1 00:00:00,080 --> 00:00:02,800 Speaker 1: Now, as I mentioned, we know that more than thirty 2 00:00:02,960 --> 00:00:06,760 Speaker 1: thousand students attending government schools have gone back to school today. 3 00:00:06,840 --> 00:00:09,720 Speaker 1: A sigh of relief for busy parents, that is for sure, 4 00:00:09,760 --> 00:00:12,360 Speaker 1: but also oh, a bit of an uneasy time, I 5 00:00:12,440 --> 00:00:15,440 Speaker 1: think you'd say for those introducing kids to the classroom 6 00:00:15,520 --> 00:00:18,480 Speaker 1: for the first time. Sometimes kids are very excited, other 7 00:00:18,560 --> 00:00:21,400 Speaker 1: times they're a bit scared and nervous. It is we 8 00:00:21,440 --> 00:00:23,400 Speaker 1: know that there is a major change this year is 9 00:00:23,440 --> 00:00:26,120 Speaker 1: going to see mobile phones banned as well, with students 10 00:00:26,200 --> 00:00:29,040 Speaker 1: needing to hand them in or keep them turned off 11 00:00:29,160 --> 00:00:32,960 Speaker 1: and away all day. Now joining me on the line 12 00:00:33,159 --> 00:00:36,160 Speaker 1: is Paul Naihaus, who is indeed the Department of Education's 13 00:00:36,360 --> 00:00:40,960 Speaker 1: regional director for Darwin. Good morning to you, Paul, Good. 14 00:00:40,840 --> 00:00:43,240 Speaker 2: Morning to you, Katie, and good morning to your listeners. 15 00:00:43,240 --> 00:00:45,760 Speaker 1: How are you, oh mate, I am so good because 16 00:00:45,760 --> 00:00:47,280 Speaker 1: the kids are back at school today. 17 00:00:48,440 --> 00:00:51,360 Speaker 2: Oh wonderful. Thank you. Your sentiment is shared by lots 18 00:00:51,400 --> 00:00:53,280 Speaker 2: of families on you. 19 00:00:53,280 --> 00:00:56,040 Speaker 1: No, it's really exciting for them. I know that. You know, 20 00:00:56,080 --> 00:00:57,920 Speaker 1: it could be a bit daunting if you're the parent 21 00:00:58,000 --> 00:00:59,640 Speaker 1: of a little one that's going to school for the 22 00:00:59,680 --> 00:01:03,120 Speaker 1: first time ever, though, can't it Yeah? 23 00:01:03,120 --> 00:01:07,240 Speaker 2: Sure, but I also think our parents are sorry our schools. 24 00:01:07,240 --> 00:01:11,120 Speaker 2: There's such an amazing job connecting with families and parents 25 00:01:11,120 --> 00:01:15,280 Speaker 2: and providing a really warm and welcoming environment. And I 26 00:01:15,400 --> 00:01:18,080 Speaker 2: was out in some schools yesterday in the Darwin region 27 00:01:18,120 --> 00:01:21,399 Speaker 2: and our schools are so well planned and well prepared 28 00:01:21,440 --> 00:01:24,800 Speaker 2: to have all our students return today. So I think 29 00:01:24,800 --> 00:01:26,560 Speaker 2: it's really exciting and it will be a great day 30 00:01:26,600 --> 00:01:27,240 Speaker 2: for everybody. 31 00:01:27,800 --> 00:01:30,440 Speaker 1: Now, how are our enrollments this year? Have we got 32 00:01:30,480 --> 00:01:33,160 Speaker 1: some numbers when it comes to the number of students 33 00:01:33,160 --> 00:01:35,800 Speaker 1: heading into preschool and year twelve and that kind of thing. 34 00:01:36,959 --> 00:01:39,680 Speaker 2: Yeah, I don't have those specific numbers yet. I mean, 35 00:01:39,720 --> 00:01:43,520 Speaker 2: we're certainly expecting, as you said, that thirty thousand plus 36 00:01:43,520 --> 00:01:46,960 Speaker 2: students to be returning to government schools. We will have 37 00:01:47,000 --> 00:01:49,800 Speaker 2: a better visibility of that today and we'll start getting 38 00:01:49,800 --> 00:01:53,520 Speaker 2: some numbers through and monitoring that. But again, strong, certainly 39 00:01:53,560 --> 00:01:57,960 Speaker 2: strong enrollments and engagement from families across Darwin schools which 40 00:01:58,000 --> 00:02:01,880 Speaker 2: I can speak to more specifically, but right across, right 41 00:02:01,920 --> 00:02:06,000 Speaker 2: across the territory. We've been planning as a department the 42 00:02:06,080 --> 00:02:10,120 Speaker 2: return to school and monitoring enrollments and all of those factors. 43 00:02:10,160 --> 00:02:13,680 Speaker 2: So yeah, I'm very positive and optimistic that'll be very 44 00:02:13,680 --> 00:02:18,560 Speaker 2: strong enrollments across our government schools. More importantly, Katie, strong attendance. 45 00:02:18,800 --> 00:02:20,560 Speaker 1: Yeah, that's what we all want to see, isn't it. 46 00:02:20,560 --> 00:02:22,400 Speaker 1: We want to make sure that those kids, that all 47 00:02:22,440 --> 00:02:25,240 Speaker 1: the kids are attending school and you know, getting a 48 00:02:25,280 --> 00:02:27,959 Speaker 1: good education. It is. It's the key in so many 49 00:02:28,040 --> 00:02:29,840 Speaker 1: ways across life. 50 00:02:30,520 --> 00:02:33,000 Speaker 2: Yeah, absolutely, and I think that's the message. I mean, 51 00:02:33,160 --> 00:02:35,400 Speaker 2: attendance is the measure. But you know, how do how 52 00:02:35,440 --> 00:02:39,480 Speaker 2: do we positively engage young people in learning, engage families? 53 00:02:40,440 --> 00:02:43,760 Speaker 2: But as you're rightfully pointed out, you know, we're about completions. 54 00:02:44,440 --> 00:02:46,720 Speaker 2: We're about getting young people through to that year twelve 55 00:02:46,840 --> 00:02:50,560 Speaker 2: and or a pathway and that's that's fundamentally about meaningful 56 00:02:50,600 --> 00:02:54,400 Speaker 2: outcomes to life and beyond. So yeah, absolutely, you know, 57 00:02:54,480 --> 00:02:56,400 Speaker 2: we want all our young people back at school and 58 00:02:57,000 --> 00:02:59,800 Speaker 2: we really want to be providing a high quality education 59 00:03:00,040 --> 00:03:01,680 Speaker 2: all of them, which is what we're committed to doing. 60 00:03:01,880 --> 00:03:05,440 Speaker 1: Now, Paul, following on from the pay negotiations last year, 61 00:03:05,600 --> 00:03:07,720 Speaker 1: are our classrooms well staffed? 62 00:03:09,520 --> 00:03:13,360 Speaker 2: Yeah? Absolutely, and again all our schools are well placed 63 00:03:13,360 --> 00:03:16,280 Speaker 2: across the territory today to welcome our students, and I 64 00:03:16,280 --> 00:03:18,359 Speaker 2: guess you know, are they well staffed As a measure, 65 00:03:18,760 --> 00:03:22,520 Speaker 2: we believe they're well staffed and well supported and well 66 00:03:22,600 --> 00:03:28,800 Speaker 2: resourced appropriately. Obviously they're ongoing conversations schools. Schools have a 67 00:03:28,800 --> 00:03:33,560 Speaker 2: lot of autonomy to manage their personal and manage their 68 00:03:33,600 --> 00:03:38,600 Speaker 2: staffing structures, but fundamentally I believe we are And again 69 00:03:38,720 --> 00:03:41,720 Speaker 2: you know, there's obviously conversations at a national level with 70 00:03:41,800 --> 00:03:46,600 Speaker 2: how we secure additional funding to support the complex and 71 00:03:46,960 --> 00:03:49,960 Speaker 2: very diverse needs of students across the territory. So they're 72 00:03:50,040 --> 00:03:53,680 Speaker 2: ongoing conversations and are something that I know our SEA 73 00:03:53,840 --> 00:03:57,320 Speaker 2: is particularly passionate about, and those conversations will continue. 74 00:03:57,560 --> 00:03:59,920 Speaker 1: And Paul, for the region that you look after, av 75 00:04:00,080 --> 00:04:04,400 Speaker 1: see the Darwin region. How many teaching vacancies are there 76 00:04:04,440 --> 00:04:06,880 Speaker 1: across the region at this point in time. 77 00:04:08,040 --> 00:04:11,400 Speaker 2: Yeah, so I guess, first and foremost all of our 78 00:04:11,440 --> 00:04:15,440 Speaker 2: schools are providing that service today. The latest figures that 79 00:04:15,480 --> 00:04:18,279 Speaker 2: I had were about three so it's a very low number, 80 00:04:18,279 --> 00:04:20,080 Speaker 2: and in fact it's lower than what we've had in 81 00:04:20,160 --> 00:04:23,760 Speaker 2: previous years, which is which is great. We've been working 82 00:04:23,800 --> 00:04:28,120 Speaker 2: extensively around the recruitment attraction of teachers to the Northern Territory. 83 00:04:28,480 --> 00:04:32,040 Speaker 2: We had a fantastic orientation last week with lots of 84 00:04:32,120 --> 00:04:35,520 Speaker 2: high energy teachers coming from jurisdictions right across Australia. So 85 00:04:36,160 --> 00:04:40,080 Speaker 2: you know we've got three. They're typically in specialized teaching areas. 86 00:04:40,120 --> 00:04:43,560 Speaker 2: But again our schools have got contingencies in place to 87 00:04:43,600 --> 00:04:46,200 Speaker 2: make sure that that students aren't disadvantaged at all and 88 00:04:46,240 --> 00:04:50,560 Speaker 2: will continue to recruit and fill those positions as required. 89 00:04:50,760 --> 00:04:53,279 Speaker 2: I guess the other measure to Katie is from a 90 00:04:53,480 --> 00:04:56,920 Speaker 2: from a national perspective, the territory is actually faring very 91 00:04:56,920 --> 00:05:01,760 Speaker 2: well when compared to some of the regionalvacancies in other jurisdictions. 92 00:05:02,080 --> 00:05:03,640 Speaker 1: Well, that is good to hear because I know it 93 00:05:03,680 --> 00:05:05,880 Speaker 1: was a big concern towards the end of last year, 94 00:05:05,920 --> 00:05:08,000 Speaker 1: so it is good to hear that you know that 95 00:05:08,080 --> 00:05:11,359 Speaker 1: the majority of those vacancies have been able to be filled. 96 00:05:12,200 --> 00:05:14,800 Speaker 1: Pill you know. The other interesting thing that's coming into 97 00:05:14,800 --> 00:05:19,479 Speaker 1: play this year is obviously the new phone policy. I 98 00:05:19,520 --> 00:05:22,280 Speaker 1: think most parents are pretty happy about this, or you know, 99 00:05:22,320 --> 00:05:24,800 Speaker 1: they're fine with it. Like I think our kids are 100 00:05:24,880 --> 00:05:27,159 Speaker 1: very often you know, sort of glued to their phones 101 00:05:27,160 --> 00:05:28,800 Speaker 1: in a lot of ways, so it's good for them 102 00:05:28,839 --> 00:05:31,360 Speaker 1: to be to be put away so that they can 103 00:05:31,480 --> 00:05:34,320 Speaker 1: learn properly without them. How is it all going to work? 104 00:05:34,360 --> 00:05:35,360 Speaker 1: How are you going to enforce that? 105 00:05:36,640 --> 00:05:39,640 Speaker 2: Yeah? I think well, firstly, thanks for your support, Katie, 106 00:05:39,680 --> 00:05:43,160 Speaker 2: and I think from a community perspective that has been unwavering. 107 00:05:43,200 --> 00:05:45,520 Speaker 2: I mean, you know, I haven't spoken to anyone that 108 00:05:45,600 --> 00:05:47,920 Speaker 2: has said, you know that there isn't a there isn't 109 00:05:47,920 --> 00:05:50,880 Speaker 2: a good sound reason and logic behind the decision to 110 00:05:51,160 --> 00:05:53,919 Speaker 2: have phones off in a way all day. So you 111 00:05:53,920 --> 00:05:56,159 Speaker 2: know that that's that's great that we have that community 112 00:05:56,200 --> 00:06:00,400 Speaker 2: support and it is absolutely for the right reasons. Our 113 00:06:00,480 --> 00:06:03,640 Speaker 2: schools are very well placed to implement that. I mean, 114 00:06:03,640 --> 00:06:05,840 Speaker 2: we did some planning towards the end of last year 115 00:06:06,600 --> 00:06:09,280 Speaker 2: and essentially it's as you as you stated. In our 116 00:06:09,279 --> 00:06:12,320 Speaker 2: primary schools phones will have a safe place for phones 117 00:06:12,360 --> 00:06:16,440 Speaker 2: to be stored. In our secondary schools, phones are off 118 00:06:16,480 --> 00:06:20,119 Speaker 2: and away all day and that's the expectation. And again 119 00:06:20,400 --> 00:06:23,280 Speaker 2: our school principles, our leadership teams in schools and our 120 00:06:23,320 --> 00:06:27,800 Speaker 2: teachers will maintain that very high expectation and standard and 121 00:06:28,080 --> 00:06:31,240 Speaker 2: work with young people and families as needed when issues 122 00:06:31,279 --> 00:06:34,080 Speaker 2: do arise. But I think it's this is day one. 123 00:06:34,960 --> 00:06:37,920 Speaker 2: The expectation is in place and we'll make sure that 124 00:06:37,960 --> 00:06:41,000 Speaker 2: we uphold those high expectations around mobile phone usage and 125 00:06:41,040 --> 00:06:42,800 Speaker 2: the appropriate use of mobile phones. 126 00:06:43,080 --> 00:06:44,919 Speaker 1: Yeah, do you reckon it's going to be difficult in 127 00:06:44,960 --> 00:06:47,160 Speaker 1: any circumstances. Do you think that there will be much 128 00:06:47,200 --> 00:06:50,520 Speaker 1: of pushback from the kids and then, you know, making 129 00:06:50,560 --> 00:06:53,280 Speaker 1: it into a bit more difficult for the teachers that 130 00:06:53,360 --> 00:06:54,400 Speaker 1: are trying to police it. 131 00:06:56,040 --> 00:07:00,400 Speaker 2: Yeah. Look, it's a bit of an unknown I think, 132 00:07:00,760 --> 00:07:03,640 Speaker 2: Katie to me and you and I have spoken before. 133 00:07:03,760 --> 00:07:05,880 Speaker 2: You know, it's the same as having a school uniform. 134 00:07:05,960 --> 00:07:08,159 Speaker 2: You know, you have a school uniform. There's an expectation 135 00:07:09,120 --> 00:07:10,840 Speaker 2: and every now and again you need to work with 136 00:07:10,920 --> 00:07:14,400 Speaker 2: young people and all their families to ensure that that uniform, 137 00:07:14,880 --> 00:07:18,200 Speaker 2: compulsory school uniform is adhered to. So I think this 138 00:07:18,240 --> 00:07:21,320 Speaker 2: will be the same. I'm confident that the majority of 139 00:07:21,360 --> 00:07:24,000 Speaker 2: our young people will make those good choices, make the 140 00:07:24,080 --> 00:07:28,440 Speaker 2: right decision, and just adhere to those expectations. Where there 141 00:07:28,520 --> 00:07:32,160 Speaker 2: are some specific issues around that, then schools will put 142 00:07:32,200 --> 00:07:37,560 Speaker 2: in place appropriate contingencies and consequences to maintain that standard. 143 00:07:37,800 --> 00:07:39,560 Speaker 2: And I think it's important that we do that. I mean, 144 00:07:39,600 --> 00:07:41,840 Speaker 2: the message needs to be that they are off and 145 00:07:41,880 --> 00:07:46,120 Speaker 2: away all day and if that expectation is not followed, 146 00:07:46,160 --> 00:07:48,600 Speaker 2: then they need to be in place, put in place 147 00:07:48,800 --> 00:07:50,400 Speaker 2: some appropriate measures. Yeah. 148 00:07:50,560 --> 00:07:52,480 Speaker 1: Like I said, right from the outset, I actually think 149 00:07:52,520 --> 00:07:55,320 Speaker 1: this is a good move, particularly when you see some 150 00:07:55,400 --> 00:07:59,440 Speaker 1: of the vision that's emerged over the years of kids 151 00:07:59,600 --> 00:08:03,000 Speaker 1: engaged in fights and and you know, not doing the 152 00:08:03,080 --> 00:08:06,040 Speaker 1: right thing and then it ended up ending up being 153 00:08:06,160 --> 00:08:10,920 Speaker 1: shared and the ramifications of that then are sometimes worse 154 00:08:11,040 --> 00:08:13,320 Speaker 1: than the actual incident, you know, when you can't have 155 00:08:13,400 --> 00:08:16,160 Speaker 1: it removed and it's and it's there on the internet. 156 00:08:17,200 --> 00:08:19,560 Speaker 2: Yeah, spot on, Katie, And I think you know that 157 00:08:19,680 --> 00:08:23,040 Speaker 2: that fundamentally is one of the key drivers of this, 158 00:08:23,040 --> 00:08:26,240 Speaker 2: this decision and the decision by the Minister and our 159 00:08:26,280 --> 00:08:29,239 Speaker 2: department to put this in place. So it is about 160 00:08:29,280 --> 00:08:32,160 Speaker 2: protecting the safety and well being of our young students. 161 00:08:32,440 --> 00:08:34,720 Speaker 2: It's also very much and as you said, you know 162 00:08:34,800 --> 00:08:38,160 Speaker 2: that the social media. You know, there's lots of great 163 00:08:38,160 --> 00:08:41,199 Speaker 2: things about social media, but you know, the risks and 164 00:08:41,280 --> 00:08:43,880 Speaker 2: the and the dangers of having young people exposed in 165 00:08:43,960 --> 00:08:47,480 Speaker 2: such a such a horrific way for one of a 166 00:08:47,480 --> 00:08:50,640 Speaker 2: better term is absolutely that that has lasting impacts and 167 00:08:50,640 --> 00:08:53,439 Speaker 2: that's what we want to avoid. And I guess further 168 00:08:53,520 --> 00:08:55,719 Speaker 2: to that, it's really how do we ensure that our 169 00:08:55,760 --> 00:09:00,880 Speaker 2: young people can focus on quality learning and also quality relationships. 170 00:09:01,080 --> 00:09:03,880 Speaker 2: Putting the phone away and actually having a conversation and 171 00:09:03,960 --> 00:09:07,559 Speaker 2: engaging in other ways of connecting and building relationships with 172 00:09:07,640 --> 00:09:10,160 Speaker 2: their peers and others I think is really really valuable 173 00:09:10,160 --> 00:09:10,520 Speaker 2: as well. 174 00:09:10,640 --> 00:09:13,680 Speaker 1: Yeah, hey, Paul, before I let you go, just very quickly, 175 00:09:13,800 --> 00:09:16,120 Speaker 1: is there any sort of funding support available for school 176 00:09:16,160 --> 00:09:19,040 Speaker 1: supplies and sport and things like that. I know that 177 00:09:19,160 --> 00:09:21,320 Speaker 1: very often through our government schools you do get those 178 00:09:21,360 --> 00:09:22,600 Speaker 1: different vouchers. 179 00:09:23,160 --> 00:09:26,520 Speaker 2: Yeah, absolutely, Katie, and that's continuing. The back to school 180 00:09:26,520 --> 00:09:30,400 Speaker 2: payment scheme essentially provides one hundred and fifty dollars for 181 00:09:30,800 --> 00:09:33,719 Speaker 2: families for each student, and again that can be used 182 00:09:33,760 --> 00:09:36,800 Speaker 2: for a range of things from uniforms which we just 183 00:09:36,840 --> 00:09:40,360 Speaker 2: talked about, to textbooks, excursions, et cetera. So that one 184 00:09:40,440 --> 00:09:44,080 Speaker 2: hundred and fifty dollars back to school payment voucher is 185 00:09:44,160 --> 00:09:48,480 Speaker 2: absolutely still in place the expectation that it is used 186 00:09:48,480 --> 00:09:51,199 Speaker 2: in the first term of school. So we encourage our 187 00:09:51,280 --> 00:09:54,760 Speaker 2: parents and families to connect with their school and work 188 00:09:54,800 --> 00:09:56,840 Speaker 2: with the schools on exactly what that can be used for. 189 00:09:56,920 --> 00:10:00,640 Speaker 2: But yeah, we're really pleased that that continues. Thank you 190 00:10:01,000 --> 00:10:02,720 Speaker 2: for sharing that information with your listeners. 191 00:10:02,800 --> 00:10:07,160 Speaker 1: Oh well, Department of Education Regional Director for Darwin, Paul Nihous. 192 00:10:07,280 --> 00:10:09,400 Speaker 1: Good to catch up with you. I appreciate your time 193 00:10:09,440 --> 00:10:09,960 Speaker 1: this morning. 194 00:10:10,760 --> 00:10:13,080 Speaker 2: Yeah, thanks so much, Katie, have a great day you too. 195 00:10:13,200 --> 00:10:13,920 Speaker 1: Thank you.