As the year draws to a close, I find myself reflecting on our collective journey as the new President of ACSSO. This year has been a blend of challenges and triumphs, a testament to the resilience and shared purpose of the ACSSO community.
It is an honour to work with ACSSO and our state school organisations to support excellence in school and community engagement and to advocate for public education that is inclusive and well-funded, delivering differentiated and contemporary learning, and using evidence-based teaching practices.
ACSSO plays a vital role as the federal voice of parents, families, and carers of children in public education. This is an important time to engage at the federal level. For example:
National Cabinet recently discussed the National Disability Insurance Scheme (NDIS) Review and indicated the need for delivery of 'Foundational Supports' to be delivered through existing government service settings where appropriate (e.g., childcare, schools), phased in over time.
These points are covered in further detail below.
It's been a year marked by significant milestones: the launch of new initiatives, the formation of vital partnerships, the welcoming of fresh faces (me included), and the celebration of numerous successes.
This year, ACSSO conducted several national surveys covering critical topics, including the impact of vaping, a review of priorities under the NSRA, and the funding and cost of education. These surveys gauge public sentiment and will contribute to evidence-based decision-making and policy recommendations going forward.
ACSSO worked closely with its partners and submitted well-prepared submissions and evidence on various topics, including education system reform, early childhood education and care, early student strategies, higher education admission practices, teacher education, the impact of COVID-19 on students with disabilities, and copyright enforcement to allow schools and students to access information.
In September, ACSSO held the second successful Susan Ryan Family Engagement Awards – celebrating excellence in schools’ engagement with the community. The Awards were thought-provoking, and the applicants highlighted the importance of public education, that school engagement with the community can have significant benefits, and showcased excellence in schools’ engagement practices including effective communications, connecting learning at home and at schools, consultative decision-making, and collaboration beyond immediate school topics (e.g., linking with allied health services). There were a considerable number of submissions and ACSSO appreciates the financial contribution and overwhelming support of the Australian Secondary Principals’ Association to the evening.
ACSSO has recently received additional funds from the Federal Government to develop a Family Engagement professional learning short course based on international good practice. The learning package is delivered through workshops and seeks to embed community engagement practices in schools and their communities.
Each of these achievements has bolstered support for families across Australia's government school communities. The achievements are delivered by our dedicated team and network.
I also want to extend heartfelt thanks to Sharron Healy, my predecessor, on behalf of our network. Her dedication and commitment have yielded lasting accomplishments, enriching our community profoundly.
ACSSO has an important role as the Federal voice of parents, families, and carers of children in public education. The role includes advocating for public education and improvements and representing a broad range of perspectives on a range of topics across our community. Some of the current topics of ACSSO focus are outlined below.
While there are different ways of measuring student academic performance, a key one is standardised literacy and numeracy testing.
We recently saw the release of the latest OECD's Programme for International Student Assessment (PISA) and the National Assessment Program – Literacy and Numeracy (NAPLAN) results. Australian students have shown commendable performance in reading, maths, and science. However, these results also uncover a complex landscape.
A significant proportion of students perform at or below the national minimum standards, and these gaps tend to increase as students progress through school.
A significant number of students achieve below levels expected after taking account of their socio-economic backgrounds.
Significant achievement gaps exist for specific equity cohorts, and these gaps get wider as students move through school., revealing a performance gap linked to socio-economic status. These gaps, especially pronounced among students from lower socio-economic backgrounds, underscore the critical role of government schools, their funding and the need for targeted support to bridge educational inequalities.
Right now, only 1.3% of public schools are funded to the Schooling Resource Standard (SRS), which is the minimum level governments agreed a decade ago was required to meet the needs of students.
Current funding patterns reveal the underfunding of government schools, particularly those serving students in our more challenged communities.
The SRS is not a gold-plated funding model. It is calculated for each student and is the funding needed by schools for at least 80% of students achieving above the national minimum standard in the NAPLAN reading and numeracy assessments across 3 consecutive years.
ACSSO has always argued for full funding for public schools, and we recently supported the Australian Education Union's campaign 'For Every Child, Fully Funded Public Schools.' The AEU's points below are well taken:
On November 23, the Productivity Commission released a draft report on Early Childhood Education and Care, inviting public submissions for feedback. ACSSO, having already contributed an initial submission, plans to respond to this draft as well.
It is concerning that approximately 22% of children, or about 60,000, enter school 'developmentally vulnerable.' This issue disproportionately affects Indigenous children and those from low socioeconomic backgrounds, often leading to a cycle of low achievement, disengagement, and early school departure.
We feel that tackling this issue requires a two-pronged strategy. Firstly, ensuring universal access to high-quality, affordable early childhood education and care, managed by qualified educators knowledgeable in child development and health and safety. Secondly, smoothing the transition to school is vital. This can be achieved through firstly a transition program focussing on engagement with families and supporting the socialisation of the young person to what will be a different environment to what they experience prior to school. During this time schools can also conduct initial assessments to understand each child's starting point, continue to collaborate with the early education settings, and develop targeted support and intervention programs that can be implemented from the outset of schooling.
The NSRA has the potential to combine efforts by the Commonwealth, States, and Territories to improve student results across schools. The new NSRA must recognise, encourage, and fund critical educational aspects.
ACSSO argues that the most important of these should be the full funding for schools. ACSSO continues to play an active role in advocating for full funding to ensure that every child, regardless of socioeconomic background, obtains a top-tier education. Read our submission to the Review to Inform a Better and Fairer Education System.
The most important of these for ACSSO also advocates for is family engagement. The evidence is clear that family engagement is strongly related to student success, where engagement in learning encompasses parent and carers’ involvement in schooling as well as a broader range of activities, including parent support for children’s learning at home, at school and in community contexts—recognising the cultural and social diversity of families and communities. Family Engagement also strongly links to student well-being. This holistic approach to education, where family engagement is actively supported and funded, should be seen as integral to the success of students and the NSRA.
There is currently a discussion underway about how schools can link children to allied health support (e.g., speech therapists, psychologists, social workers etc.) and measure and monitor the well-being of children. The effectiveness of this approach has been shown through applicant schools to ACSSO's Susan Ryan Family Engagement Awards demonstrating sizable benefits to students and families from applying this approach. As such, ACSSO supports this approach.
Crucial also is the need to address the teacher workforce issues. We currently have a teacher shortage, and the attraction and retention of teachers is a precondition for functioning schools. It is hoped that the NSRA will attempt to create a more resilient and effective teaching workforce by investing in professional development. This starts with the Initial Teacher Education programs. Early Career Teachers have clearly voiced their concerns regarding their preparation for the classroom and this needs to be addressed by universities in collaboration with teachers and education departments.
The 2012 Gonski Report highlighted significant financial disparities in Australian education, affecting vulnerable student groups. The NSRA should propose a balanced distribution of funds between government and non-government schools, ensuring equal access to quality education. Current funding patterns reveal the underfunding of government schools, particularly those serving students in our more challenged communities.
The recently published final report on the National Disability Insurance Scheme (NDIS) Review has sparked widespread discussion and analysis. The report consists of 26 significant recommendations and approximately 140 specific actions that aim to transform the NDIS over the next five years. One of the major changes suggested by the Review is to move away from automatic NDIS access based on medical diagnoses. Instead, the recommended focus will be on individuals demonstrating "significant functional impairment" to qualify for support. This proposed change toward functional assessments would be a significant shift in how the NDIS will assess and provide support, prioritising the individual's functional needs over their medical diagnosis.
National Cabinet also recently agreed to the delivery of 'Foundational Supports' alongside the NDIS that would be delivered through existing government service settings where appropriate (e.g., childcare, schools), phased in over time. Funding would be agreed through new Federal Funding Agreements, with additional costs split 50-50 between the Federal Government and state and territory governments.
These would be important school reforms, and ACSSO plans to reach out to our network to gather views and perspectives on the range of topics of interest to families, carers, and state school organisations to represent your interests to the federal government. Subject to when consultation by the federal government will start, ACSSO would be interested in understanding the questions you think are important, potentially including the following:
Whilst we are still analysing the report's implications, we can draw several critical observations. Firstly, is it important to personalise funding based on functional assessment rather than solely on diagnosis? This approach ensures that resources are allocated more effectively to address the unique needs of each individual. Additionally, how can this best be done?
Should funding and resources should be directly linked to the individual, especially children, instead of being tied to institutions like state and territory departments and schools or specifically shared across classrooms?
Moreover, the need for differentiated support is critical, acknowledging that while mainstream inclusion is vital, specialised facilities and services may also be required. How should the new arrangements deliver differentiated support where needed, acknowledging that while mainstream inclusion is vital, specialised facilities and services may be critical for some families and high-needs students?
How can the reforms ensure quality education and inclusive practices are integrated to provide the best possible outcomes for individuals with disabilities and the broader student body?
How can teachers get support and professional development to implement any changes with evidence-based techniques and resources that will save them time? Lastly, it's crucial to evaluate teacher quality and educational outcomes in tandem with inclusion efforts. This approach ensures that quality education and inclusive practices are not mutually exclusive but integrated to provide the best possible outcomes for individuals with disabilities.
The full NDIS Review can be found at NDIS Review.
As the holiday season approaches, a time of reflection and gratitude, I want to express my sincere appreciation for your unwavering commitment. Your efforts are the bedrock of ACSSO, transforming it from a mere organisation to a vibrant community united by a shared vision.
I encourage everyone to relax, recharge this festive season, and cherish moments with friends and loved ones. I wish you all a joyful, safe holiday season.
Looking forward, the new year holds immense potential. I am excited about the opportunities ahead and confident in our collective ability to embrace them.
In closing, I thank you for your exceptional contributions this past year. Here's to a joy-filled holiday season and a new year brimming with success.
president@acsso.org.au
ceo@acsso.org.au
PO BOX 8221,
Werrington County,
NSW, Australia, 2747
0497 042 026 (Monday, Tuesday & Thursday)
0418 470 604 (Monday through to Friday)