Topic: Stronger Seeds, Taller Trees

A Neighbourhood Centre is a good first point of contact for families and individuals, and is a place for local people to access a range of community services which can include:

• activities for children and young people and information for parents
• educational and self-help courses, activities and groups for parents
• referrals to other services
• a welcoming place where people can discuss a problem and gain help
• other support such as emergency relief and no interest loans

Neighbourhood Centres have existed in NSW since at about 1961. They’re independent community based not-for-profit organisations funded by the NSW Government.

Download a list of Neighbourhood Centres in South Western Sydney.

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These articles are written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.

One in five children in South Western Sydney are at risk of poor language outcomes.

The importance of language skills

Language skills are needed to understand and communicate across different environments. A child’s early language skills are predictive of long-term outcomes.

The harm of ‘watching and waiting’

Watching and waiting will not rectify a language delay. Instead, it will prevent children from accessing critical early intervention.

 It’s more important than ever to refer early, as waiting times in both public and private services are growing.

Instead: screen and act

Every consultation is an opportunity to screen a child’s communication. In addition to the Blue Book, you can use this screening checklist to identify when needs a referral to a speech pathologist. 

These articles are written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development. 

It’s time to start thinking about whether children are ready for school when they are four.

Transition to school has an impact on a child’s educational trajectory.

A successful transition to school requires more than academic skills.

It requires social, emotional, communication, and motor skills.

GPs have a role in partnering with schools and supporting families to:

• Find early learning opportunities like playgroup and preschool (Starting Blocks)
• Access supports if there are concerns about their child’s development (Where and how to refer)
• Delay school start if a child is not ready (children in NSW should start school by the year they turn six)
• Enrol and attend kindergarten orientation (NSW Department of Education Parents and Carers Hub)
• Communicate with their school if additional supports are required (Enrolling and starting primary school: children with disability)
• Ensure their child is ready (Starting School: preparing children)

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Further links:

Children with disability have the right to go to school alongside their peers: Reimagine Australia Ready, Set, School! resource

Starting School (NSW Department of Education)

Playgroup NSW

Find your local school

Transition to School Resource

Crunch&Sip

Conversations for Collaboration

Early intervention: where and how to refer

These articles are written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development. 

When parents and carers have concerns about their child’s development, their GP may connect them to a range of mainstream services and refer them to an Early Childhood Partner.

The Early Childhood Approach (formerly the Early Childhood Early Intervention – ECEI) service helps families with children up to eight years with assistance, advice and access to support in the local community.

If a child has a disability or if there are concerns with their development, families may be eligible to receive support from the NDIS through the Early Childhood Approach. Children up to six years with developmental delays or concerns do not need a diagnosis to be referred.

EACH is the Early Childhood Partner in South Western Sydney.

Find your local Early Childhood Partner

Information for GPs

Early Childhood Approach Guidelines

EACH phone referrals: 1300 003 224

EACH referral form

Send referral form to: PITC.EACH.ENQUIRIES@ndis.gov.au

These articles are written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development. 

The COVID-19 lockdowns have resulted in a cohort of children whose development is delayed.

Young children have had limited access to social interactions and early learning environments during the critical period of their brain development, which has both created and compounded existing developmental delays.

Due to this, the need for early intervention is the highest it’s ever been.

The importance of early intervention

Early intervention is linked with positive outcomes for children.

It can positively impact all aspects of development, including social, physical, communication, cognitive and psychological development.

Referrals: where and how

Early referral to intervention services is crucial in maximising outcomes.

It is more important than ever to refer early as the COVID-19 lockdowns have increased waiting times in both public and private services.

Please consider referring to both public and private services (using Medicare rebate options) so families are offered supports in the timeliest manner.

Download where and how to refer

This article was written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.

Some children have difficulty processing and responding to information from their senses.

This includes sight, sound, taste, touch, smell, proprioception (body awareness) and vestibular (movement) input.

Signs of sensitivities:

• Seeking sensations (touching, smelling or licking textures, closely watching moving objects, difficulty sitting still)
• Over-reacting to sensations (becoming upset when touched, easily distracted by noise/light, picky with food textures and smells)
• Under-responding to sensations (appearing to ‘tune out’, low response to sound/touch, poor pain perception)

Download:

Sensory seeking versus sensory sensitive

When to refer:

Refer to an occupational therapist when a child’s sensory sensitivities interfere with everyday routines or engagement in learning. Early referral is key in improving functional, social and academic outcomes.

Download:

Early intervention – where and how to refer

Further information about sensory sensitivities

This article was written by members of the ‘Stronger Seeds, Taller Trees’ project which includes professionals from a number of government and non-government organisations in South Western Sydney. The group aims to support GPs working with families to navigate and access timely services when they have a concern about a child’s development.

Transition to school has an impact on a child’s educational trajectory.

A successful transition to school requires social, emotional, communication, and motor skills.

COVID-19 has impacted opportunities for children to develop their ‘ready for school’ skills, as many children could not attend early learning or playgroup.

GPs can help by supporting families to:

• Find early learning opportunities like playgroup and preschool (Starting Blocks)
• Access supports if there are concerns about their child’s development (Where and how to refer)
• Delay school start if a child is not ready (children in NSW should start school by the year they turn six)
• Enrol and attend Kindergarten Orientation (NSW Department of Education Parents and Carers Hub)
• Communicate with their school if additional supports are required (Enrolling and starting primary school: children with disability)
• Ensure their child is ready (Starting School: preparing children)

Did you find this article helpful? YES / NO

Additional resources:

Children with disability have the right to go to school alongside their peers: Reimagine Australia Ready, Set, School! resource

Starting School (NSW DoE)

PlaygroupsNSW

Find your local school

Transition to School Resource

Crunch and Sip

Conversations for Collaboration