and participation continue to guide delivery of programs for children from birth to year two, and their families, in ACT Early Childhood Schools and the Koori Preschool Program. ACT Auditor-General’s Report on Early Childhood Schooling In 2012, the ACT Auditor General released its Performance Audit into Early Childhood Schooling. The Auditor-General’s Report was the first public evaluation of the Early Childhood Schools’ model, and looked at the administrative effectiveness of the delivery of Early Childhood Schools, Koori Preschool Program, Early Intervention Program, and Preschool Early Entry Programs. It did not cover the mainstream preschool units attached to ACT public primary schools. The Auditor-General’s Report provided 11 recommendations to be addressed by the Directorate under the central themes of early childhood schooling governance and context, planning for the community’s need, managing service delivery, and meeting the community’s needs. The Auditor-General’s Report states that the Early Childhood Schools ‘were premised on the importance of improving early years’ learning and development for children, particularly children at risk’ (ACT Auditor-General’s Office, 2012, p.3). In highlighting the location of Early Childhood Schools in areas with relatively higher levels of disadvantage, the report identified the potential for these schools to have greater impact in these communities, specifically in regards to families who may be considered socially or economically disadvantaged: ‘...the early childhood schooling programs and services considered as part of this audit do provide additional support and development opportunities for many children [including Aboriginal and Torres Strait Islander children, children with language background other than English, and children with disabilities]. However, there is potential for the reach [of Early Childhood Schools] to be extended to other children in need’ (ACT Auditor-General’s Office, 2012, p.6). The Auditor-General’s Report also noted that children from socially or economically disadvantaged families were not separately recognised and identified for planning purposes by the Directorate. As such, the report underscored the risk that those who were socially or economically disadvantaged may not receive the additional support they require. In response to this finding, the Directorate agreed to undertake increased analysis of how the provision of targeted programs across the system best meets the needs of targeted groups. The Auditor-General’s Report found that Koori Preschools are being accessed by a small proportion of eligible Aboriginal and Torres Strait Islander families, due to a range of reasons, including parents/carers’ preferences. The report noted that there was an
and participation continue to guide delivery of programs for children from birth to year two, and their families, in ACT Early Childhood Schools and the Koori Preschool Program. ACT Auditor-General’s Report on Early Childhood Schooling In 2012, the ACT Auditor General released its Performance Audit into Early Childhood Schooling. The Auditor-General’s Report was the first public evaluation of the Early Childhood Schools’ model, and looked at the administrative effectiveness of the delivery of Early Childhood Schools, Koori Preschool Program, Early Intervention Program, and Preschool Early Entry Programs. It did not cover the mainstream preschool units attached to ACT public primary schools. The Auditor-General’s Report provided 11 recommendations to be addressed by the Directorate under the central themes of early childhood schooling governance and context, planning for the community’s need, managing service delivery, and meeting the community’s needs. The Auditor-General’s Report states that the Early Childhood Schools ‘were premised on the importance of improving early years’ learning and development for children, particularly children at risk’ (ACT Auditor-General’s Office, 2012, p.3). In highlighting the location of Early Childhood Schools in areas with relatively higher levels of disadvantage, the report identified the potential for these schools to have greater impact in these communities, specifically in regards to families who may be considered socially or economically disadvantaged: ‘...the early childhood schooling programs and services considered as part of this audit do provide additional support and development opportunities for many children [including Aboriginal and Torres Strait Islander children, children with language background other than English, and children with disabilities]. However, there is potential for the reach [of Early Childhood Schools] to be extended to other children in need’ (ACT Auditor-General’s Office, 2012, p.6). The Auditor-General’s Report also noted that children from socially or economically disadvantaged families were not separately recognised and identified for planning purposes by the Directorate. As such, the report underscored the risk that those who were socially or economically disadvantaged may not receive the additional support they require. In response to this finding, the Directorate agreed to undertake increased analysis of how the provision of targeted programs across the system best meets the needs of targeted groups. The Auditor-General’s Report found that Koori Preschools are being accessed by a small proportion of eligible Aboriginal and Torres Strait Islander families, due to a range of reasons, including parents/carers’ preferences. The report noted that there was an
Evaluation-Report-Early-Childhood-Schools-and-Koori-Pre-Program.docx