the road came to visit today. Because of the virus we can’t see them...” We have noticed so many positive changes in Audree this year and we believe it is because she is given the opportunity and encouraged to spread love and kindness while she is at Guliyali Preschool.” Emily - Seahorse parent 2020. OUTCOMES: There can be no better example of an educational initiative that empowers children to develop "Secure, respectful and reciprocal relationships"; the first of the five principles from the Early Years Learning Framework. Outcomes for the children, parents and community are as follows: - As the quote from Emily above demonstrates, having the opportunity to play with our friends from the retirement village delivers significant benefits to the children of Guliyali Preschool. Our children can see first-hand how much joy they are bringing to the lives of the residents in the smiles on their faces and in their happy laughter. This motivates them to think about the feelings of other people, particularly those of advanced years, and to make sure that they behave in such a way that is inclusive and accepting, gentle and respectful. Emily is not the only parent who has suggested that their son/daughter has made great gains in displaying empathy and kindness this year, and who attributes this, at least in part, to participation in the 'Ageless Play' program. - The quote above is also indicative of the peace of mind parents have gained from their children's participation in the Ageless Play program, as they watch their children develop inclusive attitudes and begin to demonstrate caring, empathetic behviours towards people who are older than themselves. The program is of direct benefit to the parents of Guliyali Preschool children in so far as it meets their needs in terms of providing educational opportunities that foster the ability to recognise and respect the feelings of others. Our parents have spoken of the confidence they now feel in their child's ability to interact positively with others, irrespective of their age or station in life. - Deepwater Court Residents Coordinator Thea Brayshaw speaks with great enthusiasm about the extent to which the children's visits brighten their days (see quote below). She has told us that the residents talk to her about how happy they are when the the get the chance to speak to our children and about nice it is as a break from routine. Thea and her companions speak with honesty about the importance of the visits in reducing feelings of isolation associated with aging, and the joy they feel in rekindling relationships with young people in their community. - In short, this program connects all members of our community, and exemplifies the maxim: "It takes a village to raise a child.” |
"Although we are missing our weekly visits into
the preschool the gifted packages and books of pictures and
letters that were delivered really help to brighten our days" Thea, Deepwater Court.
the preschool the gifted packages and books of pictures and
letters that were delivered really help to brighten our days" Thea, Deepwater Court.
KOORANA ABORIGINAL EDUCATION CONSULTATIVE GROUP
“Thank you, thank you, thank you for connecting me with the Aunties. With their support I have been able to find some of my family that I have never met, I am so grateful to you for helping me and pointing me in the right direction….,- ” (Preschool Grandparent). “A big shout out to the staff at Guliyali Preschool, with the help of the Mingaletta Aunties I have been able to start the process of confirming mine and my children’s identity and learning about our family– it is great to be part of our community, you are all so supportive…,(Preschool parent). A Harmony Day message from Mingaletta's
Aunty Robyn Reid COVID 19 Story time video messages with the Aunties
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To enhance and support programs at Guliyali Preschool we have developed and maintained strong partnerships with external agencies such as the Koorana AECG and Mingaletta Aboriginal Corporation. Our Aboriginal Early Intervention Teacher (AEIT), a position created by our principals for the express purpose of catering to the needs of Aboriginal and Torres Strait Islander children in the Guliyali Preschool and students from Kindergarten to Year 2 at WWPS, works very closely with these organisations in delivering programs that strengthen cultural links to ensure students and families are given the best possible support for their individual needs. Many families in our community that identify as Aboriginal or Torres Strait Islander have lost connection with their cultural heritage. Our strong relationship with the Mingaletta Elders has lead to the development and implementation of our 'Aunties' program, which involves visits from Aunty Elaine, Aunty Robyn, Aunty Anita and Aunty Lea to the preschool during which they read culturally appropriate books, tell stories and deliver art and craft experiences for our children. The children derive a great deal of enjoyment out of the weaving, painting, foraging, yarning and play activities they participate in, and they learn a great deal at the same time. The program has not only helped to link children of the Guliyali Preschool to their culture and their country, but has also linked their families with their culture through invitations to participate in the program, to meet with and interact with the Aunties, to attend end-of-year celebrations and Brisbane Water Learning Community's 'Deadly Awards' in celebration of the achievements of Aboriginal and Torres Strait Islander children/students. As important as it is to provide these opportunities for community connection (and it is absolutely imperative that we continue to work hard in this regard), it is no less important to provide opportunities for non-Aboriginal families in the Guliyali Prechool community to interact with and value our first cultures. All students in the Guliyali Preschool get to listen and learn from the Aunties when they make their visits and feel the same bonds of friendship and mutual respect in their interactions with them. Due to the safe and authentic partnerships we have established and maintained with the Mingaletta Elders, we have had success joining some of our Aboriginal families who have been separated from their mob and their culture through forced removal, their experiences in foster care or adoption, or in the institutions they were raised in. OUTCOMES: At Guliyali Preschool we take our responsibility for promoting Aboriginal and Torres Strait Islander culture and providing opportunities for children and families to develop a greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being, very seriously. Outcomes for the children, parents and community are as follows: - Guliyali Preschool children not only learn about Aboriginal culture (including learning about connection to country and taking care of the environment) through their active participation and engagement in the learning experiences they participate in with the Aunties, but they learn to respect and value diversity, cultural differences, and community knowledge. The opportunity to build genuine reciprocal relationships with members of the local Aboriginal community is of great benefit in developing children who are have a strong sense of identity and who are connected with, and contribute to, their world. - Our educators directly benefit from the relationships that have been established with the Aunties as they are supported to recognise and understand the contribution that Aboriginal culture makes to society, through the lens of the local community perspective, thereby strengthening their ability to deliver culturally appropriate, sensitive, authentic learning experiences about Aboriginal and Torres Strait Islander culture. - The Aunties themselves thoroughly enjoy the time they spend with our children. In a statement obtained from the Aunties, they declared that the children and the educators, "...make us feel respected and our culture valued." (See statement below). In discussions we've had with the Aunties they talk about how much they value the opportunity to celebrate their culture and to play a part in developing an awareness in young children of the importance of valuing diversity. In this way, the Guliyali Preschool has become a vehicle for exposure, connection, recognition and respect for the status of Aboriginal Elders as role models in the wider community. - As can be seen in the quotes above from a parent and a grandparent of children who attend our service, the 'Aunties' program has had a profound impact on the lives of some family members in the community. Parents and grandparents have spoken about feeling supported, learning about their identity, feeling part of the community and establishing relationships they hadn't previously been able to establish. Our service provides Aboriginal families with the opportunity to embrace their culture and to build and extend their network of secure relationships. Our service provides non-Aboriginal families with saftey in the knowledge that their children will be have opportunities to learn about Aboriginal culture, to learn to respect diversity and to establsih meaningful relationships with local Aboriginal people. |
COVID 19 PANDEMIC
Continuing these community partnerships through the 2020 COVID 19 health pandemic proved a challenging but not insurmountable task. Maintaining relationships and guiding families through the 'learning-at-home' phase of the pandemic necessitated a reflective and innovative approach. As mentioned above, video messaging with the Mingaletta Aunties and the 'Pen Pal' approach to communications with the residents of Deepwater proved effective in allowing us to maintain the partnerships we have fostered over the past couple of years. We also managed to up-skill the Aunties in the use of digital technologies. While they can't visit us in person at the moment, the cultural programs the Aunties have designed in consultation with our educators are now being delivered by Woy Woy Public School students, who proudly act as mentors, sharing culture with our preschool students.
Taking residents of the Deepwater Court back to days where letter writing was the main means of communication, has helped the young, and young-at-heart, to remain connected in this COVID 19 pandemic and increased our children’s sense of community while reducing the social isolation felt by residents at the retirement village.
During our 'Learning from home' stage of the COVID 19 pandemic our educators starred in and produced a number of demonstration videos for families discussing a variety of teaching strategies and sharing online story times with children via Storypark. Our educators ensured families and community members had access to the services and resources required for at home learning by delivering art, craft and care packages. Excellence is demonstrated the way in which the Guliyali Preschool educators promote education and care to improve outcomes for children and families.
OUTCOMES:
- Children learned and implemented new skills in communicating using traditional and digital media to connect with valued and treasured community members.
- Our service continued to find innovative ways to keep our valuable connections going through COVID 19
- Community connections for Guliyali Preschool are as strong as they ever were despite the fact that the Deepwater Court residents and the Aunties can't visit us in person.
IMPACT: Guliyali Preschool’s commitment to working in partnership with our children, families, community, and agencies can be seen in the ongoing allocation of funds from the WWPS annual budget for the implementation of the health and well-being programs outlined above. Programs that are based on the needs and priorities of children and families each year. The successful implementation of these programs and the visible benefits for children inn the preschool,have not gone unnoticed. Teachers of Kindergarten, Year 1 and Year 2 classes at WWPS have embraced the introduction of play-based learning pedagogy as a means of maximising particpation in their classrooms, and have also adopted some of the other initiatives outlined above, working with both the Aunties and the residents of Deepwater Court. Our influence extends beyond the gates of our preschool and into the wider professional community, with regional Department of Education preschool educators feeling supported by the experienced Guliyali educators through the weekly check-ins via the Microsoft Teams network overseen by Miss Williams.
Excellence is also demonstrated in the way in which Guliyali Preschool's voice and influence is represented in decisions impacting the wider community in Brisbane Water Learning Community and AECG meetings. Excellence can be seen in how Guliyali Preschool has built and sustained reciprocal relationships with community groups to ensure that children and families remain connected to culture, country and community.
Staying Connected to our children during COVID 19
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A special ANZAC Day message from Uncle Ray McMinn from Mingaletta
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Aunty Elaine from Mingaletta shares a story with us for Easter
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