“Positive Beginnings”

Michael White

A/Executive Director, Office for Children

Department of Education and Early Childhood Development Presentation to Best Start Forum 26 November 2007

Overview

• The National Reform Agenda – Victoria’s Plan for Early Childhood

• Early Years within The Department of Education and Early Childhood Development

• Fostering Leadership and Change to bring about improved outcomes for children and families

The National Reform Agenda:

Victoria’s plan to improve outcomes in early

childhood

Development of Victoria’s plan

Recognising families and services

Improved school readiness,

greater school success, more capable and productive

nation

Enabling conditions

Positive home learning

environments, effective care by parents

Positive education and

care environments,

effective professional

practice

Coherent and comprehensive

system

Competent and

confident parents despite

pressures

Useful services to

address impediments to learning

Targeted interventions to

avoid reproduction of disadvantage

Empowering service

practices

Targeted elements to

optimise benefits as needed and

avoid marginalisation

Available and

used by all as

needed

High quality with

professional staff and teacher

leadership

ANTENATAL CARE … HEALTHY DEVELOPMENT … EARLY EDUCATION AND CARE … WORKFORCE

Key features:

“ A series of actions to develop an integrated, high-quality and accessible early childhood service system that includes:– A more professional early childhood

education and care workforce– Stronger universal learning services

for three and four-year-olds and the eventual integration of child care and kindergarten

– Better targeting of resources and services to disadvantaged children and their families”

Early Childhood Development-

The National Reform Agenda

• Children– % Health Birth Weight– % “Skills for Learning and Life”

• Families and Community– Workforce Participation

Victoria’s plan under the NRA

3 Groups of Actions, 53 in all• 20 Victorian commitments

($136m over four years, funded in budget

• 24 recommended directions for Victoria’s ‘next steps’ – Major reforms eg higher kindergarten

hours– Need engagement and support of

Commonwealth

• 9 specific Commonwealth actions– Particularly extension of Child Care

Benefit

The Early Years within

the Department of Education and Early

Childhood Development

Establishment of DEECD signals new commitment to building human capital in Victoria:

“Linking early childhood services and school education recognises that

children’s development is a continuous process from birth to

adulthood, and government services must reflect this to provide each child with the best opportunity.”

The Honourable John BrumbyPremier of Victoria

2 August 2007

The creation of DEECD provides opportunities to improve outcomes for children and families• A single point of focus for human capital

development from 0 to 24– Greater ability to track progress intervene

where needed– Greater efficiency in services children and

families–

• Integrated and seamless service delivery for families– Improved transition between stages of

growth – Place based approaches

Delivering through DEECD

Human Capital Reform Agenda: From Birth to Adulthood

Youth

Transitions

16 –24 years

Early Childhood Development

0-8yrs

Middle Years Development

8 – 16yrs

Universal system of support combined with a targeted approach in areas of high need

Challenges and opportunities• Child’s learning & development at the

centre• Partnerships - schools, kindergarten, child

care, playgroups, parent resource centres, parent groups, families & communities

• Seamless system, support for transitions • Local government a major partner• Mix of providers• Health responsibilities• Focusing on vulnerable families• Community expectations

Fostering Leadership and Change to bring

about improved outcomes for children

and families

Successful leadership of multi-agency teams

• Developing a shared philosophy, vision and principles

• Ensuring a perception by users of cohesive and comprehensive services

• All members of the team sharing an identity, purpose and common working practice

• A strong commitment by all partners to fund and facilitate the development and delivery of integrated services (DfES 2003)

• Shared vision

• Developing a culture of collaboration

• Allowing time for development

• Getting the balance right

• Facilitating the process

• Widening the scope

• Recognising outcomes

• Adequate funding & resourcing(Statewide Evaluation of Best Start, 2006 Melbourne University)

Key factors underpinning successful partnerships in Best

Start

Partnership Survey Best Start

Achievement and

continuity

Overcoming differences

Collaborative action

Planning and decision making

Functional operations

Appropriate membership

Shared goals and

commitment

25

24

23

22

21

20

19

18

17

16

15

round 2round 1Time

Systems and Services - Implementing change in Best Start• Joint Planning• Joint & Cross Promotion• Joint Projects• Joint Professional Development• Sharing Information & Cross

Referral• Sharing resources & Co-Location

How much was Best Start responsible for changes in the service co-operation activities?

allmostsomenot at all

q14Change due BS

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

Pe

rce

nt

Round: Round 2

What drives behaviour?“Language affects thinking. Thinking effects

behaviour. Companies must change how people speak if they are to change how people behave” (Buckingham & Coffman, 1999, P.237)

Language that is coherent with mission: talking the talk;

Appealing to the best in people; Positive views on children, families and

their needs; Modelling dissatisfaction. Speaking

positively of staff.

Leaders don’t require procedures but results

Conclusion

Lead the early childhood agenda to be the force to realise your vision and achieve the outcomes for our children “Positive Beginnings” make a lasting impression for each and every child

Thank you