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LEAKED - Green party Education Green Paper

LEAKED - Green party Education Green Paper

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Published by Cam Slater
Green party draft policy
Green party draft policy

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Published by: Cam Slater on Apr 24, 2013
Copyright:Attribution Non-commercial


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We will set schools up as community hubs which act as one-stop-shops the wholeneeds of the child are met so that they are ready to learn.WHY –
Poverty stops kids getting to school and it stops them doing as well as they couldwhen they are at school. Education is a route out of poverty, but poverty itself gets in theway of children getting a good education.To ensure all kids have the opportunity to learn we need to counter some of these ‘povertyblocks’ by ensuring childrens health and welfare needs are met at school. Hunger, sickness,and family dysfunction prevent chidren from being able to take up the opportunity of education and thus escaping poverty.By providing the services and support a child needs to be nurtured and healthy onsite, atschool, we remove barriers that can prevent a family seeking help, and, as a result improveaccess to education.Internationally there is a growing consensus about the value of schools as hubs, or community schools. Evidence shows families will access the help they need if they knowwhat is available and they can physically access it.Recent work on child poverty by the Ewvery Child Counts, and the ChildrensCommissioners’ Expert Advisory Group on Child Poverty recommend schools as hubs as akey way of intervening in the poverty cycle and ensuing equitable access to education.This is what the xxxx ecological sustsems theory means when xxxx As part of the move to create schools as hubs we will provide:
ON site ECE
: Establish early childhood centres onsite at low decile schools wherethere is existing capacity at the school, and a need for ECE in the community.
Provide free after school care for all kids up to age12 – including providing quality extra curricular educational opportunities such asmusic and sport. (or progressive universal)
- a nurse in every low decile school and centralise the fundingfor school nurses to ensure equity of access.
- Provide a healthy lunch in every low decileschool, and a scheme where higher decile schools can access lunch programmes if they can demonstrate a need.
COMMUNITY Facilitator 
Fund a community/cultural worker at every low decileschool, to connect kids and their families with the community services they need. For example, getting kids to follow up dental nurse appointments, hearing and seeingfollowup appointments, connecting the family to WINZ, ACE, ESOL.
Provide seed funding for a central hub to beestablished where community services can set up onsite at the school
ECE onsite
Free onsite ECE has the potential to be the starting point for a comprehensive communityhub in communities with the greatest need. According to the Childrens Commmissioner’s expert group the more socially andeconomically disadvantaged a child, the most they gain from paricipatin gin good qualityECE. As wall as positive impacts on school readiness and perfoamcne, the group cites maternalemployment, less use of social services, and less crime amongst kids who attended a year or more of good quality ECE.
: 1/ Only xx per cent of children have attended ECE before arriving at school, Among M
ori, the rate is xx and Pacific children, the rate is xxx. The second biggest factor parents cite when not accessing preschool is the availability of a service.(2009 childcaresurvey – parents preferring to care for their child comes first)
2/ Low decile schools are suffering from falling rolls resulting in the average decilexx school with xxxx unused space.This compares with xxx in decile 8, xx in decile 9 and xx in decile ten schools.
Green Solution:
We propose establishing free, culturally appropriate, teacher-led early childhood centresonsite at low decile schools where there is a need in the area for quality, not-for-profit ECE.This solves multiple problems at once:
Gets ECE into communities that need it
Mitigates transport problems by siting ECE at places where families in many casesalready go
Is a less threatening introduction to school for families with a history of educationaldisengagement
makes schools with falling roles more viable by building community support for them,and using empty space.
Demysitifies and normalises ECE
It is also likely to lead to increased enrolments at the primary school. (to beconfirmed)Onsite ECE is already working in many school communities around New Zealand.Kindergarten teachers have expressed support for the idea, though this needs morefeedback and consultation with the sector.In 2010 Early Childhood taskforce recommended that community hubs be establishedaround new ece centres as a key way to mitigate poverty and increase ECE attendance.(Agenda for Amazing Children, final report of the ECE Taskforce 2010)
Our proposal is similar, but involves Government taking a more active role in identifyingwhich areas have an ECE need, and working with the community to facilitating theestablishment of centres onsite at the local primary school, if there is the space.The ECE taskforce suggested $20 millkioni as a one off establishment cost for the hubs butmore research is needed to establish the cost breakdown.Potential for a lot of funding cross overs.(could transfer some funding from targeted assistance for participation funding)
- insert work on this here. Key recommendation of the EAGchild poverty report. Provided in many communities already. Could consider a range of options including: Free at low decile schools, and less expensive for others.Free for all community service card holders (less keen on this as knocks out many lower income working families especially larger families in need but with two parents working)
Problem: Underprivileged primary aged children and preschololers are more likely to suffer from ill health . Rheumatic Fever, asthma, and xx rates are xxx higher among M
ori childrenthan non M
ori.Teenagers especially teenagers in low decile schools cite transoport and affordability asreasons for not seeing a GP but even studetns in higher deciles cite the same roblems, butto a lesser extent
urses indicated that the most common reasons for students using school-based healthservices are for reasons of ‘accessibility’ – in terms of both proximity and studentcomfort. Reasons of confidentiality and problems of transport to other services are alsocommon, and other reasons include parents being unable or unwilling to pay, andstudents either not knowing about or not knowing how to access other health services.Nurses in lower decile schools are more likely than nurses in higher decile schools tocite transport and payment difficulties as reasons for students’ use of school-basedclinics, but there are also quite high numbers in mid-range and high-decile schools whoindicate that students use school-based health services because of difficulties withpayment or transport to other services.
 Evidence shows that nurse practitioners onsiteHealth promoting schoolsDHBs fund nurses

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