# data[].attributes.body
Programs for students with a disability (PSD)

# data[].attributes.body
Improved attendance
Encouraging in activities

# data[].attributes.body
Flexible expectations
Modified timetables
Connecting families and encouraging community supports i.e. carpooling
Targeting child specific barriers i.e. unable to arrive on time due to transport issues

# data[].attributes.body
Arrival Times
Competing challenges for teachers
Commitment from leadership support
Breaking stay at home habit
Requires significant time from CT's to build a strong and trusting relationship with a student to shift them back into school.

# data[].attributes.body
Engaging and connecting local community and families
* recognising needs i.e. English classes for newly arrived migrants
Ensuring literature is translated into all languages
Real-time updates
Multiple modes of communication
Lots of welcome events- Introductory meetings
Meet and greet at the school

# data[].attributes.body
Kindergarten is not mandatory

# data[].attributes.body
Re-integration after a period of absence

# data[].attributes.body
Building trusting relationships with families

# data[].attributes.body
Ensure child is at the centre of all discussions and decisions

# data[].attributes.body
Re-integration after a period of absence

# data[].attributes.body
Transport and access. Session times and connection with schools and communities

# data[].attributes.body
Considering timing of specialist support (e.g. psychologist) being scheduled at a mutually inclusive time and not lunch or recess for example. Considering student voice for example

# data[].attributes.body
Increased attendance rate
Increased dosage/ use of the full 15 hours of funded kinder
Increased enrolments

# data[].attributes.body
- Getting data
- Effective transition to primary school (passing along of information regarding families, patterns observed, etc.)

# data[].attributes.body
Reaching out to families

# data[].attributes.body
Co-location of school and EC.
Access for working parents - financial cost for LDC in addition to kindergarten for co-located services.

# data[].attributes.body
Session times aligning with school drop of and pick up times to reduce paents picking up students earlier

# data[].attributes.body
Screening tools - early identification for what supports students might need i.e., ASD, speech, mental health, family violence support
Critical review of transition plans and how effective they are being used.
Accessible facilities - and promotion of positive stories of students who have had success - strengths based approach
A system for recording attendance e.g., similar to cases 21.

# data[].attributes.body
Creating communities across schools and services, to engage families (all parents) to be involved and understanding what is happening with the curriculum.
Being flexible with what participation might look like for every family, understanding of local culture.

# data[].attributes.headline
Informed staff leading to increased ability to share information for a positive outcome.

# data[].attributes.subject
Informed staff leading to increased ability to share information for a positive outcome.

# data[].attributes.body
Ensuring that student feel safe, respected and connected to the school community.

# data[].attributes.body
Session times clashing with school times

# data[].attributes.body
Knowing the way I work best

# data[].attributes.body
Interest of young person and awareness of programs/ resources that may increase attendance and individualised planning to engage at risk young persons.

# data[].attributes.body
Access, transport, session times in relation to community needs are impacting attendance rates.

# data[].attributes.body
- Creating environments within the kindergarten that would be inviting and enticing for families to attend. Eg: programs that are available.
- Engagement of early intervention

# data[].attributes.body
Strong support from SSS and other Area staff.

# data[].attributes.body
Celebrating the attendance and achievements of children who show up as well.

# data[].attributes.body
Establishing good attendance from early childhood, instilling value of education with children and families.

# data[].attributes.body
investigating what is going on for students that are attending - but attending later in the day

# data[].attributes.body
Arriving late - goals about arrival on time, this can change the session dramatically when all arrive together.

# data[].attributes.body
Attendance data - including patterns of absence.

# data[].attributes.body
Lack of data of attendance in kindergarten.

# data[].attributes.body
Programs in place to support me feeling safe coming to school

# data[].attributes.body
With our limited understanding of this branch - we suggest that ECE could use a universal roll marking program (i.e., cases).
Accessibility - transport to and from kinder, language barriers (translated advertising), cultural sensitivity (i.e., prayer rooms)
Social wellbeing impacts i.e., family violence, social service support (or lack there of).
Students with disabilities - how appropriate are the facilities to support students and families?

# data[].attributes.body
Reduction in the percentage of chronically absent students

Improved ATOSS data (school connectedness)

# data[].attributes.body
Partnership with family, setting goals and finding the leverage

# data[].attributes.body
Building good relationships with families. This might not be the classroom teacher. It could be another trusted person.
Building trust as when there is a lack of trust then attendance might be low, particularly around safety.
Having open communication, having parents welcomed and feel listened to.
Identifying the needs of families, having a cultural lense.
Enhance the value of education - child centred.

# data[].attributes.body
Establishing a relationship with me and getting to know me

# data[].attributes.headline
clear communication between schools, school staff and DET

# data[].attributes.subject
clear communication between schools, school staff and DET

# data[].attributes.body
Understanding of attitudes and culture of teachers and staffing team, children picking up on behaviours and feel it is a place adults also want to be. Culture as a whole school/service issue.

# data[].attributes.body
Primary schools linking in with kindergarten to facilitate transitions.

# data[].attributes.body
Staff contacting my parents parents but being supported for this

# data[].attributes.body
having someone advocate for family needs to enable attendance more accessible and building these connections

# data[].attributes.body
Understanding barriers and identifying them early. i.e.. home routine

# data[].attributes.body
Having a holistic view of child, children feeling they have a sense of agency.

# data[].attributes.headline
Awareness of students that are away which supports a targeted response.

# data[].attributes.subject
Awareness of students that are away which supports a targeted response.

# data[].attributes.body
reviewing the data and being accountable in reporting and documenting

# data[].attributes.body
Better communication between primary and secondary schools (transition information).

Visiting the families in their home/community

Ensure cultural needs are being met and considered.

# data[].attributes.body
Having fun, being able to experience success, having good relationships with teachers. How struggles are addressed so children can feel success.

# data[].attributes.body
Knowing things are going to be consistent - expectations, routines, rules, communication between a lot of staff

# data[].attributes.body
Multi-language access for CALD community. Supporting families in accessing kindergarten.

# data[].attributes.body
Aware of available resources and developing relationships during transition

# data[].attributes.body
Guidelines in place to support progressing attendance supports

# data[].attributes.body
Having wellbeing structures in place to feel safe coming to school. Support with the environment and relationship matters.

# data[].attributes.body
Communication books/apps between early education services and families highlighting progress and happenings of the child.

# data[].attributes.body
Eligibility of families to community and other government supports.

# data[].attributes.body
Parents are keen for their children to be involved.
The willingness of Early Childhood Educators to build their professional learning and genuine care for their little people.

# data[].attributes.body
Knowing who I can talk to and trust

# data[].attributes.body
Accurate data and coding, including clear policies when to escalate a matter

# data[].attributes.body
When I am asked what I like or need, to consider what makes it hard for me to come to school.

# data[].attributes.body
More wrap-around support with external agencies.

# data[].attributes.body
Knowledge of who I can reach out to within my school when an attendance concern is raised.

# data[].attributes.body
Monitoring of the attendance via. home group teacher

# data[].attributes.body
Educating parents and families regarding the importance of accessing early education.

# data[].attributes.body
Developing relationships early on with families.