Gosnells AEDI strength, need and resources

Transcription

This project is funded by the Australian Government under the AEDI program
and supported by the Western Australian Department of Education through the
Western Australian AEDI Co-ordinating Committee.
Disclaimer:
It is expected that report be used in conjunction with the information provided in the Australian Early Development Index (AEDI)
website www.aedi.org.au, in particular the community tables, maps and profiles for the City of Gosnells.
All further data provided is referenced. The author gathered this information from considered respectable sources.
Information and data in this report is intended to help provide a further picture of young children in the City of Gosnells and
possible reasoning as to why the AEDI results may be the way they are. This is limited, however, and it is recommended that
service providers continue to gather their own information.
This report is intended to be a helpful tool for the community as a whole to use in their planning in order to support the needs
of young children and their families. All effort is made to ensure this report is as accurate as possible.
EVERY CHILD DESERVES THE BEST START IN LIFE
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Acknowledgements
Communicare wishes to thank and acknowledge the following contributions of this report:
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The City of Gosnells – for their interest and dedication to the early years and willingness to promote
the AEDI. Also to Nadine and Michelle for their support and knowledge.
Participants from the City of Gosnells Community Afternoon Tea on 2 nd December 2013.
The service providers within the City of Gosnells who took the time to complete the online survey.
The families who completed surveys at Women’s Health and Wellbeing Services Family Fest in
Gosnells on 11th October 2013 and at Garden City Shopping Centre in Booragoon on 28 th November
2013.
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Contents
Acknowledgements............................................................................................................................................................................. 3
Executive summary ............................................................................................................................................................................. 7
1.0 Introduction .................................................................................................................................................................................. 9
1.1 Why invest in the early years? .................................................................................................................................................. 9
1.2 AEDI local champions program ................................................................................................................................................. 9
2.0 The Importance of Early Childhood Development ...................................................................................................................... 10
3.0 The Australian Early Development Index (AEDI) ......................................................................................................................... 12
3.1 Why the AEDI is important...................................................................................................................................................... 13
3.2 The AEDI and Education and Care ........................................................................................................................................... 14
4.0 City of Gosnells ........................................................................................................................................................................... 16
4.1 A snapshot of City of Gosnells families ................................................................................................................................... 16
4.2 City of Gosnells – AEDI Results ................................................................................................................................................ 20
5.0 Community responses ................................................................................................................................................................ 23
5.1 Service Providers - City of Gosnells ......................................................................................................................................... 23
5.1.1 Service provider’s response to the local communities AEDI results ................................................................................ 24
5.2 Families – City of Gosnells ....................................................................................................................................................... 25
Strengths, needs and how they find out what is going on in their community ............................................................................ 25
5.2.1 How do families find out what is going on in their community? ..................................................................................... 25
5.3 City of Gosnells Community Strengths.................................................................................................................................... 26
5.4 City of Gosnells Community Needs ......................................................................................................................................... 28
6.0 City of Gosnells – Community resources for young children and families .................................................................................. 30
6.1 Beckenham.............................................................................................................................................................................. 30
6.3 Gosnells ................................................................................................................................................................................... 34
6.4 Huntingdale ............................................................................................................................................................................. 36
6.5 Kenwick ................................................................................................................................................................................... 38
6.6 Langford .................................................................................................................................................................................. 40
6.7 Maddington............................................................................................................................................................................. 42
6.8 Martin/Orange Grove ............................................................................................................................................................. 44
6.9 Southern River ........................................................................................................................................................................ 46
6.10 Thornlie ................................................................................................................................................................................. 48
7.0 Summary ..................................................................................................................................................................................... 50
8.0 Further reading and useful references ....................................................................................................................................... 52
9.0 References .................................................................................................................................................................................. 57
Appendix A: City of Gosnells AEDI Service Providers Forum ............................................................................................................ 58
Appendix B: City of Gosnells Service Providers – online survey ....................................................................................................... 61
Appendix C: City of Gosnells Families ............................................................................................................................................... 62
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List of Tables
Table 1: Protective and risk factors .................................................................................................................................................. 11
Table 2: The five AEDI domains ........................................................................................................................................................ 12
Table 3: Reporting the AEDI results .................................................................................................................................................. 12
Table 4: How the AEDI links with the Early Years Learning Framework (EYLF) ................................................................................. 15
Table 5: Parenting Payment recipients in the City of Gosnells as of June 2013 ............................................................................... 18
Table 6: Family Tax Benefit A - payment recipients in the City of Gosnells for postcode as at June 2013 ....................................... 18
Table 7: A snap shot of the suburbs within the City of Gosnells based on 2011 Census .................................................................. 19
Table 8: AEDI City of Gosnells background information ................................................................................................................... 20
Table 9: Local Government Area (LGA) comparison of children developmentally vulnerable in 1 or more domains in the Perth
south metro area .............................................................................................................................................................................. 21
Table 10: 2012 AEDI results – proportion of children developmentally vulnerable in each domain ............................................... 21
Table 11: City of Gosnells snapshot of children’s development in 2009 and 2012 – proportion and approximate number of
children on track, developmentally at risk and developmentally vulnerable ................................................................................... 22
Table 12: AEDI Gosnells Community results table 2009 ................................................................................................................... 22
Table 13: AEDI Gosnells Community results table 2012 ................................................................................................................... 22
Table 14: Proportion and number of children developmentally vulnerable within the City of Gosnells ......................................... 23
Table 15: City Of Gosnells service provider’s response to the AEDI results ..................................................................................... 25
Table 16: City of Gosnells community strengths as recognised by service providers and families .................................................. 28
Table 17: City of Gosnells community needs as recognised by service providers and families ........................................................ 29
Table 18: 2009 and 2012 AEDI summary for Beckenham ................................................................................................................. 30
Table 19: Pre-primary attendance numbers of public primary schools nearby Beckenham ............................................................ 30
Table 20: Further early childhood and parent resources in Beckenham .......................................................................................... 30
Table 21: 2009 and 2012 AEDI summary for Canning Vale ............................................................................................................... 32
Table 22: Pre-primary attendance numbers of public primary schools nearby Canning Vale .......................................................... 32
Table 23: Further early childhood and parent resources in Canning Vale ........................................................................................ 32
Table 24: 2009 and 2012 AEDI summary for Gosnells ...................................................................................................................... 34
Table 25: Pre-primary attendance numbers of public primary schools nearby Gosnells ................................................................. 34
Table 26: Further early childhood and parent resources in Gosnells ............................................................................................... 34
Table 27: 2009 and 2012 AEDI summary for Huntingdale ................................................................................................................ 36
Table 28: Pre-primary attendance numbers of public primary schools nearby Huntingdale ........................................................... 36
Table 29: Further early childhood and parent resources in Huntingdale ......................................................................................... 36
Table 30: 2009 and 2012 AEDI summary for Kenwick ...................................................................................................................... 38
Table 31: Pre-primary attendance numbers of public primary schools nearby Kenwick ................................................................. 38
Table 32: Further early childhood and parent resources in Kenwick ............................................................................................... 38
Table 33: 2009 and 2012 AEDI summary for Langford ..................................................................................................................... 40
Table 34: Pre-primary attendance numbers of public primary schools nearby Langford ................................................................ 40
Table 35: Further early childhood and parent resources in Langford .............................................................................................. 40
Table 36: 2009 and 2012 AEDI summary for Maddington ................................................................................................................ 42
Table 37: Pre-primary attendance numbers of public primary schools nearby Maddington ........................................................... 42
Table 38: Further early childhood and parent resources in Maddington ......................................................................................... 42
Table 39: 2009 and 2012 AEDI summary for Martin/Orange Grove ................................................................................................. 44
Table 40: Pre-primary attendance numbers of public primary schools nearby Martin/Orange Grove ............................................ 44
Table 41: Further early childhood and parent resources in Martin/Orange Grove .......................................................................... 44
Table 42: 2009 and 2012 AEDI summary for Southern River ............................................................................................................ 46
Table 43: Pre-primary attendance numbers of public primary schools nearby Southern River ....................................................... 46
Table 44: Further early childhood and parent resources in Southern River ..................................................................................... 46
Table 45: 2009 and 2012 AEDI summary for Thornlie ...................................................................................................................... 48
Table 46: Pre-primary attendance numbers of public primary schools nearby Thornlie ................................................................. 48
Table 47: Further early childhood and parent resources in Thornlie ............................................................................................... 48
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List of Figures
Figure 1: The Ecological Model of Child Development ..................................................................................................................... 11
Figure 2: AEDI population curve
Figure 3: Shifting the AEDI population curve ......................................................................... 13
Figure 4: City of Gosnells aerial map................................................................................................................................................. 16
Figure 5: How do parents find out what is going on in their community ......................................................................................... 25
Figure 6: The suburb of Beckenham showing parks, schools and other local amenities .................................................................. 31
Figure 7: Public transport service to the suburb of Beckenham - also shows location of parks, CHC (child health centre) and other
local amenities .................................................................................................................................................................................. 31
Figure 8: The suburb of Canning Vale showing parks, schools and other local amenities ............................................................... 33
Figure 9: Public transport service to the suburb of Canning Vale - also shows location of parks, CHC (child health centre) and
other local amenities ........................................................................................................................................................................ 33
Figure 10: The suburb of Gosnells showing parks, schools and other local amenities ..................................................................... 35
Figure 11: Public transport service to the suburb of Gosnells - also shows location of parks, CHC (child health centre) and other
local amenities .................................................................................................................................................................................. 35
Figure 12: The suburb of Huntingdale showing parks, schools and other local amenitiesF ............................................................. 37
Figure 13: Public transport service to the suburb of Huntingdale - also shows location of parks, CHC (child health centre) and
Figure 14: The suburb of Kenwick showing parks, schools and other local amenities ..................................................................... 39
Figure 15: Public transport service to the suburb of Kenwick - also shows location of parks, CHC (child health centre) and other
local amenities .................................................................................................................................................................................. 39
Figure 16: The suburb of Langford showing parks, schools and other local amenities .................................................................... 41
Figure 17: Public transport service to the suburb of Langford - also shows location of parks, CHC (child health centre) and other
local amenities .................................................................................................................................................................................. 41
Figure 18: The suburb of Maddington showing parks, schools and other local amenities ............................................................... 43
Figure 19: Public transport service to the suburb of Maddington - also shows location of parks, CHC (child health centre) and
Figure 20: The suburbs of Martin and Orange Grove showing parks, schools and other local amenities ....................................... 45
Figure 21: Public transport service to the suburb of Martin/Orange Grove - also shows location of parks, CHC (child health
centre) and other local amenities ..................................................................................................................................................... 45
Figure 22: The suburb of Southern River showing parks, schools and other local amenities .......................................................... 47
Figure 23: Public transport service to the suburb of Southern River - also shows location of parks, CHC (child health centre) and
Figure 24: The suburb of Thornlie showing parks, schools and other local amenities ..................................................................... 49
Figure 25: Public transport service to the suburb of Thornlie - also shows location of parks, CHC (child health centre) and other
local amenities .................................................................................................................................................................................. 49
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Executive summary
The Australian Early Development Index (AEDI) measures how young children are developing in
communities around Australia. Within the City of Gosnells community, the 2012 AEDI collected data on
1,822 children in pre-primary. This is an increase of 213 children since 2009 (1,609 children). The majority
of children are ‘on track’ (top 75%). Approximately, 1 in 4 (27%) children in the City of Gosnells are
developmentally vulnerable on one or more of the five AEDI developmental domains (table 2). This is a
decrease of 2.3% from the 2009 AEDI results (29.3%).
Gosnells had proportionally more developmentally vulnerable children than Australia and Western
Australia (table 10) across the summary indicators (i.e. developmentally vulnerable on 1 or more domain
or developmentally vulnerable on 2 or more domains). Gosnells had more developmentally vulnerable
children than Australia and Western Australia across all domains with the exception of language and
cognitive skills which scored slightly less vulnerability than the state average.
Since 2009, the greatest improvement occurred in the language and cognitive skills domain (see table 11).1
There has also been an improvement in the areas of physical health and wellbeing, social competence and
emotional maturity. There has been an increase in the level of vulnerable children in the domain
communication skills and general knowledge of 1.8%.
The suburbs with the highest proportion of children developmentally vulnerable were:
 Langford (46.3%)
 Maddington (39.0%)
 Kenwick (32.4%)
 Gosnells (31.9%)
 Beckenham (30.1%)
However, it is important to note that as each suburb has a different population of children therefore the
numbers of children in each suburb also needs to be considered. Therefore, the suburbs with the highest
number of children developmentally vulnerable are:
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Canning Vale (approximately 92 children in the 2012 pre-primary cohort)
Gosnells (approximately 89 children in the 2012 pre-primary cohort)
Thornlie (approximately 83 children in the 2012 pre-primary cohort)
Maddington (approximately 60 children in the 2012 pre-primary cohort)
Langford (approximately 45 children in the 2012 pre-primary cohort)
In 2013, community consultation within the City of Gosnells took place with thirty nine (39) service
providers and parents. This included twenty one (21) service providers, including Communicare and City of
Gosnells staff, who attended an AEDI information session. Fourteen (14) of these attendees completed
community strength and need questionnaires. In addition, eight (8) service providers completed an online
survey. Ten (10) local parents were also consulted.
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Please note numbers have been rounded to nearest whole number
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Service providers and parents identified the most common strengths of the Gosnells community as being:
 Community facilities, mostly library, park and recreation facilities
 Community support, information and networks including playgroups and support services
 Community attitudes and diversity
 Community events
The Gosnells community has also identified common community needs which are recommended to be
addressed. These include:
 Support and information for parents including parent education and playgroups
 Activities and events that are low-cost and family friendly
 Child Health services including speech therapy and access to child health nurses
 Improved parks and playgrounds that have shade and are safe
Listed above are the common themes. The strengths and needs are expanded further in 5.0 Community
responses.
In relation to the AEDI and the City of Gosnells, it was identified at the service provider’s forum that the
following recommendations could improve AEDI results.
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Streamline and simplify the referral process for child health services
Revamp the Gosnells Early Years Action Group (GEYAG)
Provide access to affordable housing, jobs and public transport
Provide playgroups and family support groups to the Beckenham area
Introduce English classes for parents, parenting courses and a homework club in Canning Vale
Introduce English classes and sessions on the importance of physical health and wellbeing to
parents in Kenwick
Langford requires multicultural General Practitioner (GP) clinics and after hours services
Language services are required in Maddington
Provide further access for child health checks for children in Southern River
Advertise to families in Thornlie what services are available possibly utilising the library to
disseminate the information
The aim of this report was to collate responses from the local community in order to demonstrate
strengths, needs and resources within the City of Gosnells. It is anticipated that this document will provide
a summary that will assist with the future planning of service delivery for young children (birth to 5 years)
and their families.
The next AEDI data collection will be in 2015.
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1.0 Introduction
“The research shows that getting it right in those early years allows children to thrive throughout school
and into their adult lives, providing benefits for the
whole community and the nation.”2
The 2012 Australian Early Development Index (AEDI) results were released early in 2013. Data was
collected on 289,973 Australian children in their first year of formal full-time school, representing 96.5% of
all Australian children enrolled to begin school in 2012.
In both 2009 and 2012, the majority of Australian children are doing well on each of the five AEDI
developmental domains. In 2012, approximately, one in five Australian children (22.0%) are
developmentally vulnerable on one or more domain/s, an improvement compared with 23.6% in 2009.
The 2009 and 2012 AEDI results for the City of Gosnells can be found at www.aedi.org.au
1.1 Why invest in the early years?
The Western Australian Commissioner for Children and Young People3 has made the early years (birth to 8
years) a priority because:
• The first years of life are the key to children's growth and development for a healthy, happy childhood
and a fulfilled adult life.
• There has been a 22.4% increase in children aged birth to 8 years living in WA since 2002 and services
are not keeping up with demand.
• WA's population of birth to 8 year olds is projected to reach at least 360,000 by 2037.
• Most young children in WA are faring well. However nearly one in four WA children is
'developmentally vulnerable' when they enter school.
• Children are waiting too long for important services that help to keep them healthy and support their
development, including health, mental health and parenting services.
• Coordination, planning and monitoring of services in this area must improve to ensure the healthy
development of WA's young children is supported.
1.2 AEDI local champions program
In Western Australia, the Australian Early Development Index (AEDI) local champions program was
developed to assist communities to respond to their AEDI results to improve outcomes for children. Through
an expression of interest, Local Champions from government and non-government organisations were
selected to work within specific local communities.
Australian Government, 2013
Western Australian Commissioner for Children and Young People, 2013
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The aim is to raise awareness of the AEDI and the vulnerabilities within a community so the community take
ownership of these. The community can then work collaboratively to reduce any risk factors impacting on
children’s development.
The Local Champion for the South West and South East Perth Metropolitan Regions is Communicare Inc.
2.0 The Importance of Early Childhood Development
“The first five years of a child’s life are critical for development. The experiences children have in these
years help shape the adults they will become.”4
It is well known that what happens to children in their early years has consequences throughout the course
of their lives. The quality of a child’s earliest environments and the availability of appropriate experiences
at the right stages of development are crucial in shaping developmental outcomes.
By understanding children’s development as they start school, communities can begin to examine the
ecological or environmental factors that may be influencing child development outcomes in their
community. The ecological model of child development demonstrates these layers of influence on
children’s development.
As figure 1 illustrates, parents and family remain significant influences throughout childhood but other
environmental influences, such as peers and the school environment, also play a role. The larger social
structure, economic, political and cultural environments also have an impact on the resources available to
families and children. The character of the communities in which children live, including the economic
climate and accessibility of appropriate services, has significant influence on children’s development.
AEDI Community Profile 2012 Gosnells WA www.aedi.org.au
“A society that is good to children is one with the smallest possible inequalities for children, with the vast
majority of them having the same opportunities from birth for health, education, inclusion and
participation.”5
The Ecological Model of Child Development (figure 1) demonstrates the layers of influence on children’s
development. There are opportunities to influence children’s development within each layer. Communities
play a significant role in providing a protective environment for children. These protective and risk factors
are demonstrated in the Table 1. Children and family services should aim to help families increase
protective factors and limit risk factors to help children reach their full potential.
Raising Children Network, 2013a
5
Stanley, Richardson & Prior, 2005
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Figure 1: The Ecological Model of Child Development
Child characteristics
Parents and
parenting style
 Good social skills
 Easy temperament
 At least average
intelligence
 Attachment to family
 Independence
 Good problem solving
skills
 Competent, stable
care
 Breastfeeding
 Positive attention
from parents
 Supportive
relationships with
other adults
 Religious faith
 Low birth weight
 Birth injury
 Disability
 Low intelligence
 Chronic illness
 Delayed development
 Difficult temperament
 Poor attachment
 Single parent
 Young maternal age
 Depression or other
mental illness
 Drug, alcohol and
substance abuse
 Harsh or inconsistent
discipline
 Lack of stimulation of
child
Family factors
Economic, policy,
political, social
factors
Protective Factors can increase children's chances of being healthy and well-adjusted and developing to their full
potential.
 Family harmony
 Positive relationships
with extended family
 Small family size
 Spacing of siblings by
more than 2 years
Community factors
 Positive social
networks (e.g. peers,
teachers, neighbours)
 Access to positive
opportunities (e.g.
education)
 Participation in
community activities
(e.g. sport, cultural)
 Child and family
friendly public policy
 High quality universal
programs (e.g. early
childhood education
and care, health care)
Risk Factors can lead to poorer outcomes for children.
 Family instability,
conflict, or violence
 Family disharmony
 Divorce
 Disorganised
 Large family size/rapid
successive
pregnancies
 Absence of
father/mother
 Socioeconomic
disadvantage
 Poor housing
conditions
 Environment
conditions (e.g.
drought, flood)
 Unstable economic
conditions (e.g.
unemployment)
Table 1: Protective and risk factors
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3.0 The Australian Early Development Index (AEDI)
The Australian Early Development Index AEDI is a population measure of how young children are
developing in communities around Australia.
It is a reflection of how the community is supporting children and their families in those critical early years
before a child commences school.
The AEDI results pinpoint where communities are doing well and where they can improve to better
support children. Like a census, it involves collecting information to help create a snapshot of early
childhood development in communities across Australia.
The AEDI is an adaptation of the Canadian Early Development Instrument (EDI). The AEDI was first rolled
out nationally in 2009 after it was piloted in 60 communities between 2004 and 2008. During this time
there were a number of cultural adaption studies to ensure the AEDI’s relevance to Australia. The next
collections of AEDI data will be completed in 2015 and 2018.
The AEDI is based on scores from a teacher completed checklist in a child’s first year of full time schooling (i.e.
in Western Australia this is pre-primary) and measures five areas of child development (Table 2).6
AEDI Domain
Physical Health and
Well-being
Explanation
How fit and well our children are.
In pre-primary, child is healthy, has developed fine and gross motor skills, is independent and
ready each day.
Social Competence
Skills our children use to get along with others.
In pre-primary, child plays, gets along with others, are self-confident, shares and will explore new
things.
How our children handle their feelings.
In pre-primary, child is able to concentrate during the school day, help others, is patient and not
aggressive or angry.
Skills our children use to speak, understand and think. This is based on the types of educational
activities children do at school.
In pre-primary, child is interested in reading and writing, can count and recognise numbers and
shapes.
What our children know and all the different ways they communicate this.
In pre-primary, child can communicate easily and effectively, is able to tell a story, talks clearly
and has adequate general knowledge.
Emotional Maturity
Language Skills and
Cognitive Skills
Communication Skills
and General
knowledge
Table 2: The five AEDI domains
These are important measures of child development and also good predictors of adult health, education
and social outcomes.
Children’s scores are sorted into the following:
Children developmentally
‘on track’
Children developmentally
‘at risk’
Children ‘developmentally
vulnerable’
Children who score in the top 75% of the national AEDI population are classified as
‘on track’.
Children who score between the 10th and 25th percentile of the national AEDI
population are classified as ‘developmentally at risk’.
Children who are in the lowest 10% of the national AEDI population are classified
as ‘developmentally vulnerable’. These children demonstrate a much lower than
average ability in the developmental competencies measured in that domain.
Table 3: Reporting the AEDI results
Raising Children Network, 2013a
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As the AEDI is a population measure it gathers information about every child at the school level, sorts the
information according to where the child lives and then reports the information for each community.
For more information on the AEDI please visit www.aedi.org.au
3.1 Why the AEDI is important
The AEDI collects a wealth of information which is being used for planning initiatives at community, state
and national levels, with communities developing strong partnerships to help improve services for young
children.7 Communities can also use the AEDI to:
• Raise awareness of the importance of children’s early years.
• Provide a common language for the community to discuss the needs of young children.
• Help understand what is working well and what may need to change in the community to support
children and families.
• Create and strengthen community networks to explore new ways of working together to ensure
children get the best start.
• Support more effective use of resources, such as playgroups, health centres and libraries.
• Develop priorities for action.
Furthermore, as the AEDI is used in all states and territories, the results can be compared across different
communities.8
The aim of the AEDI is to shift the ‘population curve’ for children in a community over time ensuring more
children will be on track and less will be at risk or vulnerable.9 Shifting the population curve involves
decreasing the proportion and number of children developmentally vulnerable, increasing the median
(middle) score and increasing the proportion and number of children who are doing well thereby,
narrowing the gap in child development outcomes (See figures 2 and 3). This can be achieved through a
combination of:
 Targeted strategies: Focus on specific groups of children in the community
For example, Best Start program, Best Beginnings, Home Interaction Program for Parents and
Youngsters (HIPPY)
 Universal strategies: Target all children in the community
For example, Better Beginnings, Universal Triple-P, Parenting WA helpline
Figure 2: AEDI population curve
Figure 3: Shifting the AEDI population curve
Department of Education, 2013a
8 Western Australian Commissioner for Children and Young People, 2012
9 Australian Early Development Index Community Profile 2012 Gosnells Western Australia
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3.2 The AEDI and Education and Care
In 2011, grandparents provided care for 936 000 grandchildren (26% of all children aged birth to 12
years).10 In addition, more than one million children (1,042,280) attended approved child care during the
March 2013 quarter, an increase of 6.8% since the March quarter 2012. 729,780 families had at least one
child in approved child care, an increase of 5.8% since the March quarter 2012.11
The National Quality Framework (NQF) was established in 2012 to ensure children get the best start in life
by setting a high quality standard for long day care, family day care, pre-school programs, kindergarten and
outside school hour’s services.12 It incorporates:
 The National Quality Standards (NQS)
Quality Area (QA)
1.
Educational Program and Practice
Quality Area (QA)
2.
Children’s Health and Safety
Quality Area (QA)
3.
Physical Environment
Quality Area (QA)
4.
Staffing Arrangements
Quality Area (QA)
5.
Relationships with Children
Quality Area (QA)
6.
Collaborative Partnerships with Families and Communities
Quality Area (QA)
7.
Leadership and Service Management
 The Early Years Learning Framework (see Table 4)
Examples of how Education and Care Services can use the AEDI include:
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Start conversations and collaborative partnerships with the local community (QA6)
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Provide further support to children and families by using the AEDI data to plan for parent workshops
and events (QA 5&6)
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Address vulnerabilities and strengths in the Quality Improvement Plan (QIP) (QA7)
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Areas to focus on when programming and planning (QA1)
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Reflective practice – working towards optimal outcomes for children in each AEDI domain
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Helping children with better transitions to school by focusing on domains with high numbers of
developmental vulnerability for the community (QA 1, 2, 3 & 5)

Supporting funding applications (QA7)
The table below (Table 4) demonstrates how early childhood education and care services can link the AEDI
domains to the Early Years Learning Framework.
The 5 domains of the
AEDI
AEDI domain description
Early Years Learning Framework (EYLF)
outcomes related to the AEDI domain
PHYSICAL HEALTH
AND WELLBEING
How fit and well our children are.
In pre-primary, child is healthy, has developed fine and
gross motor skills, is independent and ready each day.
EYLF Outcome 3
Children have a strong sense of wellbeing.
SOCIAL
COMPETENCE
Skills our children use to get along with others.
In pre-primary, child plays, gets along with others, are
self-confident, shares and will explore new things.
EYLF Outcome 1
Children have a strong sense of identity.
EYLF Outcome 3
Raising Children Network, 2013b
11 Department of Educationb
12 Australian Children’s Education and Care Authority Network (ACECQA), 2013
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EMOTIONAL
MATURITY
LANGUAGE AND
COGNITIVE SKILLS
(SCHOOL BASED)
How our children handle their feelings.
In pre-primary, child is able to concentrate during the
school day, help others, is patient and not aggressive
or angry.
Skills our children use to speak, understand and think.
This is based on the types of educational activities
children do at school.
In pre-primary, child is interested in reading and
writing, can count and recognise numbers and shapes.
What our children know and all the different ways
they communicate this.
In pre-primary, child can communicate easily and
COMMUNICATION
SKILLS AND GENERAL effectively, is able to tell a story, talks clearly and has
KNOWLEDGE
adequate general knowledge.
EYLF Outcome 1
Children have a strong sense of identity.
EYLF Outcome 2
Children are connected with and contribute to
their world.
EYLF Outcome 3
EYLF Outcome 4
Children are confident and involved learners
EYLF Outcome 4
EYLF Outcome 5
Children are effective communicators
EYLF Outcome 2
Children are connected with and contribute to
their world.
EYLF Outcome 4
EYLF Outcome 5
Children are effective communicators
Table 4: How the AEDI links with the Early Years Learning Framework (EYLF)
For more information on Child Education and Care Services and the NQF visit www.acecqa.gov.au or
www.communities.wa.gov.au/education-and-care
15
4.0 City of Gosnells
4.1 A snapshot of City of Gosnells families
Figure 4: City of Gosnells aerial map13
According to the 2011 Census14:







There were 7,910 children aged birth to 4 years and 7,320 children aged 4 to 9 years living in the City
of Gosnells in 2011
This equates to 15,230 children aged 9 years and under and represents 14.3% of the City of Gosnells
population
The median age is 33 years
There are 28,433 families
The average children per family is 1.9
Households where 2 or more languages are spoken are 8,497 (23.5%) (For WA = 17.3%)
Couple family with children 13,605 (47.8%) (Higher proportion than state and national average) and
4,691 one parent families (16.5%) (Also higher proportion than the state and national average)
Intramaps, 2012
Australian Bureau of Statistics, 2013
13
14
16
Table 7 provides more information on each suburb within the City of Gosnells.
More detailed information can be found at www.censusdata.abs.gov.au
The Department of Human Services provides a number of payments to help parents with the costs of
raising children.
These payments are:
Parenting Payment: Income support for parents or guardians to help with the cost of raising young
children.
Family Tax Benefit A: Payment received through the Department of Human Services to help raise children.
The amount depends on the families circumstances.
Family Tax Benefit B: Gives extra help to single parents on families with one main income.
There is also further assistance to help with child care costs, health, education and household expenses.
For more information on these payments visit www.humanservices.gov.au
The following tables (tables 515 and 616) are included to help provide a picture of families who live within
the City of Gosnells situations.
Parenting Payment
Recipients as of June 2013
Parenting payment total
Parenting payment partnered
Parenting payment single
Under 21 years
21 – 29 years
30 – 39 years
40 – 49 years
50 – 59 years
60 – 69 years
Non-Indigenous
Indigenous
Diverse cultural and linguistic background – English speaking
Diverse cultural and linguistic background – Non-English speaking
No earnings (by earnings indicator)
Earnings (by earnings indicator)
By age of youngest child – aged 0
2098
522
1576
146
836
836
254
np
<20
1850
248
1576
522
1637
461
279
Retrieved through Income Support Information Payment Integrity and Performance Information Branch
Australian Government Department of Education, Employment and Workplace Relations as at 29 August
2013
16 Retrieved through Information Services Section Corporate & Data Services Department of Social Services
Corporate & Data Services as at 19 November 2013
15
17
Parenting Payment (Partnered) for the postcode:
6107 (includes Beckenham; Also contains suburbs in the City of Canning)
6108 (Thornlie)
6109 (Maddington, Orange Grove)
6110 (Gosnells, Huntingdale, Martin, Southern River)
6147 (Langford; Also contains suburbs in the City of Canning)
6155 (Canning Vale; Also contains suburbs in the City of Canning)
Parenting Payment (Single) for the postcode:
6107 (includes Beckenham; Also contains suburbs in the City of Canning)
6108 (Thornlie)
6109 (Maddington, Orange Grove)
6110 (Gosnells, Huntingdale, Martin, Southern River)
6147 (Langford; Also contains suburbs in the City of Canning)
6155 (Canning Vale; Also contains suburbs in the City of Canning)
363
320
288
312
252
147
137
203
96
71
184
70
85
412
293
206
647
169
244
Table 5: Parenting Payment recipients in the City of Gosnells as of June 2013
Family Tax Benefit A
Payment recipients for the following postcodes as at June 2013
Post code
Post code includes
the following
suburbs
Age Groups
Diverse Cultural and
Linguistic Backgrounds
Indigenous Indicator
(DCALB)
24 and
under
25-34
35-44
45-54
No
Yes
Not identified
indigenous
Identified
Indigenous
Beckenham
Also contains suburbs in
the City of Canning
Thornlie
214
1007
1099
411
1542
1259
2662
139
127
562
726
313
1219
571
1695
95
6109
Maddington
Orange Grove
106
412
360
145
680
372
985
67
6110
Gosnells
Huntingdale Martin
Southern River
Langford
the City of Canning
Canning Vale
the City of Canning
302
1229
1204
499
2516
766
3117
175
71
361
482
228
636
545
1129
52
92
589
1197
619
1400
1167
n/a
<20
6107
6108
6147
6155
Table 6: Family Tax Benefit A - payment recipients in the City of Gosnells for postcode as at June 2013
18
Table 7: A snap shot of the suburbs within the City of Gosnells based on 2011 Census
SEIFA
Community
score
2011
No. of 0-4
year olds
No. of 5-9
year olds
No. of
families
Ave.
children
per family
Couple
family with
children
One parent
family
Median
weekly
household
income
Median
monthly
mortgage
repayments
Median
weekly
rent
Average
motor
vehicles
per
dwelling
Aboriginal
and TSI
Number
Median age
Top 3 responses
for country of
birth other than
Australia
Households
where 2 or
more language
spoken
Top 3 responses
for languages
(other than
English)
1,421,050
1,351,921
5,684,062
1.9
2,534,399
$1,234
$1,800
$285
1.7
[6.6%]
[6.3%]
44.6%
901,637
15.9%
548,368
21 years
1,579,949
20.4%
151,262
[6.8%]
142,774
[6.4%]
585,311
1.9
262,885
44.9%
85,067
14.5%
$1,415
$1,950
$300
1.9
69,664
22 years
England 4.2%
New Zealand 2.2%
China 1.5%
England 8.6%
New Zealand 3.2%
South Africa 1.6%
England 8.2%
New Zealand 3.4%
India 3.0%
Mandarin 1.6%
Italian 1.4%
Arabic 1.3%
Italian 1.4%
Mandarin 1.3%
Cantonese 0.8%
Mandarin 3.1%
Cantonese 1.6%
Arabic 1.4%
645
27.4%
Median age
Australia
Western
Australia
137,091
17.3%
City of
Gosnells
33 years
1004.1
7,910
[7.4%]
7,320
[6.9%]
28,433
1.9
13,605
47.8%
4,691
16.5%
$1,372
$1,800
$310
1.9
2,612
21 years
Beckenham
34 years
976
508
[7.7%]
405
[6.1%]
1,788
1.9
749
41.9%
312
17.5%
$1,213
$1,673
$307
1.9
148
21 years
Canning Vale
32 years
1109
2,080
[6.8%]
2,371
[7.7%]
8,217
2
4,828
58.7%
814
10.2%
$2,022
$2,167
$430
2.2
381
24 years
Gosnells
35 years
933
1,443
[7.5%]
1,182
[6.2%]
4,956
1.8
1,939
39.1%
1,078
21.7%
$1,051
$1,603
$290
1.7
681
23 years
England 6.2%
India 3.5%
New Zealand 3.4%
England 7.9%
Malaysia 5.9%
India 3.8%
England 9.2%
New Zealand 4.1%
India 2.6%
Huntingdale
31 years
1011
725
[8.5%]
667
[7.8%]
2,387
1.9
1,160
48.6%
436
18.3%
$1,529
$1,800
$330
2
201
20 years
England 8.3%
New Zealand 3.8%
Malaysia 1.8%
449
15.8%
Mandarin 2.2%
Arabic 1.8%
Italian 1.6%
Mandarin 6.6%
Cantonese 3.1%
Arabic 1.8%
Mandarin 0.7%
Arabic 0.7%
Italian 0.6%
Punjabi 0.6%
Mandarin 1.1%
Arabic 1.1%
Malay 1.0%
Kenwick
32 years
965
446
[8.2%]
379
[6.9%]
1,367
1.9
628
45.9%
288
21.1%
$1,177
$1,625
$300
2
200
18 years
England 6.0%
New Zealand 3.3%
India 2.3%
431
23.6%
Khmer 1.8%
Indonesian 1.6%
Mandarin 1.3%
Langford
32 years
932
418
[7.6%]
406
[7.3%]
1,428
1.9
649
45.4%
316
22.1%
$1,112
$1,517
$280
1.7
157
18 years
China 5.3%
England 4.4%
Burma 4.1%
794
41.7%
Mandarin 6.2%
Cantonese 4.3%
Burma 3.0%
Maddington
34 years
932
759
[7.6%]
585
[5.9%]
2,574
1.9
1,053
40.9%
547
21.3%
$1,095
$1,600
$290
1.8
375
18 years
England 7.4%
India 3.7%
New Zealand 3.2%
819
22.9%
Italian 1.7%
Arabic 1.2%
Mandarin 1.1%
Martin
43 years
1057
46
(4.0%)
38
(3.3%)
328
1.9
161
48.9%
35
10.6%
$1,437
$1,842
$300
2.6
10
12 years
59
14.3%
Orange
Grove
47 years
995
33
(5.1%)
23
(3.5%)
169
1.8
82
48.2%
14
8.2%
$1,115
$2,600
$165
2.2
0
England 9.4%,
Netherlands 5.1%,
New Zealand 3.3%
England 8.2%, New
Zealand 3.5% Italy
1.4%
Southern
River
32 years
Thornlie
36 years
1110
552
[9.2%]
510
[8.5%]
1,652
1.9
998
60.4%
156
9.4%
$2,024
$2,383
$435
2.2
36
18 years
England 10.7%
South Africa 4.5%
Malaysia 3.4%
453
24.6%
Dutch 3.6%
Italian 2.5%,
Croatian 0.7%
Indonesian 1.5%,
Italian 0.9%, Dutch
0.8%, Afrikaans 0.8%
Filipino 0.8%
Mandarin 3.8%
Cantonese 1.9%
Afrikaans 1.6%
1011
1,468
[6.4%]
1,477
[6.4%]
6,423
1.9
3,043
47.4%
968
15.1%
$1,411
$1,700
$320
2
463
18 years
England 9.2%
New Zealand 3.6%
Malaysia 3.0%
1,763
22.1%
Mandarin 3.3%
Cantonese 2.1%
Arabic 1.6%
8,497
23.5%
3,021
33.4%
961
13.5%
31
11.3%
Table 8 provides background information regarding the AEDI in the City of Gosnells.17
Australia
WA
Gosnells LGA
289,973
32,158
1,822
Schools contributing to the results
7,417
863
95
Teachers contributing to the results
16,425
1,643
164
Indigenous children
15,490 (5.3%)
2,207 (6.9%)
93 (5.1%)
Children born in a different country
21,698 (7.5%)
3,578 (11.1%)
295 (16.2%)
Children with English as a second language (ESL)
41,506 (14.3%)
3,593 (11.2%)
396 (21.7%)
Gender
149,046 (51.4%)
140,927 (48.6%)
16,497 (51.3%)
15,661 (48.7%)
928 (50.9%)
894 (49.1%)
Number of children surveyed
Males
Females
Children with special needs status (chronic physical,
intellectual and medical needs)
14,173 (4.9%)
43 (2.4%)
Children identified by teachers as requiring further
assessment
29,628 (10.3%)
204 (11.2%)
Table 8: AEDI City of Gosnells background information
Please Note: The local communities of Martin and Orange Grove were not included in the AEDI results in 2012
due to insufficient numbers of children.
4.2 City of Gosnells – AEDI Results
The 2012 AEDI collected data on 1,822 children in pre-primary, compared with 1,609 children in 2009.
This is an increase of 213 children. The majority of children are ‘on track’ (top 75%).
Table 9 provides a comparison between the different local government areas in the South East and
South West metropolitan area and the number of children enrolled in pre-primary in 2012
developmentally vulnerable in 1 or more AEDI domains.
Australia
WA
289 973
32 158
SEIFA18
Local Gov. Area
2011
Armadale
Belmont
Canning
Cockburn
East Fremantle
Fremantle
996.1
986.8
1034.2
1034.6
1088.5
1008.8
Number of
children
surveyed
1015
422
884
1363
95
351
Approx. 1 in 5
Approx. 1 in 4
…children enrolled in preprimary in 2012 developmentally
vulnerable in 1 or more AEDI
domains
Approx. 1 in 4
Approx. 1 in 5
Approx. 1 in 4
Approx. 1 in 5
Approx. 1 in 8
Approx. 1 in 6
22.0
23.0
Percentage
(%)
28.0
20.7
27.7
21.8
12.1
17.9
63 794
7 369
Number19
284
87
244
293
11
63
Australian Early Development Index Community Profile 2012 Gosnells Western Australia
SEIFA refers to Socio Economic Index for Areas. The Australian Bureau of Statistics (ABS) ranks areas in
Australia according to relative socio-economic advantage and disadvantage. Visit www.abs.gov.au for
more information.
19 Numbers of children developmentally vulnerable in 1 or more domains have been rounded to the
nearest number.
17
18
Gosnells
1004.1
1822
Approx. 1 in 4
27
492
Melville
1076.6
1140
Approx. 1 in 6
16.7
190
Serpentine/Jarrahdale
1047.2
320
Approx. 1 in 4
27.7
89
South Perth
1065.0
455
Approx. 1 in 6
17.4
79
Victoria Park
1020.6
326
Approx. 1 in 6
17.2
56
Table 9: Local Government Area (LGA) comparison of children developmentally vulnerable in 1 or more domains in the Perth
south metro area
In 2012, Gosnells had proportionally more developmentally vulnerable children than Australia and
Western Australia (table 10) across the summary indicators (i.e. developmentally vulnerable on 1 or
more domain or developmentally vulnerable on 2 or more domains).
Gosnells had more developmentally vulnerable children than Australia and Western Australia across all
domains with the exception of language and cognitive skills which showed slightly less vulnerability than
the state average.
Australia
WA
Gosnells LGA
Physical Health and Wellbeing
9.3%
9.8%
10.5%
Social Competence
9.3%
8.4%
9.9%
Emotional Maturity
7.6%
8.3%
8.7%
Language and Cognitive Skills (school-based)
6.8%
8.6%
8.4%
Communication Skills and General Knowledge
9.0%
9.1%
13.7%
Vulnerable on 1 or more domain
22.0%
23.0%
27.0%
Vulnerable on 2 or more domains
10.8%
11.2%
12.8%
AEDI Domains 2012
Table 10: 2012 AEDI results – proportion of children developmentally vulnerable in each domain
With both the 2009 and 2012 AEDI data now available, communities can begin to compare the first
Australian snapshot of young children’s development over time (table 11).
Approximately, 1 in 4 (27%) children enrolled in pre-primary program are developmentally vulnerable
on one or more domains in 2012, compared with 29.3% in 2009, and represents a decrease of 2.3%
(significant).
The greatest improvement occurred in the language and cognitive skills domain (see table 11). There has
also been an improvement in the areas of physical health and wellbeing, social competence and
emotional maturity.
There has been an increase in the level of vulnerable children in the domain communication skills and
general knowledge of 1.8%.
21
children
developmentally at
risk
children
developmentally at
risk
children
developmentally
vulnerable
children
developmentally
vulnerable
2009
2012
2009
2012
74.1%
1,350
12.5%
201
15.4%
281
11.1%
179
10.5%
191
-0.6%
Not significant
71.0%
1,142
76.0%
1,385
17.8%
286
14.1%
257
11.2%
180
9.9%
180
-1.3%
Significant
Emotional maturity
67.1%
1,080
74.5%
1,359
20.5%
330
16.7%
322
12.4%
200
8.7%
159
-3.7%
Significant
Language and cognitive skills
63.2%
1,017
74.8%
1,363
22.3%
359
16.8%
306
14.5%
233
8.4%
153
-6.1%
Significant
Communication skills and
general knowledge
72.7%
1,170
67.3%
1,226
15.4%
248
19.0%
346
11.9%
191
13.7%
250
1.8%
Significant
Developmentally vulnerable on one or more domains
29.3%
471
27%
492
-2.3%
Significant
Developmentally vulnerable on 2 or more domains
15.9%
256
12.8%
233
-3.1%
Significant
children on track
children on track
2009
2012
Physical health and
wellbeing
76.4%
1,229
Social competence
Domain
Change in level of
vulnerability
Table 11: City of Gosnells snapshot of children’s development in 2009 and 2012 – proportion and approximate number of
children on track, developmentally at risk and developmentally vulnerable20
Tables 1221 and 1322 provide further information regarding the proportion of children developmentally
vulnerable different suburbs within the City of Gosnells in both 2009 and 2012.
Table 12: AEDI Gosnells Community results table 2009
Table 13: AEDI Gosnells Community results table 2012
20
Please note numbers have been rounded to nearest whole number
AEDI Gosnells Community 2009 results table was retrieved from http://reports.aedi.org.au/communityresults/wa/2009r2/53780.pdf Please access www.aedi.org.au for more detailed information
22 AEDI Gosnells Community results table was retrieved from http://reports.aedi.org.au/communityresults/wa/2012/53780.pdfPlease access www.aedi.org.au for more detailed information
21
22
It is important also to consider both numbers and proportions when interpreting the AEDI results. For
example, the top five ranking suburbs with children developmentally vulnerable by proportion and
number are included in Table 14.
Proportion (%) of children developmentally vulnerable
Number of children developmentally vulnerable
1.
Langford
46.3%
Canning Vale
92
2.
Maddington
39.0%
Gosnells
89
3.
Kenwick
32.4%
Thornlie
83
4.
Gosnells
31.9%
Maddington
60
5.
Beckenham
30.1%
Langford
45
Table 14: Proportion and number of children developmentally vulnerable within the City of Gosnells
5.0 Community responses
5.1 Service Providers - City of Gosnells
On Monday 2nd December 2013 the City of Gosnells hosted an AEDI information and consultation
session facilitated by the Communicare AEDI Local Champion Project. Twenty one (21) people attended
the session which included additional staff from Communicare and the City of Gosnells. Fourteen (14)
questionnaires were completed. In addition to the forum, eight (8) services providers completed an
online survey regarding strengths and needs for young children and their families in the Gosnells
community.
Services providers provide the following to the local community:
 Kindergarten (n=3)
 School (n=2)
 Child care (family day care) (n=5)
 Child care (long day care) (n=3)
 Outside school hours programs (n=2)
 Recreational services (n=2)
 Playgroup (n=4)
 Allied health services (n=3)
 Maternal and child health services (n=5)
 Mental health services (n=4)
 Family support services (n=7)
 Counselling (n=3)
 Culturally specific services (n=3)
 Public health (n=2)
Responses to the surveys are located in tables 16 and 17 and Appendix A.
23
5.1.1 Service provider’s response to the local communities AEDI results
Service providers who attended the AEDI information and consultation session were asked to consider
the following:



Why do you think the results were the way they were?
What services, resources and programs are currently available?
Ideas! What can be done to improve results?
Table 15 provides their contributions.
Region
Why do you think the results were the way they were?
City of Gosnells
Gosnells
Canning Vale
Kenwick
Thornlie
State government divesting themselves of social responsibility i.e. ‘small
government’
A culture of blame the individual compared with collective responsibility
Assumptions (perhaps false) regarding how and what to communicate to kids i.e.
“they won’t understand”
Kids need greater, broader range of activities and experiences
Working parents, ESL parents
High number of non-English speaking families, English being their second language
High number of families with English as second language
Region
What services, resources and programs are currently available?
City of Gosnells
Gosnells
Kenwick
Langford
Langford
Langford
Langford
Langford
Maddington
Thornlie
Thornlie
Tumble tots, Sports mania, Kindamania
Library (rhyme time, story time)
Library (pram jam, story time, rhyme time)
Brookman House
Child and parent centre
Play groups – all types
Family rhyme time
Young parent groups
Story time @ Centro
Swimming lessons
Library (story time, rhyme time)
Region
Ideas! What can be done to improve results?
City of Gosnells
City of Gosnells
City of Gosnells
City of Gosnells
Beckenham
Canning Vale
Canning Vale
Canning Vale
Gosnells
Kenwick
Kenwick
Kenwick
Langford
Langford
Maddington
Streamline/simply referral services for children
Stronger impact into local and state government
Revamp GEYAG [Gosnells Early Years Action Group] (n=2)
Access to affordable housing, jobs and public transport
Playgroups, family support groups
English classes for parents
Parenting courses, groups
Homework club
Improved income streams
Translators to services
English lessons
Sessions on the importance of physical health and wellbeing
Clinics  GPs multicultural
After hours increase services
Language service – through GP access to support workers at GP i.e. Aboriginal
Health Care Workers
Community Bus/van for health checks and immunisations
Pre-school information for services f2f through libraries
Gosnells
Gosnells
Southern River
Thornlie
24
Thornlie
Advertise more to families, what’s available, a lot are unaware
Table 15: City Of Gosnells service provider’s response to the AEDI results
5.2 Families – City of Gosnells
Strengths, needs and how they find out what is going on in their community
Ten local parents were consulted via surveys completed at the Women’s Health and Wellbeing Services
Family Fest event on Friday 11th October 2013 and at Garden City Shopping Centre in Booragoon on
Thursday 28th November 2013. The questions included the following:
 What suburb do you live in?
 Number of children under 5 years?
 As a parent, what are the 3 best resources or services you have used in your community?
[Strengths]
 What resources or services do you think are needed for families and children in your
community? [Needs]
 How do you find out what is going on in your community?
Responses to the surveys are located in tables 16 and 17 and Appendix C.
5.2.1 How do families find out what is going on in their community?
The most common means of parents finding out what is going on in their community is via word of
mouth (n=5). Other responses are:
•
Library (n=4)
•
Community newspaper (n=4)
•
Internet (n=3)
o Buggybuddys
o Essential baby
•
School newsletter (n=2)
•
Parents paper (n=1)
•
Communicare (n=1)
•
Walking passed (n=1)
Walking passed
Communicare
Parents paper
Word of mouth
School newsletter
Internet
Library
Community newspaper
Figure 5: How do parents find out what is going on in their community
25
5.3 City of Gosnells Community Strengths
The following was recognised as being STRENGTHS for families and young children in the Gosnells
community by service providers and families.
Common theme 1:
Community facilities
LIBRARIES
Service providers:

Libraries

Library services
Parent responses:
•
Library (n=5)
•
Library – story time, rhyme time
PARKS
Service providers:

Communal spaces – parks etc.
•
Lots of parks
Parent responses:
•
Lots of parks
•
Parks (n=5)
RECREATION
Service providers:
•
Swimming complex
•
Recreational facilities - Leisureplex/women’s health [Women’s Health and Wellbeing Services]

Leisure services
Parent responses:
•
Swimming
GENERAL
Service providers:
•
Good facilities
•
Access to public transport
•
Some good services
•
Great services available
•
Toy library

Excellent school
•
Our early childhood program

Community programs – Tumble Tots
Parent responses:
•
Community halls
•
Community Centre
•
Tumble Tots
Common theme 2:
Community support, information and networks
PLAYGROUPS/SUPPORT NETWORKS
Service providers:
•
Playgroups (n=2)

Family and community driven playgroups

Child development through interactive playgroups

Support networks (n=2)
26

Networking – social capital
Parent responses:
•
Thornlie Playgroup
•
Playgroup (n=3)
INFORMATION and SUPPORT SERVICES
Service providers:

Lots of supportive services

Brookman House – parenting services and playgroups

Variety of opportunities to make connections

Assistance offered

Assistance offered to families e.g. PD for families etc.

Information offered to families

Shared information on what’s going on in the community

Agencies collaborate well

Collaboration between agencies and individuals working with families

Passion and commitment of people running the programs supporting families

Some good support for families

Great support for new mums
Parent responses:

Help if you need it

Access to parenting services e.g. Ngala, WHWS [Women’s Health and Wellbeing Service]
Common theme 3:
Community attitudes and diversity
Service providers:

Community involvement

Strong sense of community

Caring community/service providers that are passionate about the early years

City of Gosnells is a family friendly locality

Families keen to participate

Respect

Compassion

Sustainability

Caring, dedicated staff at Gosnells PS

Caring, supportive chaplain and AIEO [Aboriginal and Islander Education Officer] who support
our families at risk in particular our Indigenous families

Cultural dynamics

Cultural diversity

Diversity
Common theme 4:
Community events
Service providers:

Events for young people and families

Events

Easy access to community events

Affordable activities
Parent responses:

Free community events
Other comments
Service providers:
27

More affordable housing
Parent responses:

Really good
Table 16: City of Gosnells community strengths as recognised by service providers and families
5.4 City of Gosnells Community Needs
The following was recognised by participants who attended the information session as being NEEDS of
families with young children in the City of Gosnells area.
Common theme 1:
Support and information for parents
including parent education and playgroups
Service providers response:

Parenting help i.e. financial and emotional support
•
Parenting support e.g. personal development
•
Parenting groups
•
Emotional support
•
Financial planning (budgets etc.)
•
More information on services available to young families e.g. health professionals especially
provision of multicultural resources
•
Playgroups
•
Social networks
•
Parent programs – protective behaviours
•
Parenting programs – all parents should be expected to attend parenting programs in their
area
•
Parenting programs as support networks
•
Supported playgroups (initially) with gradual transitioning into community playgroups for
families to develop their own capacity, ownership and empowerment
•
More supported playgroups
•
Need more multicultural support services
Parents response:
•
More support for working parents – affordable child care

More playgroups
Common theme 2:
Activities and events
•
Need more low fee recreational activities during school holidays
•
Low cost activities – fun & educational –exercise, food/nutrition, environmental/gardening,
enjoying books/stories. Rather than ‘free giveaways’ make the event about family
participation and learning/doing together

Establish children’s clubs – story telling, writing, acting, dancing, sport and recreation

Child nutrition – cooking classes for kids

Literacy focussed events

A broad range of activities (in small groups) across the year to ensure repeat, rich experiences
and opportunities to mix with other families and children. Parent details should be captured as
much as possible so they can be invited to attend future events, and event calendars widely
promoted…ensure people know!
Parents response:
28
•
•


More events
Event for children and elderly to be together
More activities
More outdoor community activities
Common theme 3:
Child Health services
including speech therapy and access to child health nurse
•
Speech pathologists
•
Checking 3 year old speech, hearing and sight
•
Health nurses to regularly visit early care centres e.g. child care centres
•
Easier access to community child health nurses
•
Regulation on fast foods
•
Services addressing food security
•
More resources for speech therapy and OT. The government waitlist is over 12 months.
•
More child health nurses and counselling services

Better access to child health nurses
Common theme 4:
Improved parks
•
More parks with interesting play equipment
Parent response:
•
More accessible parks in Kenwick
•
Parks with toilets and bbqs close together, seats and sandpits
•
Better undercover playgrounds
•
Water parks
•
More parks with shade
•
Parks

A safe area to take children to ride bikes
Other comments
•
Employment services
•
Good education
•
Transport (bus no good if you have small baby and busy toddler)
Parent response:
•
Decrease crime/antisocial behaviour and increase sense of security
•
Safety for children
•
Bit more for the older kids 7 -14 years
Table 17: City of Gosnells community needs as recognised by service providers and families
29
6.0 City of Gosnells – Community resources for young children and families
6.1 Beckenham
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
Proportion of children developmentally vulnerable
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
2009
74
15.9
18.8
10.1
2012
94
12.9
6.5
10.8
Table 18: 2009 and 2012 AEDI summary for Beckenham
26.1
13.0
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
40.6
30.1
18.8
15.2
10.4
16.1
The following public schools are nearby the Beckenham23 area, but is not limited to:
Pre-primary student numbers in semester 2 in the year…
Beckenham Primary School 386 Railway Parade Beckenham
Gibbs Street Primary School 79-93 Gibbs Street East Cannington
Cannington Community College 147 Wharf Street Cannington
East Kenwick Primary School 96 Kenwick Road Kenwick
2009
60
34
24
52
2010
51
49
38
52
2011
62
54
23
53
AEDI – number of children surveyed from Beckenham
74
Table 19: Pre-primary attendance numbers of public primary schools nearby Beckenham
2012
57
52
37
53
2013
66
72
47
41
94
In addition, Rehoboth Christian School in Kenwick and St Joseph’s School in Queens Park are schools
located near to Beckenham.
Further early childhood and parent resources within the suburb include (but are not limited to):
Resource
Resource name
Contact
Child Health
Community
Education and Care
Service

27 Birchington Street, Beckenham WA
Phone: 9458 7251

Beckenham Community Centre
Visit www.gosnells.wa.gov.au

Buggles Child Care - Beckenham
118 - 120 William Street
Ready Set Grow Child Care Centre
135 Ladywell Street
Ready Set Grow Out of School Care
386 Railway Parade
Family Day Educators may also be located in this
suburb
Phone: 9356 8066
Contact Playgroup WA on 9228 8088 or
email [email protected]



Early Literacy
Playgroup

Little Gumnuts 22 Central Terrace
Shopping Complex
Toy Library

William Street
Phone: 9458 8138
Phone: 9458 8138
Visit Family Day Care WA
www.familydaycarewa.com.au
-
Table 20: Further early childhood and parent resources in Beckenham
Western Australian Department of Education, 2013
23
30
Figure 6: The suburb of Beckenham showing parks, schools
and other local amenities24
Figure 7: Public transport service to the suburb of Beckenham - also shows location of parks, CHC (child health centre) and
other local amenities25
Visit https://maps.google.com.au/ search Beckenham
Transperth network map, 2013
24
25
31
6.2 Canning Vale
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
Language
and
Communication
Emotional
cognitive
skills and general
maturity
skills (school knowledge
based)
2009
454
9.3
4.9
5.1
2012
502
5.5
6.6
5.8
Table 21: 2009 and 2012 AEDI summary for Canning Vale26
5.1
4.1
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
18.4
18.3
8.1
7.0
8.8
9.0
The following public schools are nearby the Canning Vale27 area, but is not limited to:
2009
2010
2011
2012
2013
Ranford Primary School Orkney Crescent Canning Vale
Excelsior Primary School 63 Shreeve Road Canning Vale
Canning Vale Primary School The Ramble Canning Vale
Campbell Primary School Campbell Road Canning Vale
Caladenia Primary School 89 Fraser Road North Canning Vale
45
52
91
83
77
74
54
78
107
75
69
54
68
103
74
75
53
69
107
80
79
67
62
105
98
AEDI – number of children surveyed from Canning Vale
454
Table 22: Pre-primary attendance numbers of public primary schools nearby Canning Vale
502
In addition, St Emilie’s Catholic Primary School is located within Canning Vale.
Resource
Resource name
Contact
Child Health
Community
Education and Care
Service

Cnr. Waratah and Eucalyptus Boulevard, Canning Vale
Phone: 9455 5279

Canning Vale Community Centre
Eucalyptus Boulevard (inc. Pre-Kindy)
Canning Vale Pavilion Canning Vale Oval, The Ramble
Ranford Pavilion Eastwood Parade
Canning Vale Pre-Kindy
Canning Vale School of Early Learning
Early Learning Centre Summer Pines Canning Vale
Goodstart Early Learning – Batman Road
Goodstart Early Learning - Campbell Road
Great Beginnings Childcare- Canning Vale
Monkey Bars Play & Learn Centre
Sanctuary Child Care Centre
suburb
Visit www.canning.wa.gov.au
Campbell Playgroup
Canning Vale Playgroup
Noah’s Arc Playgroup
Ranford Teddy Bears Playgroup
The Billabong Playgroup
Livingston Marketplace
Campbell Road
The Vale
Waratah Boulevard










•
Early Literacy
-
Playgroup









-
Shopping Complex
Toy Library
Phone: 9455 5690
Phone: 9455 7836
Phone: 9455 6044
Phone: 9256 3100
Phone: 9456 4899
Phone: 9256 1500
Phone: 6254 2555
Phone: 9456 0515
Table 23: Further early childhood and parent resources in Canning Vale
The suburb of Canning Vale is divided under both the City of Canning and the City of Gosnells. For the
purpose of the AEDI, the entire suburb of Canning Vale is included under the City of Gosnells.
27 Western Australian Department of Education, 2013
26
32
Figure 8: The suburb of Canning Vale showing parks, schools
Figure 9: Public transport service to the suburb of Canning Vale - also shows location of parks, CHC (child health centre) and
Visit https://maps.google.com.au/ search Canning Vale
28
29
33
6.3 Gosnells
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
2009
247
8.5
5.8
2012
278
20.0
11.1
Table 24: 2009 and 2012 AEDI summary for Gosnells
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
9.4
8.5
14.8
10.0
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
25.6
31.9
12.1
16.3
10.8
16.3
The following public schools are nearby the Gosnells30 area, but is not limited to:
Gosnells Primary School 173 Hicks Street Gosnells
Wirrabirra Primary School 71 Corfield Street Gosnells
Seaforth Primary School Verna Street Gosnells
Ashburton Drive Primary School 6 Nullagine Way Gosnells
2009
54
46
25
52
2010
47
47
30
51
2011
49
68
33
44
AEDI – number of children surveyed from Gosnells
247
Table 25: Pre-primary attendance numbers of public primary schools nearby Gosnells
2012
54
50
38
54
2013
58
67
39
62
278
In addition, St Munchin’s Catholic School is a private school located in Gosnells.
Resource
Resource name
Contact
Child Health
Community
-
Education and Care
Service






Early Literacy

Playgroup








Shopping Complex
Toy Library



-
Richard Rushton Community Centre (Tumble Tots)
Future Gosnells Child and Parent Centre
Gosnells Community Lotteries House
Incorporates: Women’s Health and Wellbeing Service,
Save the Children, Relationships Australia, Starick
Services, Anglicare among other organisations
Bright Sparks Early Learning Centre
Gosnells Child Care Centre
Great Beginnings Gosnells
Smarties Child Care Centre
Wirrabirra Child Care Centre
suburb
Library - Knowledge Centre 2232 Albany Highway
Has story time and rhyme time sessions
Multicultural Playgroup
Gosnells Parent and Play
Park Playdates
Communicare Parent and Babies Group
(Located at Ashburton Drive Primary School)
Seaforth Darlings Intergenerational Playgroup
www.gosnells.wa.gov.au
Phone: 9325 6644
www.gclh.org.au
Phone: 9490 4611
Phone: 94907001
Phone: 9490 2748
Phone: 9490 5454
Phone: 9490 3843
Phone: 9398 7788
Phone: 9391 6000
Phone: 9490 7256
Phone: 9490 1866
Phone: 9490 2258
Phone: 9251 5777
Albany Hwy
Ashburton Drive
Corfield Street
Table 26: Further early childhood and parent resources in Gosnells
30
34
Figure 10: The suburb of Gosnells showing parks, schools
and other local amenities 31
Figure 11: Public transport service to the suburb of Gosnells - also shows location of parks, CHC (child health centre) and
Visit https://maps.google.com.au/ search Gosnells
31
32
35
6.4 Huntingdale
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
2009
151
13.0
9.6
11.0
2012
148
8.3
9.0
8.3
Table 27: 2009 and 2012 AEDI summary for Huntingdale
13.0
5.5
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
27.4
22.8
15.8
10.4
8.9
8.3
The following public schools are nearby the Beckenham33 area, but is not limited to:
Huntingdale Primary School 85 Matilda Street Huntingdale
South Thornlie Primary School 2 Ovens Road Thornlie
Wirrabirra Primary School 71 Corfield Street Gosnells
Bletchley Park Primary School Lot 5003 Balfour Street Southern River
2009
85
64
46
79
2010
81
64
47
109
AEDI – number of children surveyed from Beckenham
151
Table 28: Pre-primary attendance numbers of public primary schools nearby Huntingdale
2011
93
59
68
127
2012
102
77
50
131
2013
106
62
67
124
148
In addition, Thornlie Christian College in Southern River, Sacred Heart Primary School and St Munchin’s
Catholic School in Gosnells are private schools located nearby Huntingdale.
Resource
Resource name
Contact
Child Health
Community
Education and Care
Service
-
Early Literacy
-
Playgroup
Shopping Complex
Toy Library

Huntingdale Community Centre






Bounce OSHC – Huntingdale
Go Bananas Outside School Hours Care – Huntingdale
Goodstart Early Learning Huntingdale
Huggy Bear Huntingdale
Periwinkles Learning and Child Care Centre
suburb
Phone: 9455 4495
Phone: 9398 7337
Phone: 9490 6300
Phone: 9490 5400
Phone: 9490 5167


Huntingdale Christian Church play group
Gosnells Playgroup
Phone: 9490 3021


-
Huntingdale Road
Warton Road
Table 29: Further early childhood and parent resources in Huntingdale
33
36
Figure 12: The suburb of Huntingdale showing parks, schools
Figure 13: Public transport service to the suburb of Huntingdale - also shows location of parks, CHC (child health centre) and
Visit https://maps.google.com.au/ search Huntingdale
34
35
37
6.5 Kenwick
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
2009
76
5.6
7.0
2012
71
16.2
13.2
Table 30: 2009 and 2012 AEDI summary for Kenwick
16.9
10.3
22.5
10.3
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
12.4
32.4
15.5
17.6
8.5
25.0
The following public schools are nearby the Kenwick36 area, but is not limited to:
Bramfield Park Primary School Yule Street Maddington
Maddington Primary School 1951 Albany Highway Maddington
Beckenham Primary School 386 Railway Parade Beckenham
2009
52
27
25
60
2010
52
25
13
51
2011
53
24
17
62
AEDI – number of children surveyed from Kenwick
76
Table 31: Pre-primary attendance numbers of public primary schools nearby Kenwick
2012
53
19
25
57
2013
41
32
20
66
71
In addition, Rehoboth Christian School and Kenwick School are located in Kenwick.
Resource
Resource name
Contact
Child Health
Community
Education and Care
Service








Kenwick Community Centre
Koolangarra Activity Centre
PCYC
Fun and Learn Childcare Service
Great Beginnings Kenwick
Kenwick Child Care Centre
Kenwick Childcare Centre - Maddington
suburb
Library - 82 Kenwick Road
Phone: 9459 9883
Phone: 9459 1168
Phone: 9397 3099
Early Literacy

Playgroup


Pram Jam
East Kenwick play group
Shopping Complex

Stretton Way
Toy Library
-
Phone: 9452 8999
Phone: 9452 3111
Phone: 9459 1316
Phone: 9452 7744
Phone: 9397 3099
Table 32: Further early childhood and parent resources in Kenwick
36
38
Figure 14: The suburb of Kenwick showing parks, schools
Figure 15: Public transport service to the suburb of Kenwick - also shows location of parks, CHC (child health centre) and
Visit https://maps.google.com.au/ search Kenwick
37
38
39
6.6 Langford
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
2009
78
9.5
23.0
2012
98
18.9
11.6
Table 33: 2009 and 2012 AEDI summary for Langford
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
24.7
16.8
23.0
13.7
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
43.8
46.3
29.7
27.4
27.0
25.3
The following public schools are nearby the Langford39 area, but is not limited to:
Brookman Primary School 34 Brookman Avenue Langford
Bannister Creek Primary School 20 Purley Crescent Lynwood
Yale Primary School Sage Road Thornlie
2009
37
61
60
2010
48
60
63
2011
50
66
62
AEDI – number of children surveyed from
78
Table 34: Pre-primary attendance numbers of public primary schools nearby Langford
2012
71
65
61
2013
48
83
76
98
In addition, Langford Islamic College and St Jude’s Catholic School are located within Langford.
Resource
Resource name
Contact
Child Health
Community

Brookman and Langford Avenues, Langford
Phone: 9451 5194

Brookman House Child and Family Centre (Parenting
WA)
Brookman Child and Parent Centre
William Langford Community House Inc. (formerly
Boogurlarri)
Langford Aboriginal Association
Langford Community Centre
Communicare St Jude's Out Of School Hours Care
Lynwood Early Learning Centre
suburb
Phone: 9351 8266
Brookman House Child and Family Centre (Parenting
WA)
Phone: 9351 8266


Education and Care
Service





Early Literacy
-
Playgroup

Shopping Complex

Toy Library
-
Phone: 9391 1900
Phone: 9350 6236
Phone: 9451 1424
Phone: 9458 4547
Phone: 9356 2099
Langford Ave
Table 35: Further early childhood and parent resources in Langford
39
40
Figure 16: The suburb of Langford showing parks, schools
Figure 17: Public transport service to the suburb of Langford - also shows location of parks, CHC (child health centre) and
Visit https://maps.google.com.au/ search Langford
40
41
41
6.7 Maddington
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
2009
117
15.3
27.9
27.9
2012
154
10.3
16.4
10.3
Table 36: 2009 and 2012 AEDI summary for Maddington
28.8
12.3
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
50.5
39.0
36.8
16.4
21.6
21.2
The following public schools are nearby the Maddington42 area, but is not limited to:
Maddington Primary School 1951 Albany Highway Maddington
East Maddington Primary School 79 Pitchford Avenue Maddington
Thornlie Primary School Thornlie Avenue Thornlie
2009
25
27
27
35
2010
13
52
25
34
2011
17
53
24
29
AEDI – number of children surveyed from Maddington
117
Table 37: Pre-primary attendance numbers of public primary schools nearby Maddington
2012
25
49
19
33
2013
20
63
32
33
154
Private schools nearby Maddington include St Munchin's Catholic School in Gosnells, St Jude's Catholic
School Langford, Sacred Heart Primary School in Thornlie, Rehoboth Christian School in Kenwick and St
Joseph’s School in Queens Park. Maddington Kindergarten & Pre-School is located at 24 Helm Street.
Resource
Resource name
Contact
Child Health
Community

132 Westfield Street
Phone: 9459 2935






Phone: 9325 6644
Phone: 9459 3911
Phone: 9261 3200
Phone: 9493 5071
Phone: 9493 0902
Early Literacy

Future East Maddington Child and Parent Centre
Maddington Community Centre (Sporty Kids)
Buggles Child Care – Maddington
East Maddington OSHClub
Orchard Montessori
suburb
Bonding with Books Story Time at Maddington Centro
Playgroup

Maddington Anglican Church Mites and Minders
Education and Care
Service
Phone: 9490 1866
Shopping Complex
Toy Library



-
Maddington Centro
Sheoak Road
Albany Hwy
Table 38: Further early childhood and parent resources in Maddington
42
42
Figure 18: The suburb of Maddington showing parks, schools
Figure 19: Public transport service to the suburb of Maddington - also shows location of parks, CHC (child health centre) and
Visit https://maps.google.com.au/ search Maddington
43
44
43
6.8 Martin/Orange Grove
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
2009
17
11.8
5.9
11.8
17.6
2012
No results
Table 39: 2009 and 2012 AEDI summary for Martin/Orange Grove
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
23.5
11.8
0.0
The following public schools are nearby the Martin/Orange Grove 45 area, but is not limited to:
Orange Grove Primary School Boyle Lane Orange Grove
Wattle Grove Primary School 73 St John Road Wattle Grove
2009
22
27
52
36
2010
16
25
52
32
2011
18
24
53
44
AEDI – number of children surveyed from Maddington
17
Table 40: Pre-primary attendance numbers of public primary schools nearby Martin/Orange Grove
2012
17
19
53
47
2013
18
32
41
92
0
Resource
Resource name
Contact
Child Health
Community
-
Education and Care
Service

Early Literacy
-
Playgroup
-
Shopping Complex
-
Toy Library
-
-
suburb
Table 41: Further early childhood and parent resources in Martin/Orange Grove
45
44
Figure 20: The suburbs of Martin and Orange Grove showing parks, schools
and other local amenities
Figure 21: Public transport service to the suburb of Martin/Orange Grove - also shows location of parks, CHC (child health
centre) and other local amenities
45
6.9 Southern River
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
2009
84
7.5
8.8
10.1
2012
137
6.6
9.6
8.1
Table 42: 2009 and 2012 AEDI summary for Southern River
12.5
11.0
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
30.0
25.0
12.7
8.8
8.8
8.8
The following public schools are nearby the Southern River46 area, but is not limited to:
Bletchley Park Primary School Lot 5003 Balfour Street Southern River
Campbell Primary School Campbell Road Canning Vale
Excelsior Primary School 63 Shreeve Road Canning Vale
Ranford Primary School Orkney Crescent Canning Vale
2009
79
83
52
45
2010
109
107
54
74
2011
127
103
54
69
AEDI – number of children surveyed from Southern River
84
Table 43: Pre-primary attendance numbers of public primary schools nearby Southern River
2012
131
107
53
75
2013
124
105
67
79
137
In addition, Thornlie Christian College is located in Southern River and Carey Baptist College is in nearby
Harrisdale.
Resource
Resource name
Contact
Child Health
Community
Education and Care
Service
-
Early Literacy

Playgroup


Amherst Village Community Centre




Bletchley Play & Learn
Bounce OSHC - Bletchley Park
Warooga Child Care Centre - Southern River
suburb
Library - Amherst Village Holmes Street
Phone: 9398 1082
Phone: 9394 0955
Phone: 9398 5577
Southern River Free Reformed Church Southern River
playgroup
Contact: [email protected]
Phone: 9498 9498
Shopping Complex
Toy Library


-
Ranford Road
Cnr Holmes St and Warton Road
Table 44: Further early childhood and parent resources in Southern River
46
46
Figure 22: The suburb of Southern River showing parks, schools
Figure 23: Public transport service to the suburb of Southern River - also shows location of parks, CHC (child health centre)
Visit https://maps.google.com.au/ search Southern River
47
48
47
6.10 Thornlie
Year
Number of
children
surveyed
Physical
health and
wellbeing
Social
competence
2009
311
14.7
16.3
2012
326
8.3
11.2
Table 45: 2009 and 2012 AEDI summary for Thornlie
Language and
Communication
Emotional
cognitive
skills and general
maturity
skills (school
knowledge
based)
17.7
9.3
16.8
8.3
Vulnerable on
one or more
domains of
the AEDI
Vulnerable on
two or more
domains
34.0
25.6
19.7
13.8
14.0
13.1
The following public schools are nearby the Thornlie49 area, but is not limited to:
Thornlie Primary School Thornlie Avenue Thornlie
Yale Primary School Sage Road Thornlie
South Thornlie Primary School 2 Ovens Road Thornlie
Forest Crescent Primary School 83 Forest Crescent Thornlie
2009
35
60
64
78
2010
34
63
64
78
2011
29
62
59
77
AEDI – number of children surveyed from Thornlie
311
Table 46: Pre-primary attendance numbers of public primary schools nearby Thornlie
2012
33
61
77
78
2013
33
76
62
79
326
In addition, Sacred Heart School and Australian Islamic College (Thornlie campus) is located in Thornlie.
Resource
Resource name
Contact















Early Literacy

Playgroup







Town Centre Drive
Thornlie Ave
Forest Lakes/Thornlie Family Centre
Coolabaroo Neighbourhood Centre
Thornlie Community Centre
Leisure World
Camp Australia - Forest Crescent Primary School OSHC
City Of Gosnells Holiday Funtimes
Goodstart Early Learning Thornlie
Great Beginnings Thornlie
Mercy Child Day Care Thornlie
Merino Court Child Care Centre
Ready Set Grow Out of School Care Yale
Sacred Heart Primary School Thornlie Child Care
Centre
Sacred Heart Primary School Thornlie OSHC
suburb
Library - Connemara Drive
Thornlie Primary School playgroup
Tiddlee-winks playgroup
Yale School playgroup
Forest Lakes Forum
Thornlie Square Shopping Centre
Spencer Village Shopping Centre

39 Coops Ave
Child Health
Community
Education and Care
Service


Shopping Complex
Toy Library
Phone: 9493 3199
Phone: 9459 4057
Phone: 9493 3122
Phone: 9490 4333
Phone: 6102 3511
Phone: 9307 6308
Phone: 9452 9911
Phone: 9493 3122
Phone: 9256 3333
Phone: 9493 2392
Phone: 9358 1475
Phone: 9451 1111
Phone: 9493 2088
Phone: 9251 3014
Phone: 9251 3015
Phone: 9251 8750
Table 47: Further early childhood and parent resources in Thornlie
49
48
Figure 24: The suburb of Thornlie showing parks, schools
and other local amenities 50
Figure 25: Public transport service to the suburb of Thornlie - also shows location of parks, CHC (child health centre) and
Visit https://maps.google.com.au/ search Thornlie
50
51
49
7.0 Summary
In 2012, Gosnells had proportionally more developmentally vulnerable children than Australia and
Western Australia (table 10) across the summary indicators (i.e. developmentally vulnerable on 1 or
more domain or developmentally vulnerable on 2 or more domains).
Gosnells had more developmentally vulnerable children than Australia and Western Australia across all
domains with the exception of language and cognitive skills which showed slightly less vulnerability than
the state average.
Since 2009, there has been an increase in the level of vulnerable children in the domain
communication skills and general knowledge.
The greatest improvement occurred in the language and cognitive skills domain (see table 11). There
has also been an improvement in the areas of physical health and wellbeing, social competence and
emotional maturity.
Approximately, 1 in 4 (27%) children enrolled in pre-primary program are developmentally vulnerable
on one or more domains in 2012, compared with 29.3% in 2009, and represents a decrease of 2.3%.
The suburbs with the highest proportion of children developmentally vulnerable were Langford (46.3%),
Maddington (39.0%), Kenwick (32.4%) and Gosnells (31.9%). However it is important to note that as
each suburb has a different population of young children the number of children in each suburb also
needs to be considered. Therefore, the suburbs with the highest number of children developmentally
vulnerable are Canning Vale (92), Gosnells (89), Thornlie (83) and Maddington (60).
Service providers who have provided feedback provide the following services to the Gosnells local
government area:
 Kindergarten
 School
 Child care (family day care)
 Child care (long day care)
 Outside school hours programs
 Recreational services
 Playgroup
 Allied health services
 Maternal and child health services
 Mental health services
 Family support services
 Counselling
 Culturally specific services
 Public health
In total thirty-nine (39) service providers and parents were consulted in the City of Gosnells community.
The Gosnells community’s identified most common strengths by both service providers and parents for
young children and their families are:
50




Community facilities, mostly library, park and recreation facilities
Community support, information and networks including playgroups and support services
Community attitudes and diversity
Community events
The Gosnells community has also identified common community needs which are recommended to be
addressed. These include:
 Support and information for parents including parent education and playgroups
 Activities and events that are low-cost and family friendly
 Child Health services including speech therapy and access to child health nurse
 Improved parks and playgrounds that have shade and are safe
In relation to the AEDI and the City of Gosnells, it was identified at the service provider’s forum that the
following recommendations could improve AEDI results.










Streamline and simplify the referral process for children’s health services
Revamp the Gosnells Early Years Action Group (GEYAG)
Provide access to affordable housing, jobs and public transport
Provide playgroups and family support groups to the Beckenham area
Introduce English classes for parents, parenting courses and a homework club in Canning Vale
Introduce English classes and sessions on the importance of physical health and wellbeing to
parents in Kenwick
Langford requires multicultural GP clinics and after hours services
Language services are required in Maddington
Provide further access for child health checks for children in Southern River
Advertise to families in Thornlie what services are available possibly utilising the library to
disseminate the information
51
8.0 Further reading and useful references
Reference
Where can you access it?
What is it about?
GENERAL
City of Gosnells AEDI
2012 Community Profile
Australian Early Development Index
(AEDI) website
Provides the AEDI information for the City of
Gosnells community for 2009 and 2012
City of Gosnells AEDI
2009 Community Profile
CCYP Building Blocks
www.aedi.org.au
Commissioner of Children and Young
People (CCYP)
Provides a selection of best practice programs that
improve the well-being of children and young
people.
www.ccyp.wa.gov.au/buildingblocks
Child and Parent Centres
on Public School Sites in
Low Socioeconomic
Communities in WA – A
Model of Integrated
Service Delivery:
Literature Review 2013
2013 Cost of Living
Report
http://www.ccyp.wa.gov.au/buildingblo
cks/files/BuildingBlocksFebruary2012.pd
f
Western Australian Council of Social
Services (WACOSS)
www.wacoss.org.au
http://www.wacoss.org.au/Libraries/P_
A_Children_Vun_Children_Youth_and_F
amilies_Publications/Child_and_Parent_
Centres_on_Public_School_Sites_in_Lo
w_Socioeconomic_Communities_in_WA
_%e2%80%93_A_Model_of_Integrated_
Service_Delivery_Literature_Review_20
13.sflb.ashx
Services (WACOSS)
www.wacoss.org.au
What Really Counts –
Pre budget Submission
for the WA State Budget
2014 – 2015
Women’s and Children’s
Health Network
A_Cost_of_Living_Cost_of_Living_in_W
A_Papers/WACOSS_Cost_of_Living_Rep
ort_2013.sflb.ashx
Services (WACOSS)
Examples include: Best Beginnings, Best Start,
Family Homelessness Prevention Pilots (FHPP)
and1-2-3 Magic and Emotion Coaching
Explains the importance of the early years,
including an economic perspective, the Western
Australian context, integrated service delivery and
the model: Child and parent centres on public
school sites in low socioeconomic communities.
WACOSS has produced The Rising Cost of Living in
WA paper since 2006. The paper’s intent is to track
changes in typical living expenses against increases
in the WACOSS Household Model income. It
endeavours to use the most current, up to date
data available, from a variety of sources.
Highlights priority areas for service funding for the
next State Budget on behalf of the community
services sector.
www.wacoss.org.au
http://www.wacoss.org.au/files/pbs201
4_15.pdf
Child and youth health
www.cyh.com
South Australian
Government
Promotes the health, well-being and development
of children, young people and families across
South Australia by providing:
 Support to parents in areas of parenting
 Health services for infants, children and young
people
 Support for families and children with
additional needs
52
Raising Children Network
www.raisingchildren.net.au
Parenting WA
Background Literature
Review 2012
Department of Local Government and
Communities (DLGC)
www.communities.wa.gov.au
http://www.communities.wa.gov.au/Do
cuments/Parents%20Families%20Educat
ion%20Care/PWA-background-litreview-2012.pdf
Early Years Resource Kit
Communities (DLGC)
Parenting WA Home
Visiting Literature
Review 2012
ion%20Care/EY-resource-kit-startingsustaining-EYnetworks.pdf
Communities (DLGC)
Parenting WA – Middle
Years
Middle Years Services
and Information
Parenting WA courses
guide
 Up-to-date health information for parents,
children and young people.
Provides information that can help parents with the
day-to-day decisions of raising children.
Summary document providing information on the
most recent research, including key findings, links
to source material and recommendations.




General programs
Fathers
Teenage parents
Culturally and Linguistically Diverse
families
 Link to Aboriginal Literature Review
 Mental health
 Sexualisation of young people
 Violence in the home – Teenager violence
towards parents
DLGC has worked with Peter Kenyon from the Bank
of I.D.E.A.S (Initiatives for the Development of
Enterprising Action and Strategies) to develop a
practical, easy to use, resource kit full of useful
information for new and established early years
networks across Western Australia.
Provide a literature review on:
The value and efficacy of home visiting for families
with children, within the following parameters:



Across different age ranges
By professionals
By trained volunteers.
ion%20Care/PWA-home-visiting-litreview-2012.pdf
Communities (DLGC)
List of agencies providing services for middle years
children (9–14years) and their families.
Information is current as of March 2012.
http://www.communities.wa.gov.au/co
mmunities-infocus/parenting_and_children/middleyears/Pages/default.aspx
Communities (DLGC)
List of workshops and groups of interest to parents
and families. The courses listed are offered
throughout the greater Perth metropolitan area
including Mandurah.
http://www.communities.wa.gov.au/co
mmunities-infocus/parenting_and_children/parentin
gwa/Pages/Parenting-WA-CoursesGuide.aspx
53
Growing up in Australia
www.growingupinaustralia.gov.au
Australian Research
Alliance for children and
Youth (ARACY)
www.aracy.org.au
Early Childhood Australia
(ECA)
www.earlychildhoodaustralia.org.au
Growing Up in Australia: The Longitudinal Study of
Australian Children (LSAC) is a major study
following the development of 10,000 children and
families from all parts of Australia.
ARACY is a national non-profit organisation which
focuses on bringing together researchers,
policymakers and practitioners, to turn the best
evidence on 'what works' for child and youth
wellbeing into practical, preventative action to
benefit all young Australians.
Early Childhood Australia is the national umbrella
organisation for children's services.
Acts in the interests of young children aged from
birth to eight years of age
A knowledge broker linking quality assured early
childhood knowledge and information to those
who need it
A leading early childhood publisher.
Zero to three
Australian Childhood
Foundation
www.zerotothree.org
www.childhood.org.au
ZERO TO THREE is a national, American non-profit
that provides parents, professionals and
policymakers the knowledge and know-how to
nurture early development.
Their mission is to ensure that all babies and
toddlers have a strong start in life.
The Australian Childhood Foundation is a not-forprofit organisation dedicated to supporting
children and families devastated by abuse, family
violence and neglect.
 Counselling
 Therapeutic Care
 Research
 Inspiring and supporting parents
 Education
 Child abuse prevention programs
 Advocacy
Developers of the Bringing Up Great Kids program:
A reflective parenting program for professionals
working with carers and parents.
A picture of Australia's
children 2012
Australian Institute of Health and
Welfare
This report provides the latest information on how
Australia is faring according to key indicators of
child health, development, and wellbeing.
www.aihw.gov.au
The socio-economic
impacts of long distance
commuting (LDC) on
source communities
http://www.aihw.gov.au/publicationdetail/?id=10737423343
Cooperative Research Centre for
Remote Economic Participation (CRCREP)
Provides policy implications and findings for
communities where workers commute long
distance [Fly in Fly out (FIFO), Drive in Drive out
(DIDO), Bus in Bus out (BIBO)]
www.crc-rep.com
54
http://www.crcrep.com.au/resource/TheSocioeconomicImpactsLDConSourceCommuni
ties.pdf
Emotional Maturity domain
Developing the Concepts Western Australian Council of Social
– Integrating services to
Services (WACOSS)
support the mental
health of infants and
www.wacoss.org.au
young people
A_Children_Vun_Children_Youth_and_F
amilies_Publications/Integrating_service
s_to_support_the_mental_health_of_in
fants_and_young_Children_Developing_
the_Concepts_Report_1_June_2013.sflb
.ashx
KidsMatter
www.kidsmatter.edu.au
https://www.kidsmatter.edu.au/earlychildhood/resources-support-childrensmental-health/programs/programsguide-search
Response Ability
www.responseability.org
Love, talk, sing, read,
play
Families NSW
A report that looks at mental health in the early
years and how services can address the issue.
Provides evidence on social and emotional
programs designed for use in early childhood
education services and for parents of young
children, including:






1-2-3 Magic and Emotion Coaching
Challenges and Choices
Exploring Together Preschool Program
GAPP Solutions- Buddy Up®
I Can Problem Solve
PALS Social Skills Program: Playing and Learning
to Socialise
 Parent Effectiveness Training
 Second Step: Social and Emotional Skills for
Early Learning and Skills for Social and
Academic Success (Kindergarten)
 Signposts for Building Better Behaviour
 Stop, Think, Do Program
 The Fun FRIENDS Program
 The Preschool PATHS Program
 The You Can Do It! Program
 Tribes Learning Communities
 Triple P- Positive Parenting Program
 Tuning in to Kids
Response Ability is an initiative of the Australian
Government Department of Health and Ageing. It
aims to promote the social and emotional
wellbeing, or mental health, of children and young
people.
Advice and information on the social and
emotional development of children.
www.families.nsw.gov.au
http://www.families.nsw.gov.au/assets/
love_talk_sing_read_play_book.pdf
Social Competence domain
Playgroup WA
www.playgroupwa.com.au
Provides links to playgroups and playgroup support,
including help to start up a playgroup.
55
KidsMatter
Response Ability
Love, talk, sing, read,
play
www.kidsmatter.edu.au
www.responseability.org
Families NSW
see Emotional Maturity domain
www.families.nsw.gov.au
Communication Skills and General Knowledge domain
Easy English Fact Sheets
Speech Pathology Australia
www.speechpathologyaustralia.org.au
Speech Pathology Australia is the national peak
body for the speech pathology profession in
Australia.
Provides resources and information as to ages and
stages of speech development and how parents can
help.
Language and Cognitive Skills domain
Better Beginnings
www.better-beginnings.com.au
Better Beginnings aims to develop literacy skills in
young children through fostering a love of books
and language by:
•Introducing children to books and language
activities
•Supporting parents information sessions at
libraries
•Raising awareness
•Linking families to the resources and services that
libraries offer people of all ages.
Physical Health and Wellbeing domain
Active Parent Education
Kit
WA Department of Sport and
Recreation
www.dsr.wa.gov.au
Nature Play WA
WA Department of
Health
http://www.dsr.wa.gov.au//assets/files/
Parents/Active%20Parent%20Education
%20Kit.pdf
www.natureplaywa.org.au
www.health.wa.gov.au
Online ordering system:
www.dohpackcentre.com.au/DOH
Resource that provides information and education
on the benefits of physical activity and on the
importance of positive and acceptable behaviours
in sport and recreation.
Resources and ideas on how to get children more
involved in outdoor activities in Western Australia,
Health related information, reports and campaigns
available to view, download and order. These
include:




Talk Soon. Talk Often
Crunch & Sip
Go for 2 and 5
Health and Wellbeing of Children
in Western Australia 2012,
Overview and Trends
Table 36: Further reading and useful references
56
9.0 References
Australian Early Development Index City of Gosnells
Australian Early Development Index Community Profile 2012 Gosnells Western Australia. Retrieved from
http://reports.aedi.org.au/community-profile/wa/2012/53780.pdf
AEDI Gosnells Community, 2009 results. Retrieved from http://reports.aedi.org.au/community-results/wa/2009r2/53780.pdf
AEDI Gosnells Community, 2012 results. Retrieved from http://reports.aedi.org.au/community-results/wa/2012/53780.pdf
Maps
Google Maps https://maps.google.com.au/
Transperth, 2013. Transperth Network Maps sheet 6. Retrieved from
http://www.transperth.wa.gov.au/Portals/0/docs/2013%20Network%20maps/90220406.pdf
Transperth, 2013. Transperth Network Maps sheet 5. Retrieved from
http://www.transperth.wa.gov.au/Portals/0/docs/2013%20Network%20maps/90220405.pdf
Intramaps 2012, City of Gosnells. Retrieved from
http://maps.gosnells.wa.gov.au/intramaps75/ApplicationEngine/Application.aspx?project=Gosnells&
Australian Bureau of Statistics (ABS), 2013. Gosnells Local Government Area. Retrieved from
http://www.censusdata.abs.gov.au/census_services/getproduct/census/2011/quickstat/LGA53780?opendocument&navpos=220
Australian Children’s Education and Care Quality Authority (ACECQA), 2013. National Quality Framework. Retrieved from
http://www.acecqa.gov.au/national-quality-framework
Australian Government 2013. A Snapshot of Early Childhood Development in Australia 2012 — AEDI National Report, Australian
Government, Canberra. Retrieved from
http://www.rch.org.au/uploadedFiles/Main/Content/aedi/Report_NationalReport_2012_1304[1](1).pdf
Child development: the first five years. Raising Children Network, 2013. Retrieved from
http://raisingchildren.net.au/articles/child_development.html
Department of Education, 2013a. Australian Early Development Index 2012 Data Collection. Retrieved from
http://education.gov.au/australian-early-development-index-2012-data-collection
Department of Education, 2013b. Child Care and Early Learning in Summary. Retrieved from http://education.gov.au/child-care-andearly-learning-summary
Raising Children Network, 2013a. Australian Early Development Index (AEDI). Retrieved from
https://raisingchildren.net.au/articles/australian_early_development_index.html/context/1010
Raising Children Network, 2013b. Child care statistics and facts. Retrieved from
http://raisingchildren.net.au/articles/child_care_statistics.html/context/1010
Stanley, F., Richardson, S., & Prior, M. (2005). Children of the lucky country? Sydney: Macmillan.
Western Australian Commissioner for Children and Young People, 2012. The State of Western Australia’s Children and Young People
– Edition One. Retrieved from
http://www.ccyp.wa.gov.au/stateofcyp/files/TheStateofWesternAustraliasChildrenandYoungPeopleFebruary2012.pdf
Western Australian Commissioner for Children and Young People, 2013. Early childhood (0 to 8 years of age). Retrieved from
http://www.ccyp.wa.gov.au/content/Early-childhood-(0-to-8-years-of-age).aspx
Western Australian Department of Education, 2013. Schools online. Retrieved from
http://www.det.wa.edu.au/schoolsonline/home.do
57
Appendix A: City of Gosnells AEDI Service Providers Forum
Overall, there were twenty two (22) participants who attended the forum.
The following participants agreed to be included in this report:
Michelle Sherer
Children’s Program Supervisor
City of Gosnells
Carmen Wright
Parenting Coordinator
Parenting WA
Cannington
Kate Rowan-Robinson Primary
Health Support Services
BAML
Leslee Russell
Centre Manager
Great Beginnings
Kenwick
Meagan Bill
Centre Manager
Great Beginnings
Thornlie
Maureen Daniels
Assistant Manager
Roberta Jull Family Day
Care Service
Natalie Clare
Parenting Service Coordinator
Roberta Jull Family Day
Care Service
Debbie Brown
Coordinator Inclusion Support
Communicare Inc.
Garth Henniker
Health Promotion coordinator
South Metro Public
Health Unit
Hailey Osborne
AEDI Coordinator (South Metro)
Communicare Inc.
[Facilitator]
The following participants did not agree to be included in the report but provide the following
services to the community:
Kindergarten
School
Child Care (Family day Care)
Child care (Long day care)
Outside school hours care programs
Recreational services (n=2)
Playgroup
Public health
Family support services
Individual responses to the survey are outlined in the table below.
58
Service
provider
Rate
knowledge of
AEDI
Do you intend to
use the AEDI
when planning?
How?
What services they
provide
Strengths for families and
children in the community
What services and resources
do you think families with
young children NEED in the
Gosnells community
Kindergarten
School
Child Care (Family Day
Care)
Outside school hours
care programs
Recreational services
-
-
-
-
Before
present
ation
After
present
ation
1
None
Good
Maybe
2
None
Some
3
Good
Good
Yes
To come up with
strategies to
implement and
create programs to
help assist
Yes
Program planning
and delivery
4
Some
Good
Maybe
Help map areas with
low provision of
health care services
5
Little
Some
Maybe
To source resources
in regards to results
showing areas that
need improvement
6
Little
Some
7
8
Some
Good
Some
Good
9
-
Some
Maybe
To source resources
and lower
percentage in our
organisation for
areas of domains
needing attention
Maybe
Yes
Extend on a
program to include
children’s
knowledge,
language skills and
communication
Maybe
10
Some
Good
11
Some
Some
12
Little
Good
Maybe
Child Care (Family day
Care)
13
Some
Good
Maybe
Maybe using GIs to
map sites of
particular
Public heath
Maybe
Information to
educators about
using AEDI to plan
for family
involvement and
activities in their
services
Maybe
I don’t know
Playgroup
Allied health services
Maternal and child
health services
Mental health services
Family Support
services
Maternal and child
health services
Counselling
Culturally Specific
services
Child care (long day
care)
 Brookman House – parenting
services and playgroups
 Recreational facilities 
leisureplex/women’s health
 Caring community/service providers
that are passionate about early years
 Transport (bus no good if you have
small baby or busy toddlers)
 Excellent school
 Diversity
 Strong sense of community
 Easier access to community child
health nurses
 Support networks
 Information offered to families
 Assistance offered to families e.g. PD
for families etc.
 Parenting support e.g. personal
development
 Parenting groups
 Emotional support
 Playgroups
 Financial planning (budgets etc.)
care)
 Shared information on what’s going
on in our community
 Assistance offered
 Support networks
 Parenting help i.e. financial and
emotional support
Communicare
Care)
 Variety of opportunities to make
connections
 Easy access to community events
 City of Gosnells is a family friendly
locality
 Establish children’s clubs – story
telling, writing, acting, dancing,
sport and recreation
care)
Outside school hours
care programs
Care)
 Community Involvement
 Events
 Health nurses to regularly visit
early care centres e.g. child care
centres
 Communal spaces – parks etc.
 Events for young people and families
 More information on services
available to young families e.g.
health professionals esp. provision
of multicultural resources
 Good facilities
 Lots of supportive services
 Cultural diversity
 Libraries
 Swimming Complex
 Playgroups
 Cultural dynamics
 Access to public transport
 More affordable housing
 Services addressing food security
 Regulation on fast foods
Public health
 Speech pathologists
 Checking 3 year old speech,
hearing and sight
 Employment services
 Social networks
 Good education
59
14
Good
Good
disadvantage and
working with the
COG public health
planning group to
target these areas
Yes
To secure funding
for programs – as
part of strategic
plan documents
Child care (family day
care)
Family support
services
 Community programs – tumble tots
 Library services
 Leisure services
 Child nutrition – cooking classes for
kids
 Literacy focused events
 A broad range of activities (in small
groups) across the year to ensure
repeat, rich experiences and
opportunities to mix with other
families and children. Parent
details should be captured as much
as possible so they can be invited
to attend future events, and event
calendars widely
promoted…ensure people know!
60
Appendix B: City of Gosnells Service Providers – online survey
Eight (8) services providers responded to the online survey via survey monkey. Their responses are in the
following table.
Respon
dent
no.
Q2: How would
you rate your
knowledge of the
Australian Early
Development Index
(AEDI)?
Q3: What services do you
provide for families with
children 0 - 5 years? (Please
tick all that are relevant)
Q4: What do you think are 3
strengths in YOUR COMMUNITY
for families and young children?
Q5: Based on your knowledge of families you
are in contact with and resources in your
community, what services do YOU THINK
families with young children NEED in YOUR
COMMUNITY? (E.g. more supported play
groups, flexible child care, rhyme time, better
play equipment in parks, parenting programs
(triple p, 123 magic etc.), weekend events
etc.) Please be as specific as possible...
#1
Good knowledge
(I have a good
understanding of
the AEDI)
Playgroup
Recreational services
Culturally specific services


#2
Good knowledge
(I have a good
understanding of
the AEDI)




#3
#4
Some knowledge
(I have heard of
the AEDI but
never used it)
Playgroup
Culturally specific services
Good knowledge
(I have a good
understanding of
the AEDI)
Kindergarten
School
Playgroup






#5
No knowledge
Maternal and child health
services
#12
#13
Some knowledge
(I have heard of
the AEDI but
never used it)
No knowledge
#14
No knowledge
Kindergarten
services
Medical services
Counselling
services
Counselling










Families keen to
participate
Agencies collaborate well
Collaboration between
agencies & individuals
working with families
Passion & commitment of
people running the
programs supporting
families
Some good
services/support for
families
Family & community driven
playgroups
Networking - Social Capital
Child development through
interactive playgroups
Caring, dedicated staff at
Gosnells P.S
Caring, supportive Chaplain
and AIEO who support our
families at risk in particular
our Indigenous families
Our Early Childhood
Program
Respect
Compassion
Sustainability
Great services available
Affordable activities
Great support for new
Mums
Lots of parks
Playgroups
Toy library
No response







Need more low fee recreational
activities during school holidays.
Need more multicultural support
services.
More supported playgroups.
Parent Programs - Protective
Behaviours
Low cost activities - fun &
educational - exercise,
food/nutrition,
environmental/gardening, enjoying
books/stories. Rather than 'free
giveaways' make the event about
families’ participation &
learning/doing together.
Supported playgroups (initially) with
gradual transitioning into community
playgroups for families to develop
their own capacity, ownership &
empowerment.
Parenting Programs. All parents
should be expected to attend
parenting programs in their area.
More resources for Speech Therapy
and OT. The Govt. wait list is over 12
months.

Parenting programs as support
networks

More parks with interesting play
equipment
Better access to child health nurses


More child health nurses and
counselling services

No response
61
Appendix C: City of Gosnells Families
A small group of 10 parents completed surveys at the Women’s Health and Well-being Service Family Fest on Friday October
11 2013 and at Garden City Shopping Centre on November 28 2013.
Suburb
Number of
children
under 5
years
3 best resources/services
used -- Strengths
Needs
Where find out what is
going on in the community
Thornlie
[Family
Fest]
1 under 5
(2 children)
 Library
 Access to parenting
services e.g. Ngala,
WHWS
 More support for working
parents – affordable child
care
 Decrease crime/antisocial
behaviour and increase
sense of security
Gosnells
[Family
Fest]
2 under 5
(3 children)
 Really good
 Bit more for the older kids
7 – 14 years
Internet
o Essential baby
o Buggybuddies
Word of mouth
School newsletter
Library
Other: parents paper
Word of mouth
Library
Maddingto
n
[Family
Fest]
1 under 5
(2 children)
 Free community events
 Lots of parks
 Help if you need it
Communicare
[possibly the Armadale
Early Years Network
parent emails]
Gosnells
[Family
Fest]
1 under 5
(1 child)
 Library – story time,
rhyme time
 Parks
 A safe area to take
children to ride bikes
 More outdoor community
activities
 Event for children and
elderly to be together
 More activities
 Parks
 Safety for children
Gosnells
[Family
Fest]
2 under 5
(2 children)
 Parks
 Thornlie Playgroup
 More events
-
Kenwick
[Family
Fest]
3 under 5
(5 children)
 Playgroup
 Library
 More accessible parks in
Kenwick
Other: local paper
Gosnells
[Family
Fest]
3 under 3
(3 children)
 Parks with toilets and bbqs
close together, seats and
sandpits
Internet
Word of mouth
School newsletter
Library
Southern
River
[Family
Fest]
2 under 5
(2 children)






Word of mouth
Local paper
Canning
Vale
[Garden
City
Shopping
Centre]
Canning
Vale
[Garden
City
Shopping
Centre]
1 under 5
(4 children)
 Library
 Parks
 Community centre
 More playgroups
 Better undercover
playgrounds
 Water parks
 More parks with shade
2 under 5
(2 children)
 Swimming (State Swim)
 Parks
 Playgroup
 No response
Other: Walking passed
Libraries
Parks
Community halls
Tumble tots
Playgroup
Library
Library
Other: Community
newspaper
Word of mouth
Local paper
Internet
62

Gosnells AEDI strength, need and resources

Transcription

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