- (a) and (b) In August 2012, the Auditor-General released his Performance
Audit Improving the literacy of Aboriginal Students in NSW public schools. This
Audit looked at the Department's processes over the last decade that were
designed to improve the literacy of Aboriginal students. This included the
processes of the previous government.
I refer the Member back to the
Performance Audit, Improving the literacy of Aboriginal Students in NSW public
schools, and to the key findings of the Auditor-General.
The NSW
Government is committed to closing the literacy and numeracy outcomes gap
between Aboriginal students and all students in NSW. The factors influencing
Aboriginal student outcomes are complex and multifaceted. Persistent
system-wide effort will be required in order to significantly reduce the gap in
literacy and numeracy outcomes between Aboriginal and non-Aboriginal
students.
- (a) Yes.
(b) New South Wales government schools use available
resources to meet the needs of each of their students, including Aboriginal
students. In addition to the global public school allocations, the NSW
Government provides approximately $75 million each year to support a range of
targeted initiatives designed to improve learning outcomes for Aboriginal
students and improve the way the Department works with Aboriginal families and
communities.
In addition to school based strategies for improving the
reading and numeracy gap between Aboriginal and non-Aboriginal students, two
new initiatives are being developed by the Department of Education and
Communities that will have a significant impact on Aboriginal student literacy
and numeracy outcomes. These are Connected Communities and Early Action for
Success.
The Connected Communities strategy is an innovative approach for
the planning and delivery of quality education for Aboriginal students that
will be implemented in 15 schools servicing 12 of the most complex, vulnerable
and disadvantaged communities in NSW from 2013. It will drive improved
educational outcomes for Aboriginal students through linking learning to other
related services.
Government schools in these locations will become
the hubs of their communities, delivering not only quality and relevant
education, but also linking with services such as health, welfare, early
childhood education and care and vocational education and training in a
holistic response to address local needs.
The Government, through
its Literacy and Numeracy Action Plan, is investing $261 million over 5 years
from 2012-2016 to support students who are most at risk of not reaching minimum
standards in literacy and numeracy.
Each of the Government, Catholic and
Independent sectors have developed implementation plans to achieve the state
plan targets. Each sector is required to track and report on the achievements
of the students in the schools nominated for the intervention.
Early
Action for Success is a Department of Education and Communities initiative that
improves students' literacy and numeracy skills through a targeted approach
working with primary schools. This initiative has four key features:
instructional leadership; personalised learning; assessment for learning; and,
high quality professional learning with a focus on the early years of schooling
K-2. Funding for the appointment of 50 hands-on Instructional Leaders in public
schools with the greatest need, many of which have Aboriginal students, has
been provided.
Instructional Leaders, Literacy and Numeracy will
also form part of the Connected Communities strategy and will be appointed to
the 10 Connected Communities schools with Kindergarten to Year 2 enrolments.
Whilst these communities have a high proportion of Aboriginal students,
remedial strategies put in place will support improved achievement in Literacy
and Numeracy outcomes for all students.
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