Municipal early years plan framework (Word - … · Web viewMunicipal Early Years Planning...

Municipal Early Years Planning Frameworkand Practical Resource Guide

A partnership project between the Municipal Association of Victoria andthe Department of Education and Early Childhood Development

TABLE OF CONTENTS5 INTRODUCTION 28 Part 2: Practical guide to MEYP planning67

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How to use this document.Acknowledgements

Part 1: Policy and planning contextSECTION 1: ROLE OF LOCAL GOVERNMENTSECTION 2: WHAT IS A MUNICIPAL EARLY YEARS PLAN(MEYP)?Format / structure of an MEYPMEYPs as an element of local government integrated planningSECTION 3: KEY FOUNDATIONS FOR EARLY YEARSPLANNINGStrategic local area planningSocial determinants of health

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INTRODUCTIONSTAGE 1: PREPLANNING.STAGE 2: ASSEMBLING KEY BACKGROUND ANDCONTEXTUAL INFORMATIONSTAGE 3: ENGAGING THE COMMUNITYSTAGE 4: ANALYSIS AND IDENTIFICATION OF PRIORITIESSTAGE 5: DETERMINING THE VISION AND GOALSSTAGE 6: DEVELOPING MORE SPECIFIC ACTIONSSTAGE 7: DOCUMENTING THE MEYPSTAGE 8: ENDORSEMENTSTAGE 9: IMPLEMENTATION AND MONITORINGSTAGE 10: EVALUATION

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Focus on outcomes for childrenSECTION 4: KEY INPUTS THAT CAN INFORM THEDEVELOPMENT OF AN MEYPEvaluation of existing MEYPsKey evidence themesPolicy contextLocal characteristics and influences Council’s roleSECTION 5: THE MUNICIPAL EARLY YEARS PLANNING CYCLE

Part 3: References and resources52 REFERENCES54 APPENDIX 1 – GLOSSARY56 APPENDIX 2 – MAPPING THE SERVICE SYSTEM57 APPENDIX 3 – SAMPLE VISION AND GOALS58 APPENDIX 4 – THE MEYP DOCUMENTATION60 APPENDIX 5 – EVIDENCE THEMES61 APPENDIX 6 – KEY AND EMERGING EVIDENCE THEMES FOR

THE IMPORTANCE OF THE EARLY YEARS64 APPENDIX 7 – POLICY CONTEXT

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Heading

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IntroductionChildren are our future. There is now irrefutable evidence that investment in the first eight yearswill improve children’s health and educational prospects - particularly for children from vulnerablefamilies. It will lead to improved social, human and economic capital outcomes for the community.

Victorian councils have played a major role in initiating and developing the local early years systemand securing federal and state government funding for early years programs such as maternal andchild health, kindergarten and childcare - initiatives that are now written in both state and federalpolicy.

Victorian local government has a key legislated leadership role in working with local stakeholdersto plan for their municipality. Its planning role in the early years is of particular importance, andis recognised by state and federal government. Local Municipal Early Years Plans (MEYPs) areone of a range of plans that a council develops in partnership with its community to supportenhancement of the well-being of its community. An active policy and rigorous early yearsplanning ensures that local early years systems are coordinated and children and families receiveappropriate programs, especially where exclusion or additional needs are evident.

In 2006, the Municipal Association of Victoria (MAV) and the State Government developed theMEYP initiative. It was aimed at supporting councils to be better placed to provide a strategicdirection for the coordination and development of early years’ programs, activities, services andfacilities.

In May 2007, the Victoria Auditor General’s Office (VAGO) undertook a performance audit ofthe MEYP initiative1. It found that MEYPs are sound initiatives that can improve coordination,integration and delivery.

It recommended that the MEYP initiative be reviewed to identify areas for improvement, includingmonitoring and review processes in MEYPs.

In 2010, the Victorian Government funded the Municipal Association of Victoria (MAV) to reviewthe 2006 MEYP framework in relation to the findings of the VAGO Audit, current policy context andlocal government strategic planning processes.

1 Victorian Auditor General ‘Giving children the best start in life’, Victorian Government Printer, May 2007

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The MAV Review2 recommended that a revised MEYP Framework be developed which wouldplace MEYP plans within the social determinants of health and local government planningapproaches. This approach enhances opportunities to engage families and communities(particularly vulnerable children and their families) in a local context through initiatives that areplace based and integrated with other child friendly developments and community strengtheningactivities.

This revised early years framework sets MEYPs within the broader theoretical and policy contextof social planning. It acknowledges that Victorian councils have developed their planning capacityand council planning cycles have changed. There are now existing MEYPs in place that can bereviewed, evaluated and built on. It focuses less on service planning and more on outcomes forchildren and families - with a focus on 0 – 8 years. There is an increased emphasis on encouraginga partnership approach where all community partners can work towards an agreed vision andcommon outcomes for young children and their families across the municipality.

In addition, this document provides a practical resource guide to aid councils in the development,implementation, monitoring and review of MEYPs.

How to use this documentThis framework is presented in three parts:· Part 1 provides the MEYP policy and planning context. It defines an MEYP and describes a

number of guiding principles and key inputs for MEYP planning;· Part 2 provides a practical, step by step guide in turning the context into a strategic planning

process to develop the MEYP; and· Part 3 provides additional references, resources and templates to assist in the planning

process. Essential reading has been laid out on the left and further information/resources on theright.

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Success Works - Municipal Early Years Plan Review, September 2010, MAV

AcknowledgementsThank you to all who contributed to the development and update of the MEYP Framework, and tothose who participated in consultations and provided feedback. In particular, thank you to DEECD,MAV Early Years Strategy Group and Success Works for their comments and advice.

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PART 1:Policy andplanning context

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Part 1: Policy and Planning ContextPart 1 of this MEYP Framework sets out the policy and planning context that is most useful forinforming the development of the MEYP, drawing on international research, policy and goodpractice in planning for children’s early years.

Section 1 looks at the role of local government

Section 2 defines a Municipal Early Years Plan.

Section 3 outlines a number of foundations for early years planning, including:1. Strategic local area planning2. Social determinants of health3. Focus on outcomes

Section 4 explores five key inputs than can inform the development of an MEYP:

4. Evaluation of existing MEYP5. Key evidence themes6. Policy context7. Local characteristics and influences8. Council’s role

Section 5 outlines the 10 stage planning process that will be further detailed in Part 2.

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Part 1: Policy and planning contextSECTION 1

Role of Local GovernmentVictorian local government has a key legislated leadership role in working with local stakeholdersto plan for their municipality. While the general powers and status of Victorian local governmentare translated into particular responsibilities by individual councils at a local level, local governmenthas an overall responsibility to ensure that local service systems work well for their community andto advocate for individuals and groups of children and families to receive appropriate services,especially where exclusion or additional needs are evident. There is a strong rationale for localgovernment (in the context of its powers, status and responsibilities), to support developing localcitizens in an approach based on community health and wellbeing, which integrates economic,social and environmental planning.

In May 2008 the Victorian State-Local Government Agreement was signed betweenthe Victorian Government and the MAV. This agreement acknowledges the key role of localgovernment in coordination and strategic planning of government services at the local level.

The Victorian Government has specifically acknowledged the key leadership role of localgovernment in early years planning. In August 2009 the MAV and the DEECD signed aPartnership Agreement, which recognises the collaborative relationship between the DEECDand councils in the planning, development and provision of early years programs.

Local government legislationLocal government in Victoria is recognisedand protected in Part 2A of the VictorianGovernment Constitution Act 1975. Localgovernment’s planning role is legislated in theLocal Government Act (1989), the VictorianLocal Government (Democratic Reform) Act(2003), the Planning and Environment Act (1987)and the Public Health and Wellbeing Act (2008)(section 26 of that Act requires councils toprepare MPHPs).Council plans, municipal public health plansand municipal strategic statements are requiredby statute. The Victorian Local Government(Democratic Reform) Act 2003 creates a frameworkand an expectation that local government will playa leadership role in fostering development of thewhole community, which is consistent with councils’corporate continuous improvement processes.Alongside the legislative requirements, the NationalAssembly of Local Government provided adviceto councils on their roles and responsibilities.The ‘Declaration on the Role of Australian LocalGovernment’ provides a standard for local councilsto achieve a more effective democratic processand secure the environmental, social and economicwellbeing of their constituents (National Assemblyof Local Government, Resolutions, Appendix A:Declaration on Role of Australian Local Government,Federal Convention Centre Canberra, ACT, 23–26November 1997).

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Part 1: Policy and planning contextLocal government across Victoria is acknowledged as the leader in local area earlyyears planning, with councils committing staff and financial resources to undertakethe MEYP process. There has been additional financial investment by local andstate governments in early years planning and development, including extrafinancial resources allocated to early years human resources, governance, facilityprovision and programs. The Victorian Government explicitly acknowledges the roleof councils in improving early childhood services in a range of policy documentsincluding the MAV/DEECD Partnership Agreement.Although primarily focused at the universal end of program development anddelivery, councils have continued to strengthen their focus on social inclusion ofvulnerable families. Local government has been continuing to refine and strengthenits strategic approach to influencing early years outcomes as it updates existingMEYPs. It continues to develop a stronger focus on long term facility planning,child friendly city planning and the provision of a seamless system that is easy toaccess for families, and friendly to use. There is now also strengthened focus onachieving locally determined early years outcomes in partnership with communitystakeholders, who can equally share the responsibility of developing, implementingand evaluating the MEYP across the municipality.

Extracts from the Partnership Agreement“The Victorian Government recognises that local governmentis a distinct and essential tier of government consisting ofdemocratically elected councils having functions and powersthat are necessary to ensure the peace, order and goodgovernment of each municipal district.

This agreement recognises the collaborative relationshipbetween the department and councils in the planning,development and provision of education and early childhoodservices and the complementary roles played by the VictorianGovernment and councils in the planning, funding and deliveringof a range of services.

This agreement, together with the Victorian State/LocalGovernment Agreement, provides an overarching framework toguide current and future relationships, agreements and activitiesundertaken between the department and MAV, including but notlimited to:· Agreements related to the operation of specific programs;· Funding arrangements between the department and specific

councils;and· Policies and plans at a statewide, regional or local level

Victorian local government is acknowledged as a national leaderin the provision of universal and targeted human services, whichincludes a significant investment in the planning, provision andcoordination of family, youth and children’s services. Some ofthese services provided by councils are mandated by statuteand others reflect identification of community need. In manycases these reflect a partnership with the Victorian Government.

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What is a Municipal Early Years Plan (MEYP)?An MEYP is a local area plan designed to provide a strategic direction for the developmentand coordination of early years programs, activities and other local community developmentprocesses that impact on children 0 – 8 years in a municipality. Ideally, an MEYP engages the localcommunity to agree to work towards some positive early years outcomes for children and familiesin the municipality.

All councils now have an MEYP. Many have had success in using these MEYPs to incorporateearly years community priorities into an integrated council planning framework. MEYPs canalso act as catalysts for consistent multi-agency planning across a municipality – where all localpartners work towards agreed outcomes within their respective roles.

MEYPs identify council’s role across early years programs - not just those activities directlydelivered by council. They encompass the universal, targeted and intensive service system, as wellas broader programs and activities such as health promotion and environmental planning. MEYPsnow cover a minimum of birth to eight years and include new/emerging programs or initiativesfunded by the state government of the day, such as Transition to School, Universal Access to EarlyChildhood Education, Best Start, Supported Playgroups and Maternal and Child Health Key Agesand Stages.

Through the planning process associated with developing, implementing and evaluating an MEYP,local councils can achieve significant benefits for their municipalities including:· Capacity building for families and their young children· Engagement of key community partners who have clear roles in working towards locally agreed

outcomes· Provision of a long term early years planning guide across all council departments· Articulation of council’s role in service and infrastructure provision, planning, advocacy and

community capacity building, across the universal, targeted and intensive service system· Support for councils in making informed decisions and maximising resources· Serving as a basis for partnership and negotiation between other levels of government

Strategic Versus Operational Planning“Planning exercises aim to provide some certainty in theface of an ambiguous or uncertain future and are oftenassociated with change. Two interconnected levels ofplanning are important… strategic and operational.

Strategic level planning is about acknowledgementthat there are choices in the direction that can betaken in the future. The development of a vision,mission and values is used to assist in selectingpriorities for future decision making.

Strategic plans tend to pay particular attention tothe analysis of broad or macro environment, theidentification and response to issues, and longerterm goals and objectives.

Typical features associated with strategic planningprocesses include:· broad-scale information gathering· an exploration of alternatives· an emphasis on future implications of present decisions· fostering orderly decision making and successful

implementation.

In contrast to strategic planning, operational levelplanning (service, program or business planning) ismore detailed and is focused on the implementationof strategic-level plans. Typically, operationalplanning activities look to the short term, such as thecurrent fiscal year or life of a project or program.”Environments for Health: Promoting Health and Wellbeing throughBuilt, Social, Economic and Natural Environments – Municipal PublicHealth Framework, 2001.http://www.health.vic.gov.au/localgov/mphp.htm

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Part 1: Policy and planning contextFormat / structure of an MEYPThere is no required format or structure for an MEYP. There is the opportunity for flexibility so thatthey can reflect each council’s individual corporate planning processes, style and approach. Somecouncils may add the MEYP as an action plan to a larger strategy such as the Municipal PublicHealth and Wellbeing Plan (MPHP), Council Plan or Community Plan. The MEYPs can form thebasis for a joint partnership planning approach where involvement of other local stakeholders is identified in the MEYP and these organisation corporate planning documents reflect agreed MEYP outcomes.

A suggested format for an MEYP is set out in the second part of this document.

EXAMPLE: MEYP AND COUNCILPLANNING PROCESSES

COUNCIL PLAN

MEYPs as an element of local government integrated planning cyclesCouncils have observed that the MEYP process is most effective if viewed as one of the elementsof local government integrated planning. If utilised effectively, an MEYP has the potential to bea useful tool for embedding early years community priorities into council planning processes /budgets. An example is outlined to further demonstrate this process.

Municipal StrategicStatement

Community Plan

Placing the MEYP process within a timeline of local government planning cycles (see examplebelow extracted from the Practical Guide to Municipal Public Health Planning) may assist inintegrating MEYPs with other local planning processes.

SAMPLE PLANNING TIMELINE(extracted from the Practical Guide to Municipal Public Health Planning)

Municipal Health and Well Being Plan

November 2008Local government elections

November 2012Local government electionsNovember 2012-13

November 2016Local government electionsNovember 2016-17

MEYP Family & Children’sAction Plan

MPHP planning MPHP planning

November 2009MPHP due

2013MPHP due

2017MPHP due

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 M&CH Action PlanSeptember 2011State Public Health Plan due

November 2010-11State public health planningNovember 2010Victorian government elections

September 2015State Public Health Plan due

November 2014Victorian government elections

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Key foundations for early years planningSTRATEGIC LOCAL AREA PLANNINGStrategic local area planning principles are integrated into the Municipal Public HealthFramework and have relevance for early years planning. This concept promotesplanning for the impact of built, social, economic and natural environments andemphasises strategic local area partnerships and networks with services and agenciesas critical for future planning and development of municipalities. These may includeplanning partnerships that have shared council/community governance arrangementswith stakeholder protocols. Agreed vision statements, goals, strategies and outcomescan be determined and reflected in the planning partnership terms of reference –creating a powerful, cohesive municipal wide planning approach to the early years.

Consideration should be given to the geographic levels to which planning and researchwill be applied - councils may have a specific approach to social research and planningsuch as within districts, neighbourhoods or municipal-wide.3

An important aspect of strategic local area planning is community engagement.Community participation and partnership assists local government in embeddingcommunity priorities into strategic planning processes. Councils may have communityengagement policies/strategies in place – including how to identify and consult withspecific groups in the community to ensure the voices and perspectives of marginalisedor more vulnerable groups can be considered.

Partnership DevelopmentVISION AND GOALS‘Effective partnership requires the establishment of a clear visionwhich speaks to the ethical and moral underpinnings of the workof the member organisation, and to which individual participantscan make personal commitments’ (Labonte 1997, p.100).

PRINCIPLES OF PARTNERSHIPA partnership is “a close mutual co-operation between partieshaving common interest, responsibilities privileges and power”.

PRINCIPLES OF PARTNERSHIP:1. Agreed mission, values, and goals.2. Mutual trust, respect, genuineness, commitment.3. Builds on identified strengths but addresses areas needing

improvement.4. Balances power among partners and allows resources

among partners to be shared.5. Clear, open, accessible communication between partners,

making an ongoing priority to listen to each other’s needs,develop a common language and validate/clarify meaningsof terms.

6. Roles, norms and processes for the partnership areestablished with the input and agreement of all parties.

7. There is feedback to and among and from all stakeholderswith the goal of continuously improving the partnership andits outcomes.

8. Partnerships take time to develop and evolve over time.Case study for the Principles of Partnership: Best Beginnings - A Child AbusePrevention Program in NY City. Anne Reiniger, Community Campus, Partnership forHealth

3 Environments for Health: Promoting Health and Wellbeing through Built, Social, Economic and Natural http://depts.washington.edu/ccph/principles.html

Environments – Municipal Public Health Framework (2001)

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Part 1: Policy and planning contextStrategic local area planning can serve a number of local government objectives.

It can:· Expand the policy agenda· Do more with less· Build community capacity and participation· Enable a strengths-based, and place-based planning approach· Foster a learning organisation· Strengthen partnerships with the community at multiple levels· Explore innovative approaches to integrated planning with state government departments

Children’s Voices - Child FriendlyCitiesChild Friendly Cities is an initiative promoted byUNICEF, which aims to realise the Convention onthe Rights of the Child at the local level. UNICEFdescribes a Child Friendly City as a local system ofgood governance committed to fulfilling children’srights. The framework for action to achieve this isbased on the right of every young citizen to:· Influence decisions about their city

· Capture information and knowledge 4 · Express their opinion on the city they wantThere is increasing awareness of the value of including children’s voices in consultation with thecommunity. Consultation with children has a basis in international law through the United NationsConvention on the Rights of the Child, ratified by Australia in 1989. One of the rights stipulatedin that Convention is the right of children to be heard. The Convention is at the heart of the ChildFriendly Cities initiative promoted by UNICEF, which aims to realise the Convention at a local level.Some councils have found the Child Friendly Cities concepts helpful in guiding the development ofMEYPs.

In addition, councils can become recognised by UNICEF as a Child Friendly City. There are otherresources available to assist councils to engage in meaningful consultation with children within themunicipality.5 More information is available from Early Childhood Australia.6

· Participate in family, community and social life· Receive basic services such as health care and

education· Drink safe water and have access to proper

sanitation· Be protected from exploitation, violence and

abusewww.childfriendlycities.org

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LGPro Corporate Planner’s Network (2008) Embedding Community Priorities into Council Planning – Guidelines for theIntegration of Community and Council PlanningA useful bibliography in this field can be found at the ACT Children’s Plan website:http://www.children.act.gov.au/documents/PDF/08%20June%20CNF%20Raising%20Children’s%20Voices%20-%20Bibliography.pdfFor example: http://www.earlychildhoodaustralia.org.au/early_childhood_news/speeches/meaningful_consultation_with_children_raising_childrens_voices_july_2008.html

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Part 1: Policy and planning contextSocial determinants of healthThe social determinants of health7 are the conditions in which people are born,grow, live, work and age. There is now worldwide recognition that inequity in healthis in large part due to underlying social, economic and political inequities. This is incontrast to viewing the cause of health status as residing predominately with theindividual.

A good environment in early years is identified as one of the ten aspects of the socialdeterminants of health.8

Municipal early years planning can consider the daily living conditions of youngchildren and their families, how the economic and social conditions of the municipalityaffect them and what responses and interventions can improve them. It canmove planning away from service delivery alone and focus thinking on the child’sexperiences within their family, neighbourhood and community. This approach isparticularly important when planning for indigenous and other vulnerable groups in themunicipality.

World Health Organisation: SocialDeterminants of Health1. Early childhood development: Well established evidence

illustrates that opportunities provided to young children arecrucial in shaping lifelong health and development status.

2. Globalisation: How globalisation’s dynamics and processesaffect health outcomes: trade liberalisation, integration ofproduction of goods.

3. Health systems: Innovative approaches that effectivelyincorporate action on social determinants of health.

4. Measurement and evidence: The development ofmethodologies and tools for measuring the causes, pathwaysand health outcomes of policy interventions.

5. Urbanisation: Broad policy interventions related to healthyurbanisation, including close examination of slum upgrading.

6. Employment conditions: Measures to clarify how differenttypes of jobs and the threat of unemployment affect workers’health.

7. Social exclusion: The relational processes that lead to theexclusion of particular groups of people from engaging fully incommunity and social life.

8. Priority public health conditions: Factors in the designand implementation of programs that increase access tohealth care for socially and economically disadvantagedgroups.

9. Women and gender equity: Mechanisms, processes andactions that can be taken to reduce gender-based inequitiesin health by examining different areas.

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As defined by World Health Organisation (http://www.who.int)

WHO (2000) Social Determinants of Health: The Solid Facts; WHO Commission on Social Determinantsof Health (2008) Closing the Gap in a Generation: Health Equity through Action on the Social Determinantsof Health

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Part 1:

Confident and capable families

Policy and planning contextFocus on outcomes for childrenThe Victorian Child and Adolescent Outcomes Framework9 (shown in Figure 1, right) was

Figure 1: The Victorian Child and AdolescentOutcomes Framework

developed and endorsed by the Victorian Government in 2005 and has been used as a basis forreporting on outcomes for Victoria’s children, young people and their families.

While the framework relates to children from the prenatal period through to 17 years of age, itcontains important outcomes relevant to the early years. It incorporates the overlapping domainsof safety, health, development, learning and wellbeing, and also recognises the importanceof outcomes relating to the context in which a child lives (i.e. the influence of the family, thecommunity and society). In this way, it places outcomes for children and young people within thesocial determinants of health.

In addition to providing a useful conceptual model for early years planning, the frameworkhas formed the basis for a range of indicators now measured through the Victorian Child andAdolescent Monitoring System (VCAMS), which provides an important outcome focused tool forearly years planning.

The outcomes framework can assist councils to link early years planning outcomes with broaderoutcomes as defined in other council corporate planning processes that relate to children, youngpeople, families, community and society more broadly.

CHILDREN & YOUNG PEOPLE· optimal antenatal/infant

development· optimal physical health- adequate nutrition- free from preventable disease- healthy teeth & gums- healthy weight- adequate exercise & physical

activity- healthy teenage lifestyle- free from injury & harm· optimal social & emotional

development- positive child behaviour &

mental heath- pro-social teenage

lifestyle & law abidingbehaviour

- teenagers able to relyon supportive adults

· optimal language &cognitivedevelopment

- successful innumeracy & literacy

- young peoplecomplete secondaryeducation

FAMILIES· healthy adult lifestyle· parent promotion of child

health & development· good parental mental health· free from abuse & neglect· free from child exposure to

conflict or violence· ability to pay for essentials· adequate family housing· positive family functioning

enabling soceitysuppotive communities

safe, healthy child,learning, developing,achieving wellbeing

COMMUNITY· safe from environmental toxins· communities that enable

parents, children & youngpeople to build connections& draw on informal assistance

· accessible local recreationspaces, activities & communityfacilities

· low levels of crime in community

SOCIETY· quality antenatal care· early identification of child

health needs· high quality early education

& care experiences available· adequate supports to meet

needs of families with childrenwith disability

· children attend & enjoy school· adult health & community

services that meet the needs9 Department of Education and Early Childhood Development (2009) The State of Victoria’s Children 2009 – Aboriginal

Children and Young People in Victoria

of parents critical to parenting· adequate supports for

vulnerable teenagers

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Key inputs that can inform the development of an MEYPThis section outlines five key inputs that can inform the planning process, leading to thedevelopment of an MEYP.

Evaluationof existing

MEYP

Council’srole

Local

MEYP

Keyevidencethemes

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charateristicsand

influences

Policycontext

Part 1: Policy and planning contextEvaluation of existing MEYPsEvaluation is the process by which councils assess whether the MEYP has made a difference toyoung children and their families in the municipality. Good evaluation involves good thinking. It isnot an event that occurs at the end of the MEYP process but is ongoing. It helps decision makersbetter understand the MEYP and how it is impacting on participants, partner agencies and thecommunity and how it is being influenced/impacted by both internal and external factors.

Therefore review and evaluation is a critical management and learning tool within the MEYPplanning framework and is different to the ongoing regular monitoring of progress on theimplementation of the MEYP that normally occurs as part of organisational accountabilityprocesses.

The effectiveness of a new MEYP can be greatly strengthened by taking account of the findingsof review and evaluation of the implementation and outcomes of the previous plan. Many differentapproaches are possible to evaluation, but evaluation is most useful when it provides insights intothe following:· How well did the previous MEYP document what needed to be achieved and how success

would be measured?· How effectively were the actions in the plan implemented and what factors strengthened or

impeded the process of implementation?· What impact has implementation of the actions had in the local community? Was this what the

plan anticipated?· What influence is implementation of the actions in the plan potentially having on longer term

community health and wellbeing outcomes?The W.K. Kellogg Foundation Evaluation Handbook http://www.wkkf.org/knowledge-center/resources/2010/W-KKellogg-Foundation-Evaluation-Handbook.aspx provides a framework for thinking about evaluation and provides a blueprint for planning,designing and conducting project-level evaluation.The Australasian Evaluation Society’s provides a “Guideline for the ethical conduct of evaluations”

http://www.aes.asn.au/about/Documents%20-%20ongoing/guidelines_for_the_ethical_conduct_of_evaluations.pdf

Principles to guide evaluation1. Strengthen projects: evaluation furthers our

goal of improving the wellbeing of people byproviding ongoing, systematic information thatstrengthens projects during their life cycle, andwherever possible, outcome data to assess theextent of change

2. Use multiple approaches: multidisciplinaryapproach to problem solving to include a rangeof techniques to address important programquestions

3. Design evaluation to address real issues:identify problems and opportunities in theproject’s real communities and providestakeholders with reliable information to buildstrengths and opportunities

4. Create a participatory process: value multipleperspectives and involve a representation ofpeople who care about the project. Prepareorganisations to use evaluation as an ongoingfunction of management and leadership

5. Allow for flexibility: Evaluation plans shouldtake an emergent approach, adapting andadjusting to the needs of an evolving andcomplex project aiming for systematic change.

6. Build capacity: evaluation should be concernedwith the skills, knowledge and perspectives ofproject participants as well as specific outcomes.W.K. Kellogg Foundation Evaluation Handbook, January 1998

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Part 1: Policy and planning contextKey evidence themesThe early childhood literature provides substantial evidence that10:· The early years are crucial in setting the stage for later life· Young children develop through their relationships with others· Children’s development is shaped by the balance between risk and protective factors· Supporting families effectively requires a comprehensive, coordinated family-centred service

system.

More recent evidence themes indicate that11:

· Addressing disadvantage in the early years can end generations of disengagement for familiesand whole communities, and provide children with the opportunity of breaking the cycle ofdisadvantage

· Children’s health, social and emotional wellbeing and their intellectual development are thebusiness of all early years service providers

· The integration of services makes life easier for and less stressful for children and familiesthrough more consistent forms of delivery.

A more detailed snapshot of the current evidence themes is set out in Appendix 5. Evidencerelated to the early years continues to evolve and it is important to periodically check forinformation, particularly provided through BEST Start, Centre for Community Child Health12, andstate and federal department websites.

Refer to Part 3 for State andCommonwealth Governmentwebsites for more details ofcurrent evidence.

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These key evidence themes are based on the Best Start literature: http://www.education.vic.gov.au/ecsmanagement/beststart/what.htmThese recent evidence themes are based on “Victoria’s Plan to Improve Outcomes in Early Childhood”

Best Start: http://www.education.vic.gov.au/ecsmanagement/beststart/what.htm ; Centre for Community Child Health:http://www.rch.org.au/ccch/

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Part 1: Policy and planning contextPolicy contextLocal, state, national and international early years policy provide an important context for theMEYP.

At a local level, councils have their own policies relating to families and children and thecommunity, which can assist in identifying local planning priorities and processes. These caninclude a council’s disability strategy, municipal public health and wellbeing strategy, communityplan and community engagement strategy. Position papers developed by the MAV reflect a localgovernment policy perspective, and can assist councils to identify relevant policy to inform theMEYP.

Both state and federal priorities include a vast array of reforms and initiatives that are relevant tocouncils in early years planning, emphasising the importance of early years as an area of focus forgovernment. A key driver for this has been the mounting early years and human capital evidencebase.

Early years initiatives are also well supported by legislation, including the Child Wellbeing andSafety Act 2005, the Public Health and Wellbeing Act 2008, and the Children, Youth and FamiliesAct 2005. The Education and Care Services National Law October 2010 will encompass nationalregulations related to the COAG’s National Quality Framework.

Consistent themes across the various levels of policy include:· A focus on outcomes which build human capital through early years reform· Support for vulnerable children and children with special needs· Access to and affordability of quality early childhood education· National quality standards in early childhood education· Initiatives to increase the number and qualifications of early childhood workers· Reform relating to Indigenous children· Focus on child and family health, including access to maternity services, early intervention and prevention initiatives and the promotion of healthy eating and exercise in children

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Part 1: Policy and planning contextAs early years policy is the subject of continual change, it is important to regularly refer to relevantstate and federal policy websites for updates13.

The Victorian Government’s Best Start initiative is a particular policy initiative that has synergieswith the MEYP process and is briefly discussed below.

Best StartBest Start is a state government initiative currently operating in 30 sites across the state. BestStart planning links in well with municipal early years planning. While MEYPs provide a strategicframework for the planning and provision of programs and other community developmentactivities, the Best Start action plan seeks to introduce service level changes to improve outcomesfor children. The Best Start action plan is focused on achieving change in the Best Start indicatorswhereas MEYPs are likely to cover broader domains.

Where councils are involved in a Best Start project, efforts should be made to link the plans.Ideally, the Best Start partnership could feed into the MEYP process and, where appropriate:

· extend the data mapping and analysis to include Best Start indicators,· update local data with any additional data on vulnerable families and/or neighbourhoods,· hold additional consultations to fill gaps in knowledge related to the Best Start initiative,· support and/or complement planning, coordination and community building.

Further information on Best Start refer:http://www.education.vic.gov.au/ecsmanagement/beststart/default.htm

CASE STUDYMEYP AND BEST STARTCITY OF GREATER SHEPPARTONThe merging of the Best Start extension site actionplan and the Municipal Early Years Plan has beena successful marriage for the City of GreaterShepparton. Both plans come with the brief toprovide strategic direction for the co-ordinationof educational, care and health programs, activitiesand developments that impact on children.The mobilising of local, limited resources to focuson one early childhood local area plan has resultedin a stronger partnership group and relatedworkgroups, better use of local data and a strongerplatform to advocate the importance of investingin the early years.

13 Refer to Appendix 6, relevant state and federal government websites and the MAV website www.mav.asn.au for moredetail of current policy

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Part 1: Policy and planning contextLocal characteristics and influencesAn MEYP is most effective when it is informed by a sound understanding of a range ofcharacteristics and needs of the municipality relevant to early years planning. This can include thedemographic, social and economic context of the community in which families and young childrenlive, the nature of the early years service system and specific issues influencing the health and wellbeing of young children and their families.

IDENTIFYING COMMUNITY NEEDA diverse range of information can be drawn on to assist with building a picture of the early yearswithin a municipality. There are several tools that can assist in this process, including key data setssuch as the Australian Early Development Index and Early Childhood Community profiles which arefurther outlined in Part 2 of this document (The Practical Guide).

The information gained through the strategic local area planning process, and key local datasets can also assist to build the picture of the early years needs within local precincts across themunicipality. This more detailed understanding will assist to ensure that priorities and objectivesdeveloped through the MEYP process can take account of any specific needs of differentneighbourhoods.

EARLY YEARS SYSTEMIt is important that the MEYP process identifies the range of formal programs for young childrenthat are provided by the council, in partnership with or by state or federal government, communityorganisations and/or the private sector. These include universal programs/activities for allchildren (preschool, childcare, maternal and child health), targeted programs (family support,early intervention) and intensive programs (child protection, ChildFIRST). It should also include otherprograms and activities such as playgroups, children’s week, playgrounds, children’s libraryservices etc.

Refer also to the Guide toIntegrated Service Delivery,part of the Platforms ServiceRedevelopment Frameworkdeveloped by the Centre forCommunity Child Healthhttp://www.rch.org.au/ccch/profdev.cfm?doc _id=12844

Refer also to the Guide toCommunity Engagement,part of the Platforms ServiceRedevelopment Frameworkdeveloped by the Centre forCommunity Child Healthhttp://www.rch.org.au/ccch/profdev.cfm ?doc_id=12844

It is also important to include the broad range of planning and capacity building initiativesthat affect young children and their families, such as joint planning partnerships, child friendlycity planning, information provision, community engagement projects, advocacy campaignsto community leaders/local agencies/government and facilitating community developmentinterventions.

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Part 1: Policy and planning contextINFLUENCE OF ENVIRONMENTAL DIMENSIONSAnother approach for gaining insights into needs and influences is to use the four environmentaldimensions common across municipal social planning as a framework. ‘Environments for Health’,the conceptual framework that underpins the systems approach to public health planning, statesthat health and wellbeing is affected by factors originating across any or all of four environmentaldimensions. Analysing how built, social, economic and environmental factors may impact onyoung children and their families, and how planning can improve characteristics such as liveability,friendliness, sustainability and viability – essential to health and well-being - can enhanceunderstanding of local needs and assist in a broader approach to planning that may include:· Built, physical dimension: Infrastructure planning and facility provision that is child friendly,

The environmental dimensions are discussed indetail in “Environments for Health. Promoting Healthand wellbeing through Built, Social, Economic andNatural Environments - Municipal Public HealthPlanning Framework, April 2001”.http://www.health.vic.gov.au/ localgov/mphp.htm

Environments that affect healthdesigned to meet the needs of all children, and geographically accessible. It can include landuse planning, housing, recreation, child friendly spaces, transport, playgrounds, integratedservice hubs, etc.

· Social dimension: Creating opportunities for people to participate in the life of the community.It can include planning how services can be friendly and easy to use and how families, serviceproviders and the community can be supported and involved.

· Economic dimension: Encouraging economic development and distributing wealth. It caninclude considering the cost of services and encouraging local employment (such as Family DayCare, utilising local contractors).

· Natural dimension: Creating opportunities for young people and their families to experienceand appreciate the natural world. It can include providing opportunities for outdoor exercise,parklands and safe sun and water experience.

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EconomicEnvironment

NaturalEnvironment

SocialEnvironment

BuiltEnvironment

Part 1: Policy and planning contextCouncils’ roleCouncils play a critical role across the whole early years continuum, in bringing together familiesand local providers of programs and activities to plan for more integrated support for families andcommunities.

As outlined earlier, the importance of a council’s planning and leadership role has been reinforcedat the state government level, where the MEYPs have been identified as the main vehicle forlocal early years coordination and planning. There is a commitment to working more closely withcouncils to further develop, expand and strengthen MEYPs, to consider them when making

Councils’ Role5 MAIN AREAS1. Planning and coordination2. Service provision3. Facility planning4. Advocacy5. Strengthening community capacity

funding decisions and use them as a basis for planning for Victoria’s children.

Councils’ roles across the early years sector has largely focused around five main areas:· Planning and coordination - acting as a key coordination point and community planner in

early years· Service provision - delivering a range of early years programs, activities and initiatives· Facility planning – planning, providing and maintaining a range of early years infrastructure· Advocacy - lobbying and advocating to state and federal governments and other key

stakeholders on behalf of early years programs, young children and their families· Strengthening community capacity - facilitating community connections and community

participation in decision making, including vulnerable families

Each council determines its own role. However it is important that the MEYP process considersand clearly articulates these defined roles.

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The Municipal Early Years Planning CycleThis MEYP framework outlines a 10 stage process to support the development, implementation,review and evaluation of an MEYP. The planning process outlined has a number of aspects thatare similar to the Best Start and Environments for Health frameworks, as there are usually strongconnections between all these planning processes.

This planning process has been developed as a general guide to support councils with developingtheir MEYP. To be effective MEYPs need to be well integrated with councils’ other strategicand operational planning processes. Therefore, it is anticipated that councils will have variedapproaches. However, it would be expected that each of the aspects covered in the processoutlined would need to be considered in the course of development and implementation of anMEYP. This will ensure a comprehensive approach that is able to facilitate ongoing, significantimprovements for families, young children and local communities.

The following provides an overview of each of the stages, with more detailed information abouteach stage presented in Part two of this document.

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Part 2 of this document providesfurther detail of the ten planningstages.

Part 1: Policy and planning contextSTAGEStage 1: Pre-planning

Stage 2: Assembling keybackground and contextualinformation

Stage 3: Engaging thecommunity

Stage 4: Analysis andidentification of priorities

Stage 5: Determining thevision and goals

KEY COMPONENTSThe purpose of this stage is to ensure that all the preparatory work, stakeholder identification and thinking has been doneto support a successful MEYP process.

The development of the MEYP should be informed by an understanding of a range of broader information includinglocal, state and federal policy, council’s own policies, research evidence, local community characteristics and trends andmapping of existing services, resources and arrangements for collaboration and coordination.

Local community stakeholders can be engaged in the process of developing the MEYP through a range of approaches.This is central to ensuring local issues of importance are identified and that local needs, priorities and capacities inform thedevelopment of the MEYP. Particular importance should be given to how to engage groups who may have special needs.

Stages 2 and 3 provide a diverse range of information and insights that will inform the development of the MEYP. Inthis next stage this all needs to be considered together and synthesised in order to identify the priority issues andopportunities that the MEYP will need to address.

The stage involves either developing and/or articulating the vision for the municipality in the early years area. Once thevision is determined then key goals for the MEYP can be developed to outline the priority directions for working towardsachievement of the vision.

Stage 6: Developing the more This stage involves identifying the more specific objectives, actions and outcomes for the MEYPspecific actions

Stage 7: Documenting theMEYP

Stage 8: Endorsement

It is important to properly document the MEYP in a way that assists communication of its purpose, what it is setting outto achieve and proposed actions. It is also important that the MEYP identifies who will be responsible for achieving eachidentified action and the timeframes for achievement of actions.

The proposed MEYP should be endorsed by the relevant people or project management group and then endorsedthrough the normal council processes.

Stage 9: Implementation and This involves ensuring the process for implementing the actions and monitoring progress against the commitments of themonitoring MEYP is clear particularly with regard to timeframes and responsibilities.

Stage 10: Evaluation & review This involves formal examination of how well the MEYP has achieved what it set out to achieve and what lessons havebeen learnt about development and implementation of an effective MEYP.

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Part 2:Practical Guideto MEYPPlanning

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Part 2: Practical Guide to MEYP PlanningIntroduction Part 2, Practical Guide to MEYP Planning, outlines a 10 stage process to support thedevelopment, implementation, review and evaluation of an MEYP. The guide has a number ofaspects that are similar to the Best Start and Environments for Health Frameworks, as there areusually strong connections between all these planning processes.

In this section, each step in the process is examined in further detail with a view to providing acomprehensive outline of what should be undertaken. This process has been developed as a resource and guide to support the development of a council MEYP. It is not intended to suggest that all councils have a uniform approach, but rather that they adopt a process and approach thatensures a robust, integrated and achievable MEYP that facilitates outcomes for families andyoung children in their local community.

Stage 1:

Stage 2:

Stage 3:

Stage 4:

Stage 5:

Stage 6:

Stage 7:

Stage 8:

Stage 9:

Stage 10:

Preplanning

Assembling key backgroundand contextual information

Engaging the community

Analysis and identificationof priorities

Determining the vision andgoals

Developing the morespecific actions

Documenting the MEYP

Endorsement

Implementation andmonitoring

Evaluation and review

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Part 2: Practical Guide to MEYP PlanningSTAGE 1PREPLANNINGThe purpose of this stage is to ensure that all the preparatory work and thinking has been done tosupport a successful MEYP process. This includes:· Determining the objectives and timeframes for the planning process and the planning lifespan

and cycle;· Clarifying how the MEYP will be linked with other council planning and consultative processes

and with existing plans that perhaps are on different cycles;· Considering the findings from the evaluation of the previous MEYP and the learnings and

insights they provide for developing the next plan. (See Stage 10 for more details on evaluation);· Identifying how the project will be managed and resourced; and· Identifying key stakeholders and potential partners in the MEYP process.

HOW DOES THE MEYP LINK WITHOTHER COUNCIL PLANNING?How will the MEYP link into council’s broadervision for the municipality?

How does the MEYP process synchronise withother strategic processes?

How can the MEYP fit with council’s communityengagement strategy?

WHAT IS COUNCIL’S ROLE?

What is council’s role in the MEYP process?

What is council’s current role across the earlychildhood system?

Does the MEYP accurately reflect this or do somechanges needs to be made due to changes in

WHO SHOULD BE INVOLVED?

Who will be the MEYP champion?

What resources are required for both the planningand implementation process?

How will senior levels of council and the earlychildhood community be engaged?

service/ management provision or council policy?

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Part 2: Practical Guide to MEYP PlanningDeveloping a timeline, such as the one below from the MPHP (also referred to in Part 1) is a usefulundertaking as it can provide an understanding of how the MEYP fits in with other planning cycles.

SAMPLE PLANNING TIMELINE(extracted from the Practical Guide to Municipal Public Health Planning)

CASE STUDYLINKING THE PLANSSTRATHBOGIE SHIRE COUNCILStrathbogie Shire Council commenced developmentof a suite of planning documents in 2009, starting

November 2008Local government elections

November 2009MPHP due

November 2012Local government electionsNovember 2012-13MPHP planning

2013MPHP due

November 2016Local government electionsNovember 2016-17MPHP planning

2017MPHP due

with the Heatwave Plan, followed by the HealthyCommunities’ Plan (MPHP), the InclusiveCommunities’ Plan (DAP) and the MunicipalEarly Years Plan in 2010. In developing the plans,Council identified a need for clear linkages betweenthese plans and council priorities.

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017By linking the plans, they become part of Council’soverall vision for the health and wellbeing of the


November 2010-11State public health planningNovember 2010Victorian government elections


November 2014Victorian government elections

municipality; they provide a coordinated andstrategic approach to community health planningwhilst ensuring each plan focuses on key priorities;and they inform the Council plan. Linkages ensurethe plans are regularly reviewed and updated andcontinue to meet the needs of the community.

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Part 2: Practical Guide to MEYP PlanningDeveloping partnerships with key stakeholdersCouncils may like to consider the benefits of developing an MEYP using a partnership approachwith key stakeholders who, through working together, enhance the outcomes that can beachieved through the development and implementation of the MEYP.

This requires good planning and identification of the ‘right’ stakeholders (Refer Appendix 9 -Stakeholder Analysis). The partnership may be part of an already existing group such as the BestStart Partnership or an Early Years Advisory Group. It is important that any partnership groupestablished has clear terms of reference with a governance structure outlining decision makingresponsibilities.

Sample MEYP Partnership Group

An example of a partnershipapproachSome councils have initiated a joint planningapproach to the MEYP development – where apartnership group (existing or new) is formed in thepreplanning planning stage to oversee all stages ofthe planning cycle. Powers, roles and responsibilitiesare agreed and documented in a clear governancestructure with terms of reference. Councils havereported that this approach enables communityownership of the whole MEYP process and sharesthe responsibility of undertaking strategies and

Council

MEYP PartnershipGroup

Government

Families andchildren

actions across all stakeholders. As a result thereis a better planning process, a quality MEYP andimproved chances of enhancing early childhoodoutcomes.

Serviceproviders

Private sectorbusiness

Communityleaders

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Part 2: Practical Guide to MEYP PlanningSTAGE 2ASSEMBLING KEY BACKGROUND AND CONTEXTUAL INFORMATIONThe development of the MEYP needs to be informed by an understanding of a range of broaderinformation including federal and state government policy directions and insights about researchevidence.

It also needs to be informed by data on local community characteristics and trends as wellas mapping of existing local services, resources and arrangements for collaboration and co-ordination. Council strategies and plans and the council’s role in the early years sector also provideimportant context for the development of the MEYP.

GOVERNMENT POLICY DIRECTIONSAs already outlined in Part 1, the implications of federal and state government policies must beconsidered when developing an MEYP. It is important to look for the opportunities these policiescreate, but also to analyse and determine if there are any constraints they impose that will needto be considered when developing the MEYP. Understanding current government policy prioritiesto ensure there is a strategic approach to identifying opportunities that can then be turned intostrategies for action.

FINDING THE DATAUndertaking evidence based research and gathering data about the early years is important toensure that the MEYP is based on current and sound information. It is useful to build a profile ofthe local community and the critical issues that impact on young children and their families

CASE STUDYEARLY YEARS PROFILINGCITY OF GREATER DANDENONGMunicipal mapping and profiling has assisted in thedevelopment of the MEYP and its recommendedactivities. By understanding our community (wholives here and where) planning for the future ismore able to be relevant to community needs. Forexample, the development of playgroups for theAfghan community in the areas of the municipalitywhere they have settled, the provision of additional4 year old kindergarten groups in areas where thepopulation of young children is increasing.

Profiling of the community can assist in determininghow services are best delivered. For example, inareas of disadvantage, services tend to be mosteffective if outreached to the community rather thanexpecting the community to go to the service.

The City of Greater Dandenong has had successin providing MCH services in partnership with thelocal Aboriginal Cooperative. The Springvale Servicefor Children is also an example of an integratedfamily and children’s centre where Council andcommunity services work together to provide betteropportunities for the community.

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Part 2: Practical Guide to MEYP PlanningThe following areas of data could be used to inform an MEYP. Federal and statepolicies are ever changing, therefore a definitive list of actual titles of documentshas not been included, but rather areas that should be researched include:· Local stakeholder organisations annual reports and strategic plans· Australian Government policy (DEEWR)· Victorian Government policy (DEECD)· Local government early years and public health and wellbeing plans and policies· Maternal and child health annual data reports· Australian Early Development Index (AEDI) data· State government (DEECD) early years profiles and community indicators· Research evidence – OECD reports, intergenerational reports· Data that maps local services and resources· Community Indicators Victoria data· Aboriginal and Torres Strait Islanders profiles· Productivity Commission inquiries into early years mapping early years programsIt may be useful to identify local services, programs and activities againstcharacteristics such as: for what age group; how many services are providedeither directly or indirectly; where are they located; who provides them; how dothey fit in with achieving government policy directions; what do they cost.14

KEY DATA SETSAustralian Early Development Index (AEDI), including theVictorian results, the national report titled a snapshot of earlychildhood development in Australia, and the local government areasummary sheets.http://www.rch.org.au/aedi/index.cfm?doc_id=13051

Early Childhood Community Profiles and Aboriginal andTorres Strait Islander Profiles, prepared by the Office for Planning,Strategy and Coordination within the DEECD, which draw on thedata obtained through Victorian Child and Adolescent MonitoringSystem.

Community Indicators Victoria, hosted by the McCaugheyCentre, School of Population Health, University of Melbourne, whichprovides a snapshot of the wellbeing of individual municipalities withcomparisons to regional and state-wide results. Indicators that maybe useful in the municipal early years planning process include:· Breastfeeding· Child health assessments· Early childhood development· Immunisation· Parental participation in schools· School literacy and numeracy

Additionally, there may be other community indicators available thatcould assist councils with placing municipal early years planning inthe context of the social determinants of health and other councilplanning priorities.http://www.communityindicators.net.au/

The Victorian Population Health Survey, which has been recentlyexpanded to include information at a local government area level.http://www.health.vic.gov.au/healthstatus/vphs_previous.htm

The Australian Institute of Health and Welfare reports on health,14 Appendix 2 provides one example of a service mapping exercise. development and wellbeing of children.

www.aihw.gov.au/childyouth34

Part 2: Practical Guide to MEYP PlanningSTAGE 3ENGAGING THE COMMUNITYLocal community stakeholders need to be engaged in the process of developingthe MEYP through a range of approaches. Engagement of a wide range of localstakeholders is central to ensuring local issues of importance are identified andthat local needs, priorities and capacities inform the development of the MEYP.

Key steps in the stage include:· Utilising council’s wider community engagement strategy – in many instances

this will inform the development of approaches;· Identifying the aims of engaging with the community;· Identifying stakeholders – ensuring all key stakeholder groups are identified,

which areas of interest/ influence they are engaged in and ensuring a diversityof views;

· Particular importance should be placed on successfully engaging with groupswho may have special needs and are less likely to participate in more standardcommunity engagement processes;

· Utilising a range of approaches – such as on line discussions, focus groups,public forums, networking and surveys; and

· Ensuring there are meaningful opportunities for stakeholders to be informedabout the process for the development of the MEYP, how their input will be fedback, the insights emerging from the work in Stage 2, as well as seeking theirinsights and views on issues.

Platforms Service Redevelopment FrameworkThe Platforms Service Redevelopment Framework developed bythe Centre for Community Child Health (CCCH) is a research basedframework designed to assist local communities refocus services forchildren and families and strengthen the capacity of communities topromote positive outcomes for children.

The second phase of this framework is community engagement andplanning and is supported by a range of resources and guides, including:· CCCH Resource Audit Tool, focused on auditing polices, services

and programs· CCCH Guide to Community Engagement· CCCH Guide to Planning, Implementing and Evaluating

Community Initiatives· An outline of AEDI· CCCH Guide to Integrated Service Deliveryhttp://www.rch.org.au/ccch/ profdev.cfm?doc_id=12844

CASE STUDYCOMMUNITY ENGAGEMENTSURF COAST SHIRESurf Coast Shire has been at the forefront of conducting communityengagement activities that support and promote citizen participation.In developing the MEYP, engagement of community members andkey stakeholders was sought through a range of activities includingsurveys, telephone interviews and community conversations andgoverned by Council’s Community Engagement Framework.

Community engagement has been integral in informing thedevelopment of the MEYP by enabling the collection of informationabout issues of concern and ideas to enhance planning, accessand delivery of early years services at both a local and municipallevel. The resulting MEYP action plan reflects many items from theconsultations.

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Part 2: Practical Guide to MEYP PlanningSTAGE 4ANALYSIS AND IDENTIFICATION OF PRIORITIESStages 2 and 3 provide a diverse set of information and insights that will need to be distilled andused to inform the development of the MEYP. In this stage careful consideration of this informationand research needs to be undertaken in order to tease out and identify where the areas of priorityare and strategic themes that the MEYP will need to address.

It is important to ensure there is a common understanding of such things as where the policyagenda is going, what the community sees is important in the early years space, where thetriggers are that may give rise to tension of competing demands, what the key strategic issues arethat will need to be reflected in the vision and goals of the organisation, consideration of accessand equity issues, trends and events that will influence the MEYP over its lifetime.

It may also be worth developing a strategic issues agenda which is an analysis of strategic issuesthat are anticipated or actual conditions or tensions, internal or external to the organisation, that,if they continue, will have a significant effect on the functioning of the organisation or its ability toachieve its desired MEYP.

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Developing prioritiesCOUNCIL’S ROLEDo the priorities reflect council’s corporate priorities?

EXISTING MEYPDo the priorities build on the successes andlearnings that have emerged from the evaluation ofthe existing MEYP?

POLICYDo the priorities align with state and federal policy?

EVIDENCEDo the priorities align with the Victorian Child andAdolescent Outcomes Framework?

LOCAL FOCUSDo the priorities address local community needs?

Part 2: Practical Guide to MEYP PlanningSTAGE 5DETERMINING THE VISION AND GOALSIn any strategic planning process including the MEYP process, it is important to determine avision. The vision sets out the broad aspirations for the early years area whilst the goals are theimportant ‘signposts’ that head the organisation toward the vision. For any municipality, the visionmust link to existing municipal plans and should not be out of alignment with the broader aims ofthe municipality.

Once the vision is clearly developed and articulated, then key goals for the MEYP can bedeveloped to outline the priority directions for working towards the achievement of the vision.

The goals will form the basis for developing the rest of the MEYP, particularly the objectives andactions that specify the details of what needs to be done, by whom and by when. In an MEYP,there really needs to be no more than six goals, any more and the plan may be rendered unrealisticor unachievable. When developing goals it is important to bear in mind the following principleknown as SMART

Goals should be15:· Simple· Measurable· Achievable· Realistic· Timely

15

.Part 3 shows examples of visions and goals

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Part 2: Practical Guide to MEYP PlanningSTAGE 6DEVELOPING THE ACTIONSCouncils are experienced in developing action plans or undertaking action planning. The actionplan should include: identifying what is to be done; when it will be done; who is responsible;allocation of resources; how it will be measured and the outcome desired.

Actions are the means of implementing the goals. They are usually initiatives taken over the short-term or over a defined period that achieve the goals specified in the MEYP. Actions provide day-to-day programs and activities, which allow staff to respond to the identified needs of the communityin a constructive and meaningful way. They should be specific and time-based and clear in who isresponsible for implementing the action and the desired outcome.

Actions form the basis of councils’ early years operational or business plans and similaroperational plans that belong to the different MEYP partners (if there are any identified/nominated).The actions would usually be informed by what worked in the previous and/or existing MEYPaction plan, and should draw on the strength of existing relationships and collaborations to deliverinitiatives in the most efficient way possible.

A council may like to consider developing actions using a partnership approach. In this a ‘lead’partner would be identified and their responsibility would be to ensure that the action plan part ofthe MEYP is achieved by whoever is allocated responsibility for its implementation. Partnershipsmay be formed internally with other business units or externally with other organisations.

When undertaking the action planning stage, it is important to use a consultative approach toensure that stakeholders including council staff are involved in the development of the action plan,as this will then form the basis of their business unit and work plans.

CASE STUDYDEVELOPING ACTIONSCITY OF WHITTLESEATwo key MEYP strategies of the City of Whittleseawere to:1. Develop strategies to increase preschool

attendance:2. Advocate for stronger collaboration between

local, state and federal governments.With this in mind, the council set out to work withthe local Aboriginal community and the Departmentof Planning and Community Development toimprove outcomes for Aboriginal families throughthe establishment of an Indigenous early childhoodcentre. The Bubup Wilam for Early Learning is nowwell into its development with funding from all levelsof government. The interim Early Years IndigenousCentre now has enrolments of 25 Aboriginal childrenwho were not previously attending kindergarten anda robust Aboriginal community governance structurehas been established.

A key strength of this project was its strongconnection to well developed and endorsedstrategies and outcomes as defined in the councilMEYP. This enabled buy-in from Council at a seniorlevel, the Aboriginal community and government.

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Part 2: Practical Guide to MEYP PlanningCommunity Impact AssessmentsA specific tool that may be used in developing actions is that of community impact assessments.Some councils have had success with using community (or social) impact assessments as atool to carefully evaluate and plan for some significant actions that may form part of their MEYP.Community impact assessments would usually be undertaken in advance of any decision makingprocess to ensure that the assessment informs resulting actions and outcomes.

The decision to undertake a community impact assessment should be well informed and clearabout the outcomes desired from undertaking such a process. It is valuable in that it may enhancethe MEYP by making it a more informed and responsive document, with an evidence base behindwhy an action or a set of actions are in the MEYP.

Councils wanting to know more about the concept and use of community impact assessmentscan visit the International Association for Impact Assessment website16.

CASE STUDYCOMMUNITY IMPACT ASSESSMENTCITY OF WODONGAThe MEYP recommended a feasibility study beundertaken on relocating a number of kindergartencentres. A social impact assessment process wasused to identify the ‘types of impacts’ and thosecommunity members likely to be most impacted bythe proposed relocations. Direct consultation wasthen held with individuals, community groups andagencies (in this case, residents, service users andservice providers). This feedback was considered,along with other data, to rate the level of impact ofthe proposal/s, particularly the level of disadvantage,which may arise. The community impact assessmentalso identifies ways to minimise negative impacts. Inthis case, it was determined by council that only twoof the three centres should be relocated.

The community impact assessment also identifiedthe impacts of the loss of public open space as aresult of the proposed relocation of the kindergartencentres, and provision of new playgrounds wasincluded in the planning process.

16 http://www.iaia.org/publications/

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Part 2: Practical Guide to MEYP PlanningInfrastructure planningGiven that councils own the majority of facilities from which early years programs andactivities operate, it is important to embed facility and infrastructure needs into the MEYPprocesses at a neighbourhood and municipal level. This involves applying data tools andcommunity consultation in combination with keeping abreast of developments in policypriorities.

For example, local councils and governments are increasingly focusing on moreintegrated multi-service models for early years program provision, which can havesignificant impact on a council’s infrastructure requirements. The forward planning anMEYP affords, is an opportunity to link service and facility development requirementsto council, state and federal budget processes. Furthermore, an MEYP that integratesearly years requirements across a range of dimensions and makes use of communitypartnerships can allow councils to plan for efficient and creative use of infrastructure tobenefit children in the municipalities.

An effective approach to early years infrastructure planning may assist councils to:· Include early years facility planning as part of council’s broader social infrastructure

planning· Take a life cycle approach to early years infrastructure planning· Develop cost-effective management strategies for the long term· Provide a defined level of service and monitoring performance· Understand and meet the demands of growth through demand management and

infrastructure investment· Manage risks associated with asset failures· Ensure sustainable use of physical resources· Facilitate continuous improvement in asset management practices· Work in partnership with the community to review lease or licensing agreements

CASE STUDYPLANNING FOR SOCIAL/COMMUNITY INFRASTRUCTUREYARRA CITY COUNCILYarra City Council has approached the planning for social /community infrastructure through a range of methodologiesover the past 6 years.

In 2004 Council created the Social Infrastructure ManagementPlan (SIMP) that looked at each building and facility ownedby the City of Yarra and examined it from the perspectives ofcurrent utilisation, local demand, fitness for purpose and how itsat in context of likely developments within a defined precinct.

The SIMP was an innovative piece of work thatincluded technical assessments from the Assets andInfrastructure Division, strong engagement with users andsocio-demographic analysis in terms of trends and futuredemand.

In 2007 the SIMP was integrated with the more technicalBuilding Asset Management Plan where a CRV (Condition/ Risk / Viability) rating was developed and applied to guidethe development of a program of works for major upgrades,renewals and new projects.

Council was successful in securing funding for an early yearsmunicipal wide infrastructure plan that has incorporated theprevious social and community infrastructure work and maderecommendations regarding existing and new children’sservices. Council is now moving towards future oriented,neighbourhood based community infrastructure planning,and has been successful in obtaining partnership funds fromfederal, state, council and community partners to establish aCommunity and Children’s Hub on Atherton Gardens HousingEstate, Fitzroy.

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Part 2: Practical Guide to MEYP PlanningSTAGE 7DOCUMENTING THE MEYPIt is important to properly document the MEYP in a way that assists with communicating itspurpose, what it is setting out to achieve and proposed actions. It is also important that the planidentifies who will be responsible for achieving each identified action and the timeframes for theachievement of actions. The structure of an MEYP may vary from council to council. However, theMEYP structure and format could include:· An introduction and summary· Scope· Policy context· Role of council· Brief summary of early years profile· Vision· Summary of goals/priorities/objectives/actions· Action plan· Review and evaluation process

An MEYP should be an active plan – one that is well documented and monitored regularly.Appendix 4 provides a checklist, a sample format and action-planning template that maybe helpful in ensuring that the MEYP comprehensively addresses early years planning in themunicipality.

MEYP documentationCITY OF GREATER DANDENONG· Introduction· A vision for a child and family friendly City of

Greater Dandenong· A Child Friendly City· Overview of the municipal early years plan· Municipal early years - Action Plan- Key direction 1: Creating an integrated, flexible

and accessible early years system- Key direction 2: Creating connected

communities- Key direction 3: Improving early childhood

health, learning and development- Key direction 4: Improving the wellbeing of

families with children- Key direction 5: Advocating for better early

years outcomes· MEYP development, monitoring and review

SURF COAST SHIRE· Council vision· Linking to the early years··········

Developing the MEYPBuilding on the MEYP 2006 – 2008The MEYP 2009 – 2013Listening to the communityChildren and families of Surf CoastEarly childhood indicatorsEarly years servicesSurf Coast early years action planEnhanced planning for SurfcoastAppendices

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Part 2: Practical Guide to MEYP PlanningSTAGE 8ENDORSEMENTThis is a critical stage in the process as it is where the MEYP receives ‘buy-in’ from those who maynot have been intimately involved in its development. If a partnership approach has been used,then the MEYP will need to be endorsed by the partnership group, then council.

The MEYP needs to be endorsed through normal council processes. It is useful if a ‘champion’ isappointed to see the plan through this process.

Once the MEYP is ‘approved’ it is important to ‘market’ and promote the plan to relevantstakeholders.

Often a formal launch of the plan provides a great opportunity for the council to demonstrate itsextensive and ongoing commitment and responsiveness to the community.

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Part 2: Practical Guide to MEYP PlanningSTAGE 9IMPLEMENTATION AND MONITORINGIt is here that all the hard work of the strategic and action planning comes into its own with theMEYP. When the action planning is done well, it generally follows that the implementation of theMEYP should be clear and straightforward. There should be no doubt as to who is responsiblefor what and by when, as it should all be documented in the action plan. The responsibility forensuring the action plan is achieved should be delegated and articulated clearly. It is good practiceto ensure the responsibility sits in that person’s own workplan or performance appraisal.

Regular reporting timelines should be set in place to ensure the implementation of the MEYP stayson track.

Monitoring the progress of implementation is an important part of this stage. Responsiblestakeholders should take part in regular review and updating of this process. Monitoring theimplementation of the MEYP is important for a range of reasons including:· Providing accountability to fund providers· Gaining access to resource allocations· Signalling when opportunities arise, when milestones are reached, or when actions need

reviewing because they are not being achieved in a timely manner.

A monitoring process can be developed that gives attention to:

CASE STUDYIMPLEMENTING OUTREACHCITY OF PORT PHILLIPThe action identified in the MEYP was to influenceparticipation rates for MCH services by deliveringa flexible service model that meets the changingneeds of the community.

Implementing outreach MCH visits in local earlychildhood services was one way of doing this. Theservice was further enhanced by ensuring childrentook an active role in this check. A letter is sent tothe child introducing the nurse and explaining whatwas going to happen at the check.

The data indicates a 15% increase in the numberof children attending their 2 and 3 year old checks.This can be partly attributed to the outreach service.Families and children have also mentioned theyfeel comfortable having their MCH checks in anenvironment that is familiar and convenient.

· How progress is recorded and reported· To whom and how often is it reported· What review action will be undertaken if a strategy/action is facing difficulty?

The outcomes from the monitoring process will inform the review and evaluation stage (ReferStage 10)

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Part 2: Practical Guide to MEYP PlanningSTAGE 10EVALUATION AND REVIEWDeveloping an effective approach for evaluating multiple aspects of the MEYP planning processand the impacts of the plan on the community is a critical component of the MEYP planningcycle. As indicated in Part 1 evaluation is a critical management and learning tool within theMEYP planning process and is different to the ongoing regular monitoring of progress on theimplementation of the MEYP that normally occurs as part of organisational accountabilityprocesses.

Again as indicated in Part 1, many different approaches are possible to evaluation, but evaluationof the MEYP is most useful when it provides insights into each of the following aspects:

1. How well did the previous MEYP document what needed to be achieved and howsuccess would be measured?

2. How effectively were the actions in the plan implemented and what factorsstrengthened or impeded the process of implementation?

3. What impact has implementation of the actions had in the local community? Was thiswhat the plan anticipated?

4. What influence is implementation of the actions in the plan potentially having onlonger term community health and wellbeing outcomes?

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CASE STUDYMEASURING OUTCOMESCITY OF YARRAThe Yarra Early Years Strategy and Action Plan2009 -2013 is Council’s second early years plan.In undertaking the preparation of the current plan,an extensive review of the impact of the actionsand achievements of the previous plan was thefirst step. This involved measuring actions againstthe objectives they were intended to address, andmaking a calculated assessment of their success orotherwise. Actions were intentionally set in such away as to be tangible and measurable.

Throughout the previous and current plan, regularperiodic reviews of implementation progress occur.These reviews involve working with an internalstakeholder reference group and reports areprovided to Council, the Early Years ReferenceGroup (a broad based stakeholder group) andthrough higher level council plans.

Part 2: Practical Guide to MEYP PlanningWhat you will need to determine the four aspects:· the information that is required to be able to answer the questions· the best way to gather the information· how the insights will be communicated· how the insights will be used to inform the development of the next MEYP.

Information from a range of sources will need to be used including:

· Analysis of quantitative data such as census information, Australian Early Development Index,early childhood community profiles, community indicators;

· Discussion between members of the MEYP partners;· Seeking and understanding the views of key stakeholder groups including council officers and

councillors, local service providers, families of young children, local businesses and governmentemployees. A range of methods can be used including:

- interviews- focus groups- feedback forms- surveys

· Developing case studies that provide more in-depth insights into specific issues or impacts; and· Undertaking audits of buildings or documents.

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Part 2: Practical Guide to MEYP PlanningAspect 1: Evaluating the MEYP and the process by which it wasdevelopedThe MEYP sets out the vision for the community and its priorities, goals and actions that thecouncil and others involved believe will contribute to achievement of the vision. The MEYP shouldalso identify the way in which progress/achievements will be measured.

The key evaluation question is:

“How well did the previous MEYP document what needed to be achieved and how successwould be measured?”Issues to consider include:· Were the vision, goals, actions and measures for achievement/outcome outlined in the MEYP

sound and set out in a logical way?· Was it possible to collect the data or insights required to assess performance against the plan’s

stated outcomes/measures of progress?· Were the right people involved in contributing to all aspects of the development of the MEYP?· Was the development of the MEYP based on a comprehensive understanding of the key issues

affecting young children and families in the municipality?· Were there adequate skills and resources available to develop the MEYP?· What are the implications of the insights gained for the development of the next MEYP?

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How good was theplanning process?How well did thedocument set out whatwas to be achieved?How could the MEYPimplementation beimproved for next time?

Part 2: Practical Guide to MEYP PlanningAspect 2: Evaluating the implementation of the MEYPIt is important to seek insights into the process by which the actions outlined in the MEYP wereimplemented – this is often called process evaluation.

The evaluation question is:“How effectively were the actions in the MEYP implemented and what factors strengthened orimpeded the process of implementation?”Issues to consider include:· Were all the actions outlined in the MEYP actually able to be implemented?· Were all the actions outlined in the MEYP implemented?· Were the actions implemented in the anticipated manner and within the anticipated timeframes?· Did any issues arise that impeded the process of implementation of actions?· Were there factors that enhanced the implementation of any of the actions?· Were there any changes to budgets, policies or personnel (or other similar issues) that required

particular proposed actions to be reviewed?· Where there appropriate approaches in place to effectively respond to any difficulties being

experienced with implementation?

Were the actions ableto be implementedsuccessfully?What impededimplementation?How could it beimplemented betternext time?

· What are the implications of the insights into implementation issues that should be taken intoaccount in planning for your next MEYP?

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Part 2: Practical Guide to MEYP PlanningAspect 3: Evaluating the impact of the MEYPIt is important to understand what happened as a result of implementing the MEYP with the keyquestion being:

“What impact has implementation of the MEYP had in the local community? Was this what theMEYP anticipated?”Issues to consider include:· Did you achieve the changes or outcomes that you had identified in the MEPY for each of the

actions?· Were the measures outlined in the MEYP helpful in identifying the impacts?· Were there any positive or negative impacts you did not anticipate, for example:- the way in which services in the municipality worked together- achieving greater participation by one vulnerable group in one area of the municipality but not in

other areas- demand for specific services increasing more than anticipated and creating significant pressure

on a service?· What are the implications of the insights into the impacts of the MEYP that should be taken into

account in planning for your next MEYP?

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Did the actions havethe anticipated impact?Were the measuresthe right ones?What insights have theimpacts given us fornext time?

Part 2: Practical Guide to MEYP PlanningAspect 4: Evaluating longer term outcomesIt is important to understand whether the health and well being of young children and their familiesis improving over time. The key question is:

“What influence is implementation of the actions in the plan potentially having on longer term community health and wellbeing outcomes?”Issues to consider include:· Have there been any changes in outcomes as measured in the early childhood community

profiles, AEDI index, and community indicators etc?· Is there a pattern of consistent change over time?· Can the changes be linked to any MEYP actions or processes?· Are there other activities outside the MEYP that relate to the changed outcomes?

Are there any changesto the overall healthand well being of youngchildren and theirfamilies?Is the pattern of changeconsistent?Can any of the changesbe related to the MEYPactions or processes?

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Part 2: Practical Guide to MEYP PlanningIt is anticipated that councils will periodically review the MEYP (perhaps on an annual basis). Thiscould be done by looking at some of the questions covered in the evaluation process to identify:· That the activities are kept within the parameters of the agreed goals, strategies and actions;· That the activities are consistent with council and the MEYP vision, mission and values;· How key stakeholders are participating;· How well the plan is going;· Whether some of the actions in the MEYP need updating or reprioritising because some things

are not working or there have been significant internal or external changes (For example, asignificant change in the role of the council in early years, or a change of government andconsequent change of policy or funding).

Monitor regularlyReview annuallyEvaluate at thecompletion of the MEYPplanning cycleFurther information refer to

www.diycommitteeguide.org/resources/strategic-plan-6-monitoring

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Part 3:References andresources

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Part 3: ReferencesPART 1Environments for Health, Municipal Public Health Planning Framework 2001,p 48 Checklist 7 www.dhs.vic.gov.au/phd/localgov/mphp/index.htm

LGPro Corporate Planner’s Network (2008) Embedding Community Prioritiesinto Council Planning – Guidelines for the Integration of Community andCouncil Planning

A useful bibliography in this field can be found at the ACT Children’s Planwebsite:http://www.children.act.gov.au/documents/PDF/08%20June%20CNF%20Raising%20Children’s%20Voices%20-%20Bibliography.pdf

http://www.earlychildhoodaustralia.org.au/early_childhood_news/speeches/meaningful_consultation_with_children_raising_childrens_voices_july_2008.html

As defined by World Health Organisation http://www.who.int

WHO (2000) Social Determinants of Health: The Solid Facts; WHOCommission on Social Determinants of Health (2008) Closing the Gap ina Generation: Health Equity through Action on the Social Determinants ofHealth

Department of Education and Early Childhood Development (2009) TheState of Victoria’s Children 2009 – Aboriginal Children and Young People inVictoria

The W.K. Kellogg Foundation Evaluation Handbookhttp://www.wkkf.org/knowledge-center/resources/2010/W-K-Kellogg-Foundation-Evaluation-Handbook.aspx provides a framework for thinkingabout evaluation and provides a blueprint for planning, designing andconducting project-level evaluation.

The Australasian Evaluation Society’s provides a “Guideline for the ethicalconduct of evaluations”http://www.aes.asn.au/about/Documents%20-%20ongoing/guidelines_for_the_ethical_conduct_of_evaluations.pdf

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Best Start literature:http://www.education.vic.gov.au/ecsmanagement/beststart/what.htm

Victoria’s Plan to Improve Outcomes in Early Childhood

Best Start:http://www.education.vic.gov.au/ecsmanagement/beststart/what.htm;Centre for Community Child Health: http://www.rch.org.au/ccch/

http://www.education.vic.gov.au/ecsmanagement/beststart/default.htm

PART 2http://www.iaia.org/publications/

OLDER REFERENCES THAT MAY BE OF INTERESTEckersley, R., Dixon, J. and Douglas, B. (Eds.) (2001). The Social Origins ofHealth and Well-Being. Cambridge, UK: Cambridge University Press.

Edgar, D. (2001). The Patchwork Nation: Re-thinking Government –Rebuilding Community. Sydney, NSW: HarperCollins Publishers.

Gerhardt, S. (2004). Why Love Matters: How Affection Shapes a Baby’sBrain. London, UK: Brunner-Routledge

Hertzman, C. (2002). An early child development strategy for Australia?Lessons from Canada. Commission for Children and Young People: IssuesPaper No. 1. Brisbane, Queensland: Commission for Children and YoungPeople.

Leutz, W.N. (1999). Five laws for integrating medical and social services:lessons from the US and UK. The Millbank Quarterly, 77 (1), 77-110.

Luthar, S.S. (Ed.) (2003). Resilience and Vulnerability: Adaptation in the Contextof Childhood Adversities. Cambridge, UK: Cambridge University Press.

Maton, K.I., Schellenbach, C.J., Leadbeater, B.J. and Solarz, A.L. (Eds.)(2004). Investing in Children, Youth, Families, and Communities: Strengths-Based Research and Policy. Washington, DC: American PsychologicalAssociation.

Part 3: : ReferencesMoore, T.G. with Larkin, H. (2004). ‘More Than My Child’s Disability’: AComprehensive Review of Family-Centred Practice and Family Experiencesof Early Childhood Intervention Services. Melbourne, Victoria: Scope (Vic)Inc.

Federal Scientific Council on the Developing Child (2004). Young ChildrenDevelop in an Environment of Relationships. Waltham, Massachusetts:Federal Scientific Council on the Developing Child, Brandeis University.http://www.developingchild.net/papers/paper_1.pdf

Federal Scientific Council on the Developing Child (2005). Children’sEmotional Development is Built into the Architecture of their Brains.Waltham, Massachusetts: Federal Scientific Council on the DevelopingChild, Brandeis University.http://www.developingchild.net/papers/workingpaperII.pdf

Rogers, R. and Moore, T.G. (2003) The Early Years Project: RefocusingCommunity-Based Services for Young Children and their Families - aLiterature Review (plain English version). Melbourne, Victoria: Centre forCommunity Child Health.

Scott, D. (2001). Building communities that strengthen families. FamilyMatters, No. 58, 76-79.

Shonkoff, J.P. and Phillips, D.A. (Eds.) (2000). From Neurons toNeighbourhoods: The Science of Early Childhood Development. Committeeon Integrating the Science of Early Childhood Development, FederalResearch Council and Institute of Medicine. Washington, DC: FederalAcademy Press.

van der Gaag, J. (2002). Human development. In M. E. Young (Ed.), FromEarly Child Development to Human Development Investing in Our Children’sFuture. Proceedings of a World Bank Conference on Investing in OurChildren’s Future Washington, D.C., April 10-11, 2000. Washington, D.C.:The World Bank.

Preparing a Municipal Health Planwww.dhs.vic.gov.au/phd/localgov/archive/mphp/prep.html

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Part 3: APPENDIX 1 – GlossaryFor the purpose of this document the following terms refer to:

ABS Australian Bureau of Statistics

Actions Statements of actions undertaken to achieve objectives (SwinburneUniversity)

AEDI Australian Early Development Index

The Blueprint Blueprint for Education and Early Childhood Development2008

CCCH Centre for Community Child Health, Royal Children’s Hospital,Melbourne

COAG Council of Australian Governments

DEECD Department of Education and Early Childhood Development

DEEWR Department of Education, Employment and Workforce Relations

DHS Department of Human Services, Victoria

Early childhood Birth – 8 years

Early years Birth – 8 years

Early childhood programs This refers to all informal and formal programs,services and/or initiatives that work towards optimal health/educational/careoutcomes for children aged 0 – 8 years

FaHCSIA Department of Families, Housing, Community Services andIndigenous Affairs

Goals Broad statements about general intentions (Swinburne University)

Intensive services Those services where the issue, problem or concernis one that requires intensive, and often ongoing intervention. People mayseek out the assistance required, be referred by another service, or besubject to statutory intervention due to the nature of the problem and/orthe level of risk to children or other family members. According to the StateGovernment’s publication Growing, Learning Thriving- Building on Victoria’s

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Achievements in Early Childhood Development (2009), these seek to resolvecomplex and sometimes ongoing challenges and conditions. These servicesare tailored to a range of specific child and family needs. Also referred to as“tertiary services”

Intervention* Early childhood intervention consists of multi- disciplinaryservices provided to children from birth to eight years of age to promotechild health and enhance emerging wellbeing competencies, minimisedevelopmental delays, remediate existing or emerging disabilities, preventfunctional deterioration, and promote adaptive parenting and overallfunctioning

MAV Municipal Association of Victoria

MEYP Municipal Early Years Plan

MEYPF Municipal Early Years Planning Framework

M&CH maternal and child health

MPHP Municipal Public Health and Wellbeing Plans Under the provisions ofthe Public Health and Wellbeing Act 2008, Section 26, every council mustprepare a municipal public health and wellbeing plan within the period of12 months after each general election of the council. The plan should bereviewed annually and, if appropriate, be amended

Objectives Precise, tangible, measurable statements of intent (SwinburneUniversity)

Outcomes The results of actions undertaken to meet stated objectives.These should be able to be verified or measured

OECD Organisation for Economic Co-operation and Development

Protective factors* Factors that modify or ameliorate individual’spredisposition to poor outcomes

Risk factors* Biological, psychosocial or environmental factors thatincrease chance of sub-optimal developmental outcome

Secondary services See “Targeted services”

Part 3: APPENDIX 1 – GlossarySEIFA Socio-economic indexes for areas

Targeted Services Those services which are directed to people who dohave a particular issue, problem or concern and who need assistanceto help them to manage or resolve this. There may be some level of riskinvolved if issues are not addressed. People may seek out the assistancethemselves, or it may be provided by way of referral from either universalor intensive service. According to the Victorian Government’s publicationGrowing, Learning, Thriving- Building on Victoria’s Achievements in EarlyChildhood Development (2009) this includes a second year of fundedkindergarten, supported playgroups, the enhanced maternal and child healthservice, early childhood intervention services and student support servicesofficers providing support for children, families or communities to reducedisadvantage and the inequalities in outcomes between groups of children.Also referred to as “Secondary Services”

Tertiary services See “Intensive services”.

Universal services Those services that are directed to the wholetarget population. There is no requirement, or expectation, that usersof services have specific issues, problems or concerns that need to beaddressed, although some users may. It is also not necessary for problemsor issues to be present or identified for the person or family to use theservices. According to the Victorian Government’s publication Growing,Learning, Thriving- Building on Victoria’s Achievements in Early ChildhoodDevelopment (2009) this includes school, kindergarten, long day care,occasional care, family day care, outside school hours care and maternaland child health services, which are available to all children and families.

VCAMS Victorian Child and Adolescent Monitoring System

UNICEF United Nations Children’s Fund

* These definitions are consistent with CCCH Glossary of Terms “The Early Years Project: Refocusingcommunity based services for young children and their families: A Literature Review”, 2003http://www.rch.org.au/ccch/profdev.cfm?doc_id=10965

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Part 3: APPENDIX 2 – Service mappingAEDIThe Australian Early Development Index was first completed nationwide in2009. A follow-up data collection occurred in some small areas in 2010.In the 2009 data collection, information was collected on 261,147 Australianchildren (97.5 per cent of the estimated five-year-old population) in their firstyear of full-time school between 1 May and 31 July.

In April 2010 the latest AEDI results were launched providing 96 per cent ofAustralia’s communities with important information about how their childrenare developing.

This data will continue to be collected every three years.

For councils AEDI information can be found at:http://maps.aedi.org.au/

Department of Education and Early ChildhoodDevelopmentThe department provides services to children and young people both directlythrough government schools and indirectly through regulation and funding ofearly childhood services and non-government schools.

The department’s key responsibilities inform the following outcomes thatthe department strives to achieve within its birth-to adulthood learning anddevelopment agenda:

CHILDREN: 0-8 YEARS· Children have the best start in life to achieve optimal health, development

and wellbeing· Children acquire the basic skills for life and learning· All children have access to affordable, high-quality early childhood

education in the years before schooling· High-quality early childhood education and care supports the workforce

participation choices of parents with children in the years before formalschooling

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CHILDREN: 8-17 YEARS· All children are engaged in and benefiting from schooling· Children are meeting expected literacy and numeracy standards, and

overall levels of literacy and numeracy are improving· Victorian students excel by national and international standards.

Children’s services register can be found at:www.vic.gov.au/education/early-childhood/early-childhood-services.html

Other services mapping informationExample of a services mapping project completed in Western Australia.www.childaustralia.org.au

Integrated service delivery at the local level – Working with service in Victoriawww.rch.org.au

Child and Adolescent Mental Health Serviceswww.health.vic.gov.au/mentalhealth/services/child/

Koorie Maternal and Child Health Services Victoriawww.health.gov.au/

Strategic framework for paediatric health services in Victoriawww.health.vic.gov.au/

Integrated family violence services – service mapping and referral pathwaysprojectwww.bswifv.org.au/

APPENDIX 3 – Sample vision, goals, objectives and outcomes with measuresAn example of a vision statement that may result from the consultationphase could be:

MEYP visionTo plan in partnership with the community for a community where everychild thrives, learns and grows, is valued and respected, to become aneffective adult.

An example of broad goals that address the three key findings from theevidence identified in Part 1 (i.e. setting the stage for later life, influencingchildren’s vulnerability and resilience and comprehensive, coordinated familycentred service system) could be:

MEYP sample goal1) Ensure the establishment of an effective, accessible and integratedservice system that promotes and responds to the health and wellbeingof children and their families.

An example of objectives and outcomes with measures developed from thegoal could be:

GOALEnsure the establishment of a high qualityeffective, accessible and integrated service systemthat promotes and responds to the health andwellbeing of children and their families.

OBJECTIVE1. Improve the quality of children’s services

buildings owned by council.2. Provide an immunisation service in accordance

with the Australian standard vaccinationschedule

OUTCOME AND MEASURE1. Decrease in breaches related to building works

as reported by the department.2. Increase the number of children that are age

appropriately immunised as reported to thedepartment

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Part 3: APPENDIX 4 – The MEYP DocumentationDoes the MEYP:· Address what is needed in the municipality to support children, based on

a critical analysis of work undertaken in stages 1-6?· Identify role across all early years programs in the municipality?· Encompass the universal, targeted and intensive service system, as

well as broader programs and activities such as health promotion andenvironmental planning?

· Incorporate all formal early years programs such as M&CH, kindergarten,Best Start etc?

· Cover a minimum age range of birth to 8 years?· Address the needs of vulnerable families?· Address infrastructure requirements?· Contain clearly defined actions with appropriately allocated resources?· Contain goals that are achievable and measurable?· Include an evaluation process?

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Part 3: APPENDIX 4 – The MEYP DocumentationSAMPLE MEYP ACTION PLAN

2 0 to 2 0Day Month Year Day Month Year

Council Vision:

Linked statements in other Council Plan:

MEYP Vision:

MEYP Goals:

1.

2.

3.

Objectives Outcome measure Actions(with evidence)

Lead partnerInternal (I)

Time lineImmediate

Council roleService /facility

DimensionBuilt/Physical (BP)

OutcomesFramework

Service LevelUniversal (U)

External (E) Years 1,2,3 Provision (SP)Planning (P)

Social (S)Economic (E)

Children, families, Targeted (T)community, society Intensive (I)

Advocacy (AD)Communitystrengthening (CS)

Natural (N)

1.2.3.

1.2.3.

1.11.21.31.42.12.22.32.42.53.1

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Part 3:

Planning (P)Advocacy (AD)Community

APPENDIX 5 – Sample MEYP Action PlanSample MEYP Action Plan 2009 to 2013(Extract from Surf Coast Shire Council)

Council vision: A vibrant, connected and healthy community, valued forits unique blend of natural environment, opportunity and quality of life. Oneof its strategic objectives for the next four years is for “healthy, resilient andsafe communities”. Council believes strongly in listening to its communityand “turning talk into action” through its community engagement strategy.

Linked statements in other Council Plans: Surf Coast Shire CouncilPlan, Improved results in the Early Childhood Services Assessment Study(3.5.1), Improved results in the AEDI (3.5.2)

MEYP Vision: Whole of community engagement will facilitate Surf Coastchildren accessing flexibly delivered and responsive support, care andeducation that equip them for life and learning.

MEYP Goal 1: Develop our children

Objectives Outcome measure (with Actions Lead partner Time Line Council Role Dimension Outcomes Serviceevidence) Internal (I) Immediate Service /facility Built/ Framework Level

External (E) Years 1,2,3 Provision (SP) Physical(BP)Social (S)Economic

Strengthening (CS) (E)Natural (N)

Children,Families,Community,Society

Universal(U)Targeted(T)Intensive(I)

Ensure all children AEDI index rolled out Facilitate the implementation Children’s services (I) Yr 1 and 2 CS S Children, Uhave equal access to across Surf Coast Shire of the AEDI indexdevelopmental opportunities Councilincluding families at risk ofbeing isolated

Surf Coast Family andChildren’s ServicesNetwork (E)

Families

“Locate All ChildrenPlan” included in mid-term MEYP review andcommunicated to allservice providers and

Develop and implement a“Locate All Children Plan” toaddress identified areas ofdevelopmental disadvantage,inclusive of

Children’s services (I) Yr 3 and 4 CS

Surf Coast Family andChildren’s ServicesNetwork (E)

S Children,Families

U, T, I

support networks · monitoring and reportingAEDI,

· support plan for children inenhanced M&CH throughto school entry

· targeted outreach toareas of developmentaldisadvantage.

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Part 3: APPENDIX 6 - Key and emerging evidence themesAppendix 6 – Key and emerging evidence themes forthe importance of the early yearsThe early childhood literature provides substantial evidence that17:· The early years are crucial in setting the stage for later life· Young children develop through their relationships with others· Children’s development is shaped by the balance between risk and

protective factors· Supporting families effectively requires a comprehensive, coordinated

family-centred service system.

More recent evidence themes indicate that:· Addressing disadvantage in the early years can end generations of

disengagement for families and whole communities, and provide childrenwith the opportunity of breaking the cycle of disadvantage

· Children’s health, social and emotional wellbeing and their intellectualdevelopment are the business of all early years program providers

The integration of services makes life easier for and less stressful for childrenand families through more consistent forms of delivery.

In order to ensure this Framework stays current – please refer to theliterature provided through BEST Start and Centre for Community ChildHealth18

SETTING THE STAGE FOR LATER LIFEBrain research shows that the early years of development from conceptionto age six, particularly the first three years, provide the basis for thedevelopment of competence, coping and emotional skills that affectlearning, behaviour and health throughout life (Shonkoff and Phillips, 2000).There is growing evidence that good nutrition, nurturing and responsivecare-giving in these early years, combined with high quality early childhood

development programs, can improve the long term outcomes for allchildren’s learning, behaviour, and physical and mental health (van der Gaag,2002).

DEVELOPING THROUGH RELATIONSHIPS WITH OTHERSAll young children’s learning and development occurs in the context oftheir relationships with their caregivers (Federal Scientific Council on theDeveloping Child, 2004). These early experiences form characteristic waysof relating to other people and of coping with the ebb and flow of emotions(Gerhardt, 2004).

These patterns of behaviour are not just psychological tendencies, but areactually built into the architecture and physiology of children’s brains (FederalScientific Council on the Developing Child, 2005).

17

18

These key evidence themes are based on the Best Start literature: http://www.education.vic.gov.au/ecsmanagement/beststart/what.htmBest Start: http://www.education.vic.gov.au/ecsmanagement/beststart/what.htm ; Centre for Community Child Health: http://www.rch.org.au/ccch/

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Part 3: APPENDIX 6 - Key and emerging evidence themesTHE BALANCE BETWEEN RISK AND PROTECTIVE FACTORSChildren’s development is shaped by the balance between factors knownto place development at risk and those known to have protective properties(Shonkoff and Phillips, 2000). Children exposed to multiple risk factorsbecome vulnerable to developmental problems of health, learning andwellbeing, whereas those exposed to protective factors are more likely tobe resilient in the face of environmental adversities (Luthar, 2003). Thesedeterminants of child development have an impact at all levels: family,neighbourhood, community and economy (Eckersley, Dixon and Douglas,2001). To ensure that more children develop well, we need to reduce thefactors that place them at risk and promote those that are protective.Among other things, this means building more supportive communities(Scott, 2001).A diagram of risk and protective factors with associated protection of adverse outcomes can befound in “The Future Directions of the Victorian Maternal and Child Health Services, 2004”

http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/mch/directionmchfututre.pdf

PROVIDING A COMPREHENSIVE, COORDINATED FAMILY-CENTREDEARLY YEARS SYSTEMTo achieve better outcomes for children and families, we need an integratedsystem of child and family services that can respond to the emergingneeds of children and families in local community settings (Leutz, 1999).To become more effective, service systems need to adopt a family-centredapproach to working with families (Moore and Larkin, 2004), a partnershipapproach to working with communities (Edgar, 2001), and a strengths-based approach to policy and service development (Maton, Schellenbach,Leadbeater and Solarz, 2004). Better outcomes are also achieved whenservices are comprehensive, inclusive and universal - that is, they caterfor the needs of all children and provide a wide range of specialised andmainstream community programs and resources.

The benefits of universal service systems are well known (Hertzman, 2002):· Children with special needs are identified and receive services as soon as

possible (early identification).· Because all children receive services, developmental problems can be

minimised or avoided (prevention).· Any stigma about receiving services is eliminated, because it is viewed as

natural for the community to take advantage of resources.· Better outcomes for children can be achieved by improving the

environments in which they are raised.

PROVIDING INTEGRATED SERVICESIntegrated services can be described as those services that arecharacterised by: a unified management system; pooled funds; commongovernance; whole system approach to training information and finance;single assessment; and shared targets. Partners have shared responsibilityfor achieving the service goals through joint commissioning, sharedprioritisation, service planning and auditing. The key features of an integratedservice is that it acts as a service hub for the community by bringingtogether a range of services, where practitioners work in a multi-agency wayto deliver integrated support to families. The integration of services makeslife easier and less stressful for children and families and commits to makingprograms more accessible through more consistent forms of delivery.The Scottish Government “Exploring the evidence base for Integrated Children’s Services”, January2006http://www.scotland.gov.uk/Resource/ Doc/90282/0021746.pdf

DEECD, “Guidelines for the Children’s capital program 2009-2010”http://www.eduweb.vic.gov.au/edulibrary/ public/earlychildhood/childrensservices/ccprogramguidelines200910.pdf

“Every Child Matters”http://www.dcsf.gov.uk/everychildmatters/

DEECD, “Evaluation of Children’s Centres”, Literature Reviewhttp://www.education.vic.gov.au/ecsmanagement/integratedservices/research.htm

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Part 3: APPENDIX 6 - Key and emerging evidence themesINTEGRATED EDUCATION AND CAREAll children experience learning that is engaging and builds success for life.

From before birth children are connected to family, community, culture andplace. Their earliest development and learning takes place through theserelationships, particularly within families, who are children’s first and mostinfluential educators. As children participate in everyday life, they developinterests and construct their own identities and understandings of theworld, which is supported by the early childhood education and child health(ECECH) services they may participate in.

The Victorian early years system is transforming from services that aredifferentiated by basic function – childcare, kindergarten, maternal and childhealth, early years primary school – to an integrated system that serveschildren, connects to families and works to a common purpose – enhancingchild outcomes both within the service setting and beyond.

While childcare services may have initially been developed as a serviceproviding care whilst families are in the paid workforce, kindergarten servicesas providing early childhood education and maternal and child health aschild health monitoring and providing parenting advice, a transformed andintegrated system has all services focusing on the care, education andupbringing of every child.

The separate histories and traditions of these differentiated services haveproduced substantially different goals and work cultures – with separatepolicy, monitoring, and accountability processes. However, families shouldexpect that their infants and young children be entitled to consistent qualityand standard in all service types. There is no evidence-based, justifiablereason to separate care, education and health into separate services.Children’s health, social and emotional wellbeing and their intellectualdevelopment are the business of all early years programs. Optimal earlyyears programs enable seamless transitions and improve continuity for

The Victorian Early Years Learning and Development Framework and the Victorian EssentialLearning Standardshttp://www.education.vic.gov.au

The Australian Early Years Frameworkhttp://www.apo.org.au/research/belonging-being-and-becoming-early-years-learning-framework-Australia

OPTIMISING OUTCOMES FOR VULNERABLE CHILDRENWhilst a stimulating and responsive family environment can have a positiveeffect on early childhood development, international research indicatesthat disadvantage is an indicator of lower rates in school achievement andunfavourable outcomes in later years, including:· Low rates of employment;· Social welfare dependency; and· Higher rates of delinquency and crime.

Social disadvantage drags down children’s cognitive development and this isnoticeable as young as 22 months. Longitudinal data show that these gapswiden and even increase as children progress through school.

Interventions to ameliorate the effects of disadvantage in early childhoodcan compensate for the various risk factors that potentially compromisedevelopment in the years before school entry. In general, the earlierthe intervention, the more effective it will be in remedying the effects ofdisadvantage.

Addressing disadvantage in the early years can end generations ofdisengagement for families and whole communities, and provide childrenwith the opportunity of breaking the cycle of disadvantage.Best interest frameworkwww.dhs.vic.gov.auChild Family Community Australia (CFCA Information Exchange)http:/www.aifs.gov.au

children as they move through the environments of home, early years servicesettings and school.

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Part 3: APPENDIX 7 – Policy contextPolicy development in the early years field has expanded rapidly since theimplementation of the 2006 MEYP Framework, both in terms of breadth andcomplexity. The last four years have seen a vast amount of policy materialpublished both at a state and federal level, emphasising the importance ofearly years as an area of focus for government.

Early years policy is the subject of continual change. Both state and federalpriorities include a vast array of reforms and initiatives that are relevant tocouncils in early years planning. Furthermore, there has been an increasingfocus on integrating childcare and early childhood education under theeducation umbrella both at the state and federal level.

A snapshot of key elements within the current policy context is set out below.

COUNCIL OF AUSTRALIAN GOVERNMENTS (COAG)The 2006 endorsed COAG National Reform Agenda embodies a newcollaborative approach to federalism that encompasses nationally agreedoutcomes through policy that is central to human capital such as educationand health.

In December 2007, COAG agreed to a partnership between the Australianand state and territory governments to pursue substantial reform in theareas of education, skills and early childhood development, and to deliversignificant improvements in human capital outcomes for all Australians. Thisresulted in two agreements in 2008:· The National Partnership Agreement on Early Childhood Education· Closing the Gap: National Partnership for Indigenous Early Childhood

Development

A National Early Childhood Development Strategy – Investing in the EarlyYears has been developed under COAG and was announced in July 2009.The strategy provides a comprehensive approach to building an effectiveearly childhood development system in Australia that will contribute to thenation’s human capital and productivity. The strategy’s vision for 2020 is that‘all children have the best start in life to create a better future for themselvesand for the nation’.

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The National Quality Agenda for Early Childhood Education and Care is akey contribution to the strategy. The National Quality Agenda has three keyelements:· A National Quality Standard including the Early Years Learning Framework

(EYLF), which was endorsed for implementation by COAG at its July 2009meeting.

· Enhanced regulatory arrangements· A quality rating system to drive continuous improvement and provide

parents with robust and relevant information about the quality of care andlearning.

In December 2010 the Early Childhood Development Working Groupreleased an information paper on the education and care services nationallaw and proposed national regulations. The purpose of this document wasto articulate all the work that had been undertaken and developed jointly.http://www.coag.gov.au/

Part 3: APPENDIX 7 – Policy contextAUSTRALIAN GOVERNMENTThe Australian Government ratified the International Convention on theRights of the Child (CROC) in December 1990. Federal, state and territorygovernments in Australia are bound by the convention, and the AustralianGovernment is required to report regularly to the United Nations Committeeon the Rights of the Child. The Australian Government is responsible forfunding a range of childcare programs and provides income support tofamilies with children and with children with a disability.

In 2009, the Australian Government produced a document identifyingchildhood development as a national priority (Supporting the Developmentof Young Children in Australia: 2009 - a Snapshot). The following are the keyAustralian Government initiatives as stated in that document:· Access to quality early childhood education for all children for 15 hours a

week, for 40 weeks in the year prior to school by 2013· Lifting quality in early childhood education and care through a new national

quality standard, an Early Years Learning Framework, a rating systemso parents are informed about service quality, and national initiatives toincrease the number and qualifications of early childhood workers

· Closing the gap for Indigenous children with ambitious targets to halvethe gap in infant mortality and in reading, writing and numeracy within adecade and to ensure all Indigenous children participate in quality earlychildhood education within five years

· Helping Australians balance work and family commitments by providingaccess to 18 weeks paid parental leave starting from January 2011, andproviding a right to request flexible work arrangements, for parents withchildren below school age

· Improving affordability of child care by increasing the child care rebatefrom 30% to 50%

· Improving child and family health through better access to maternityservices, early intervention and prevention of chronic disease and mentalhealth problems, and a range of initiatives to promote healthy eating andexercise in children

· Supporting vulnerable children through the National Framework forProtecting Australia’s Children, and through the Family Support Program

· Helping children with disabilities through early intervention under the NationalDisability Agreement and the Helping Children with Autism package.

National Quality FrameworkOn January 2012, the National Quality Framework will be established andwill apply to most long day care, family day care, preschool (or kindergarten)and outside school hours care services.

The National Quality Framework aims to raise quality and drive continuousimprovement and consistency in education and care services through:· a national legislative framework

· a National Quality Standard

· a national quality rating and assessment process

· a new national body called the Australian Children’s Education and CareQuality Authority (ACECQA).

The National legislative framework consists of:· the Education and Care Services National Law

· the Education and Care Services National Regulations

It creates a jointly governed uniform national approach to regulation andquality assessment of education and care services and replaces existingseparate licensing and quality assurance processes.

For further information go to:www.acecqa.gov.auhttp://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Pages/EarlyChildhoodDevelopmentStrategy.aspxhttp://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/

EarlyChildhoodWorkforce/Pages/home.aspx

The Productivity Commission’s Report on Education, Training and Workforce – Early ChildhoodEducationhttp://www.pc.gov.au/projects/study/education-workforce/early-childhood

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Part 3: APPENDIX 7 – Policy contextVICTORIAN GOVERNMENTThe Victorian Government acknowledges that the period from birth to eightis a critical period of a child’s life. It is a time when children acquire essentialfoundation skills and knowledge and when brain development is at itsoptimal level.

The Victorian Government provides a wide range of services that supportschildren’s learning and development including support for families who are achild’s first and most enduring educators.

The Victorian Early Years Learning and Development Framework is designedto advance all children’s learning and development from birth to eight yearsof age.

The Victorian framework provides early childhood professionals with acommon language for describing outcomes for children, and describespractice principles to guide early childhood professionals to work together,with children and families to achieve the best outcomes for every child.

For more information please go to:www.education.vic.gov.au/earlylearning/eyldf/

The Victorian framework also complements other frameworks including:· the National Quality Framework· Maternal and Child Health Key Ages and Stages Framework· Victorian Essential Learning Standards· Universal Access to Early Childhood Education

All states and territories have committed to moving to 15 hours of earlychildhood education for children in the year before school through a nationalpartnership on early childhood education with the Australian Government, tobe implemented by 2013. For details see:

Early Childhood Education National Partnership www.deewr.gov.au

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There are seven key areas for action· Planning· Access (participation)· Quantity· Innovation· Inclusion· Access (physical)· Quality

These 7 areas require the following actionsAction 1 Municipal planning

Action 2 Optimising available places

Action 3 Access to 15 hours

Action 4 Innovation: trialling new approaches

Action 5 Improving access for vulnerable children

Action 6 Infrastructure

Action 7 Workforce

For further information go to:www.education.vic.gov.au/earlylearning/universalaccess/

Part 3: APPENDIX 7 – Policy contextThrough the introduction of the Child Wellbeing and Safety Act 2005, theVictorian Government established principles for the wellbeing of children, aVictorian Children’s Council, a Children’s Services Coordination Board anda Child Safety Commissioner and the notifications of births to municipalcouncils. This act is the most significant piece of legislation to dateimplicating local government in the planning and delivery of early yearsservices. The Child Youth and Families Act 2005 reformed the system ofchild protection across Victoria.http://www.dpc.vic.gov.au

Below is a brief outline of Victorian Government policy related to the earlyyears:

· The State of Victoria’s Children report, produced by the StateGovernment annually since 2006, based on data including the VictorianChild and Adolescent Monitoring System (VCAMS)http://www.education.vic.gov.au/about/directions/children/annualreports.htm

· Implement the revised Kindergarten Cluster Management PolicyFramework to develop stronger local networks, more effective localplanning and greater integration of care and education

· Implementation of Victoria’s early childhood workforce strategy.http://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/ecgrowlearnstrategy.pdf

· Balert Boorron: The Victorian Plan for Aboriginal Children and YoungPeople (2010-2020), which sets the Victorian Government’s reformagenda for Aboriginal children and young people and provides a policyresponse to the State of Victoria’s Children 2009: Aboriginal children andyoung people in Victoria.http://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/thecharter/balertboorron.pdf

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Part 3: APPENDIX 7 – Policy contextSTATE GOVERNMENT / LOCAL GOVERNMENT PARTNERSHIPAPPROACHThere are also a number of programs that specifically rely on a stategovernment / local government partnership approach. These include:

Best StartThis is a state government early years initiative auspiced by the DEECD. Itaims to improve the health, development, learning and wellbeing of all Victorianchildren from pregnancy through transition to school (0-8 years). These aimsare being achieved by supporting communities, parents and service providersto improve universal early years services so they are more responsive to localneeds. The strong emphasis in the work of Best Start is on prevention and earlyintervention. Currently, there are 30 Best Start project sites across the state. Sixof these sites focus specifically on working with Aboriginal communities. Localpartnerships are the cornerstone of each project site.

Best Start planning links in well with municipal early years planning. WhileMEYPs provide a strategic framework for the planning and provision ofservices for children and their families, the Best Start action plan seeks tointroduce service level changes to improve outcomes for children. The BestStart action plan is focused on achieving change in the Best Start indicatorswhereas MEYPs are likely to cover broader domains.

Given the importance of local government as an essential partner of BestStart, the MEYP should provide a base for the Best Start partnership. Inparticular, the Best Start partnership will be able to draw from and build onthe MEYP and, where appropriate:

- extend the data mapping and analysis to include Best Start indicatorsand subsidiary aims data,

- update the environmental scan with a focus on vulnerable families and/orneighbourhoods,

- hold additional consultations to fill gaps in knowledge related to the BestStart initiative,

- support and/or complement planning, coordination and community building.http://www.education.vic.gov.au/ecsmanagement/beststart/default.htm

Public HealthThe Department of Health is responsible for a broad range of healthservices, policy and program area across Victoria. Public health initiativesor programs located in an early years setting include, but are not limited to,immunisation, injury prevention, physical activity and healthy nutrition.

Maternal and Child HealthThe maternal and child health service is a universal primary care service forfamilies with children from birth to school age. The service is provided inpartnership with MAV, local government and DEECD and aims to promotehealthy outcomes for children and their families. The service provides acomprehensive and focused approach for the promotion, prevention andearly detection of the physical, emotional or social factors affecting youngchildren and their families in contemporary communities.

LibrariesLocal government operates Victoria’s public library services, which play acritical role in the development of online information and communicationsaccess to local communities. There are a total of 310 public library servicepoints in Victoria across all 79 municipalities, including young children andtheir families.

Public libraries are also highly valued by the community as accessiblepublic meeting spaces and information hubs with free access to books,publications and the internet, global learning opportunities and socialengagement. They provide many benefits to communities through improvedliteracy outcomes, the development of social capital and a contribution to areduction in social inequality.

The MAV acts as an advocate on behalf of councils in policy, planning andfunding negotiations with state and federal governments on the provision ofinfrastructure support for public libraries.

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Victorian Local Government Support for Early Childhood Services - Survey of Local Government:

Part 3: APPENDIX 7 – Policy contextInfrastructure provisionVictorian local government invests heavily in early years infrastructureprovision. It owns the majority of buildings from which libraries, maternaland child health, kindergarten and integrated early years programsoperate19 and is the major early childhood facility planner. Prior to 1985 thefederal and state governments provided capital funding grants for everykindergarten and community based childcare centre built. The VictorianGovernment regularly, and the Australian Government periodically providefunding contributions towards new children’s services capital and capitalimprovement. Responsibility for early years facilities is a funding partnershipbetween state and federal government, local government, communitygroups and sometimes private providers.

Neighbourhood RenewalNeighbourhood renewal is a ‘place-based’ state government initiative aimedat narrowing the gap between the most disadvantaged communities inVictoria and the rest of the state. It is an approach that brings together theresources and ideas of residents, government, businesses and communitygroups to reduce disadvantage in areas with concentrations of publichousing. The initiative acknowledges and affirms the central importance ofstrong and inclusive environments for the health and wellbeing of childrenand their families.www.neighbourhoodrenewal.vic.gov.au

Family Support Innovation ProjectsIn partnership with a number of community service organisations and localgovernment authorities, the Victorian Government is taking an integratedapproach to supporting vulnerable families whose needs are complex,through the establishment and implementation of family support innovationsprojects.

This approach also aims to better integrate child protection services with

Primary Care PartnershipsThe Primary Care Partnership strategy aims to: improve the experience andhealth wellbeing outcomes of people using primary health care services;reduce the use of hospital, medical and residential services through agreater emphasis on health promotion programs; and improve coordinatedservice responses to people experiencing early signs of disease and whorequire support.

Primary care partnerships use a social model of health providing strongsynergies with the Best Start approach. A number of partnerships havepreviously identified early years as an important setting for early interventionto improve community health and provide a key planning platform toprogress an early years health and wellbeing agenda.http://www.health.vic.gov.au/pcps/

Disability Metropolitan and Rural AccessDisability metropolitan and rural access was implemented by the VictorianGovernment in partnership with local government providing positiveopportunities for disability services and local government to create a sharedvision and ‘joined-up’ effort in supporting greater participation and inclusionof people with disabilities in local communities.

Community StrengtheningThe Department of Planning and Community Development has undertakena number of initiatives aimed at enhancing community strengtheningresources, initiatives and support across Victoria. In 2007, the Departmentof Planning and Community Development published Planning Together:Lessons from local government community planning in Victoria. Thisreport was based on a review of nine case studies of local government-ledcommunity planning undertaken by councils.http://www.dpcd.vic.gov.au/__data/assets/pdf_file/0009/38097/2007_Planning_Together.pdf

family support and other services.

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