Smooth transitions at Coonamble Public School
Lauren Lane
When students have a strong sense of cultural identity, well they feel empowered, they feel resilient, they feel supported. That just helps them grow, and it just creates that culturally safe space for our kids. I'm Lauren Lane and currently transitioning from School Learning Support Officer to a Teacher here at Coonamble Public School. Having Aboriginal staff at the school, it brings that authentic cultural perspective which is so important for our kids to feel supported.
The GROW program, so GROW actually stands for Girls Rule Our World and it is aimed at our Year 5 and 6 girls. It's a program I developed to kind of build on that self-esteem of the girls, but most importantly build those connections and relationships for the remaining years here at primary school, but also that would transition into high school.
Deanna Dixon
I think it's important that the primary school plan for the kids to move across classrooms. Before the Year 6 kids come across to high school, we bring them across to see what it's like coming to high school.
Lauren Lane
Our school, we're big on community engagement. We love having our parents in, our carers in, our community in our school to see what our kids are doing, to be part of the school environment and all events that we have here. But it's them being supported, it's them being resilient, it's them being empowered. It's them growing, not only academically here, but also personally and culturally. That's what success looks like to me for our kids.
This is My Future, My Culture, My Way.
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Who am I?
I’m Lauren Lane, a proud Wiradjuri woman and Student Learning Support Officer (SLSO) training to be a classroom teacher through the ‘Grow Your Own’ program at Coonamble Public School.
At Coonamble Public School, we understand that school transition points can be both exciting and challenging for our young learners. Located in a close-knit rural community with a Connected Communities primary and high school, we’ve embraced the opportunity to make transitions as smooth and supportive as possible, especially for our Aboriginal students.
Having Aboriginal staff at the school gives students an authentic cultural perspective, helps them feel they belong, and strengthens ties between the school and community. They serve as important role models for our students and shape the cultural safety of the school.
Every student needs to feel confident and supported
Moving from primary school to high school is a big step. In rural areas like ours, where resources might be more limited, it’s even more important to ensure that students feel confident and supported as they move through their learning journey. We recognised the need to create a transition process that would make our students feel connected to their peers and ready for high school.
Focusing on connection and respect
To better support students and families, we developed a transition program that focuses on connection and respect:
Building connections: Our program has been developed to build confidence and self esteem among Year 5 and 6 students. Getting out and giving back to community is a huge focus. Attending events together helps build those lifelong relationships with Elders, community leaders and each other.
Transition program: Our program includes a series of visits to the high school, where students get a taste of their new learning environment. We also arrange for students to participate in the programs offered by NASCA and Clontarf, and these programs extend through to high school.
Personalised Learning Pathways (PLPs): Every child is unique and we use PLPs to tailor each student’s transition process based on their needs. By collaborating closely with parents and carers, we help students get wrap-around support throughout their schooling.
Cultural engagement: Cultural activities are integrated throughout the year, led by the schools Aboriginal Education Officers (AEOs) and youth mentors. An Aboriginal Language and Culture Officer also teaches weekly Gamilaraay Language lessons to students. This not only helps students connect with culture but also builds their confidence and cultural identity.
Ongoing communication: Keeping the lines of communication open between primary and high school staff and families is key to addressing any concerns and ensuring a smooth transition for each student.
Achieving academic success
Our efforts have led to some wonderful results:
Enhanced readiness: Our students are entering high school feeling more confident in themselves. They’re more resilient and engaged with their learning. It’s heartwarming to see their enthusiasm for learning and their positive attitudes.
Improved attendance: With the support of our culturally inclusive program and strong family connections, we’ve seen an increase in school attendance rates.
Stronger community connections: The program has fostered a deeper connection between our school and the local Aboriginal community, enriching the wider school community.
Academic success: Early indicators show that students who participated in the program are achieving more academically and are more engaged in their schoolwork. They feel confident, supported and empowered both academically and socially.
Looking ahead
We’re committed to continuously improving our transition program by incorporating feedback from families and community members. We also hope to share our experiences with other rural schools to support positive transitions for students across NSW.
Key Takeaways
Community collaboration: Successful transitions depend on strong partnerships between schools, families, and community.
Cultural sensitivity: Embracing culture helps students feel a strong sense of belonging and pride at school.
Customised support: Tailoring transition plans to individual needs ensures a smoother adjustment to high school.
Want to know more?
Visit My Future, My Culture, My Way, follow the Department of Education on social media, talk to your school, or contact your local Aboriginal Education Consultative Group (AECG).