Quarterly October 2017

KU PROFESSIONAL SERVICES AND LEARNING Quarterly KU Children’s Services OCTOBER 2017 FORMING RESPECTFUL PARTNERSHIPS WITH ABORIGINAL PEOPLE SUPPORTS THE GROWTH OF CULTURAL KNOWLEDGE BY THE KU ABORIGINAL AND TORRES STRAIT ISLANDER PROGRAMS TEAM T he ongoing learning and understanding of Aboriginal and Torres Strait Islander histories, cultures and communities is reflected through a deep commitment to diversity and inclusion. KU Children’s Services launched its Innovate Reconciliation Action Plan (RAP) in October 2016. Using the RAP as a framework to achieve the organisational vision for reconciliation, KU is demonstrating a commitment to promoting positive change for Aboriginal and Torres Strait Islander peoples. KU’s RAP development was a three year journey involving a working group of KU staff representatives, including Aboriginal and Torres Strait Islander people, working closely with Reconciliation Australia, members of KU’s Aboriginal and Torres Strait Islander Reference Group, the KU Executive Team and KU Board. One year into the implementation phase, which includes 17 actions and 84 deliverables, KU is progressing along the reconciliation continuum, ensuring practices reflect the organisation’s values. Supported the engagement and input of Aboriginal people to the inclusion of cultural knowledge and information at a local level. Encouraged open communication between families, schools and KU, in relation to the transition to school of Aboriginal and Torres Strait Islander children. Supported the attendance and participation of Aboriginal and Torres Strait Islander employees in professional learning opportunities. Increased employment of Aboriginal and Torres Strait Islander people in a range of positions across the organisation. Increased enrolment numbers of Aboriginal and Torres Strait Islander children. Many of the outcomes KU is achieving come to fruition when colleagues work together to achieve the same goal. To achieve performance based outcomes, a similar understanding is needed. That is, success won’t be achieved in isolation. It involves many factors that come together to enable the desired result. For example, relationships and respect within the community support an increase in enrolments of children. Also, participation in professional learning opportunities enables Aboriginal and Torres Strait Islander staff in KU to make choices, take on leadership positions and be role models for future employees. Increased parent, carer and community engagement and participation in the education of all children in KU centres. A key deliverable of KU’s Innovate RAP is for each KU centre to develop a centre-based Reconciliation Action Plan through the online Narragunnawali RAP By focussing on achieving positive outcomes through practice, KU has: IN THIS ISSUE : ABORIGINAL WAYS OF BEING AND TEACHING YOUNG ONES