2019 Annual School Report

LLN assessment is used to identify current level of proficiency with results used to informILP’s and target specific areas of weakness or build upon recognised strengths. AppropriateLLN intervention strategies are implemented to increase students’ ability to function in aclassroom environment.Staff received ongoing support from consultants from the Association of IndependentSchools NSW (AISNSW).Programs are designed to have relevance to the lives of our students within a social context.Curricular and co-curricular content is often integrated across Key Learning Areas (KLA’s) toallow essential scaffolding of knowledge for our students to maximise understanding andtransfer of knowledge.EDEN College offers the following Stage 5 RoSA subjects: English, Maths, Science, History,Geography, PDHPE, and Service Learning.Eden College began it’s first Stage 6 class with eleven students in Year 11. The Stage 6course is a non-ATAR course however it does upskill students for post-school destinations.Subjects offered are: English Studies, Numeracy, Community and Family Studies, Sport,Lifestyle and Recreation, Certificate II in Hospitality and Design and Technology.The Hospitality program at Eden College hasbeen augmented with the creation of an onsitecafé – Second Chance Café – complete withcommercial coffee machine. It was launched inSeptember to a large crowd of supporters andthe students have built their skills and confidencethrough consistent and constant coffee makingon the school site.Teacher Professional Learning, Accreditation and QualificationsIn 2019 our school continued to access a comprehensive suite of professional learningopportunities through the AISNSW. This partnership has enabled staff to access both faceto-face and online training to strengthen their teaching practices and to ensure all learningopportunities are tailored to the specific and diverse needs of our students.YOTS supports all teachers to engage in mandatory NESA accredited and teacher identifiedprofessional development. Furthermore, YOTS encourages all staff to actively engage inmeaningful internal and external professional development to support the specific learningneeds of our particular student cohort.5

In 2019 staff attended the following internal and external training:ProviderYouth Off TheStreetsDescription of the Professional Learning ActivityYouth Off The Streets Alternative Education Conference: 2 dayconference with speakers including: Dan Haesler: Growth Mindset for staff Joanna Nicholson: Trauma and the experiences of young peoplein flexible learning programs John Walters: Fishtale Education – Using Immersive and Iconicreading Dr Sue O’Neill: Transition planning for youth arriving and leavingalternative education Carolyn Blanden, Warrakirri College with AIS:New Pedagogiesfor Deep Learning John Martin – Psychologist, Inner Force: Bigger picture - MentalHealth issues with young people Sharon Kerr – Leader Education and Training, Centre forDisabilities: strategies to support indigenous students andfamilies where disability is a factor Ian Walker: Duke of Edinburgh and Outdoor learning Dr Robbie Lloyd: Establishing The Nautilus Senior College – Upsand downs Amy Gill: Looking Backwards to Program Forward John Martin, School Deputy Wellbeing: Understanding Studentsthrough the cycle of courage YOTS Cultural Support Team: Understanding Culture inEducation Dunlea: The impact of Drugs and Alcohol in EducationChild Safe Code of ConductMandatory ReportingReportable Conduct ProcedureChild Safe PolicyManual HandlingCorporate InductionYOTS Complaints Policy and ProcedureNCCD data moderationNAPLAN online Face-to-face trainingClassroom observations workshopNumeracy Stage 6 CEC Pilot ConferenceLGBTIQA Inclusivity TrainingAboriginal and Torres Strait Islander Cultural competence courseNESAAISNESATwenty10The Centre forCulturalCompetenceAustralia (CCCA)NSW EducationNAPLAN Online 2019 Face-to-face trainingStandardsAuthorityAISClassroom Observations WorkshopGonski InstituteEmpowering School Leaders and Teachers to drive practice andAustralian College Master of Psychology (Clinical) at Australian College of Appliedof AppliedPsychology – all yearPsychologist Research project (all year) – completed my thesis on traumainformed education programs and their impact on academicoutcomes for students with a history of adverse experiences Psychology Practice 1 – Ethical, Legal and Professional Issues Psychology Practice 2 – Working with clients Internal placement (all year) – completed a minimum of 300 hoursin the ACAP Psychology Clinic working directly with clients –linked with the above 2 units Psychopathology and Interventions: Children and AdolescentsNo ofstaff4AllAllAllAllAll1111115111116

ProviderNathan WallisProf David AlaisProf. AdamGuastella, MaxPrineas,SusannahGregory – panel.UTSAIS RTOSt JohnsAmbulanceNo ofstaffDescription of the Professional Learning ActivityThe Developing Brain Workshop Brain research Risks vs protective factors ASD and ADHD findings – updated Parental interventions and how to support parentsThe Ambidextrous Brain: The Neuroscience of Imagination andCreativity What is creativity Benefits of engaging in creative activities – parallels withmeditation How to encourage creativityUnderstanding Neurodiversity and living with AutismTopics covered: ASD in education and the workforce Expert brain research and ASD individual lived experiences How to encourage engagement in ASD community in workforceProject Design LabCertificate IV TAE40116HLTAID003 - Provide First Aid111223Teacher accreditationAll Teachers are accredited with The NSW Education Standards Authority (NESA).Level of accreditationConditionalProvisionalProficient teacherHighly Accomplished TeacherNo of teachers0050Workforce compositionStaff are responsive, restorative and demonstrate Youth Off The Streets organisationalvalues of Passion, Respect, Integrity, Dedication and Engagement (P.R.I.D.E).1 Principal1 School Manager2 full time teachers2 part time teachers2 part time psychologists1 full time Student Support Youth WorkerAll teachers have attained formal teaching qualifications and achieved a standard ofprofessional competency recognised by the Minister of Education and Training from anAustralian or recognised international higher education institution.7

Specialised Student Support Worker1 full time worker1 part time worker as part of the National School Chaplaincy programThe Student Support role is involved in student intake, wellbeing and transition toindependence. Activities include assisting new students to transition into the program,classroom support and assisting the student with career goals to establish transitionpathways prior to graduation.Support workers collaborate with specialised internal and external staff to deliver or supportthe provision of a holistic service: Referral to youth support services, GP and Allied healthprofessionals Crisis and court support Social skills support Program delivery In-class support Individual assistance with emergency food, clothing andhousing Domestic and family violence workshops/one-on-one support Education, Training and Employment support and referral Co-curricular activities Intake and referralIn consultation with teachers and support staff the Youth Off TheStreets school psychologist/counsellor provides additional one-onone support and/or group work: Individual counsellingGroup workshopsIndividualised case managementParent/carer support and workshopsStaff comment:EDEN College is a setting that provides students with not only education, but we place ahigh emphasis on overall emotional wellbeing of each student that chooses to be a part ofour school community. EDEN endeavours to create an environment that meets the needs ofeach individual.During 2019, the team at EDEN College has worked closely to ensure we are creating asafe, stable and nurturing environment for all of our students and their different learning /personal needs. Balancing safety and consistency with flexibility and opportunities forstudents to take risks with their social, emotional and educational needs can present itschallenges. However, the team at EDEN College has managed to successfully support ourstudents to begin to achieve their goals and realise their potential. This can be seen in thesuccessful implementation of PBL learning activities, which allows students to learn throughexploration of real world content.Working at EDEN College provides me with a daily opportunity to witness the resilience andcourage of our students. Being focussed and motivated enough to attend school, despite the8

challenges present in their lives, is a testament to the character of the young people here atEDEN College. It is a privilege to be able to assist our Young People in this part of their lifeas they transition into the next. MBStudent Attendance and Retention ProfileStudents completed their RoSA and/or returned to mainstream school to completePreliminary/Higher School Certificate study or entered further education, training oremployment.Due to the nature of our school setting, students stay between four weeks to two years. Afour week trial period is offered to ascertain the suitability of the school program to the youngperson’s needs. If the setting or situation is unsuitable we offer a variety of pathways inconsultation with other educational service providers and in negotiation with the student,stakeholders, parents and carers.Student attendance rates varied. For those who finished the year, the average attendancerate improved from the beginning of the school year.Year LevelYear 9Year 10Year 11Whole schoolAttendance Rate63.62%66.71%69.94%66.76%Parents/carers are notified of student absence on a daily basis. In the case of extended orregular absence, a meeting is scheduled with the student, family and stakeholders to identifyand overcome barriers in support of improved attendance.The safety and wellbeing of each student is paramount.Management of non-attendanceAll student absences at a Youth Off The Streets school is recorded and monitored within aset procedure and defined timeline.The student management system (Sentral) is updated daily following morning check in,including information on late arrivals, SMS texts received and other notifications.Absentee lists are confirmed by staff by conclusion of the day. An SMS notification or phone call is sent to the parent/carer or student who is absent.Documentation explaining absence must be received by the school within a set timeline.Poor school attendance is usually the result of personal or family circumstance. All staffwill go to great lengths to contact and reintegrate a student back into Youth Off The Streets(YOTS).Where unsatisfactory school attendance is identified, staff will follow the YOTSAttendance Breach Flowchart. Steps will be followed in the attempt to support the studentin making adjustments to improve attendance levels.9

Student Enrolment Policy1.Applications for enrolment may be made at any time by the parent/carer(s) of studentsor referring agency to commence at Youth Off The Streets (YOTS).2.A Referral Package will be issued to the applicant for completion prior to interview.Assistance will be provided to complete the Referral Package if required.3.The application will not be accepted, unless critical student/family information isprovided to YOTS with the completed Referral Package.4.The School will meet with parent/carer(s) of the student before offering a place.5.The School will base any decision about offering a place to a student on: A review of the critical information (Referral Package) provided to YOTS Student/parent/carer(s) interview with School Manager and other key stakeholders Consideration of how the School can meet the student’s needs on a case by casebasis The student making a personal commitment to the Guidelines for StudentBehaviour at YOTS6.The School has an absolute discretion in determining whether to offer a place for thestudent.7.Continued enrolment at the School is dependent upon the student making satisfactoryacademic progress, attending consistently, and the student and the parent/carer(s)observing all behavioural codes of conduct and other requirements of the School whichare applicable from time to time.Student enrolment profileStudents are drawn from a variety of schools within South Western Sydney, morespecifically the Campbelltown and Liverpool regions.Students attended and actively participated in an initial enrolment interview with theirparent/carer(s) also in attendance. Support workers and other key stakeholders are alsoinvited. Prior to enrolment, a referral package is completed by prospective students where allrelevant educational, psychological, paediatric and associated reports are requested. Thisbackground information provides the basis of an Individual Learning Plan for each studentand the collection of the Nationally Consistent Collection of Data (NCCD).We did not have students enrolled in year 7 or 8 in 2019.10

School PoliciesSummary of PolicyStudent welfareThe safety and wellbeing of each student is theschool’s primary responsibility. All YOTS schoolsare registered and accredited as a SpecialAssistance School. Many enrolled studentsrequire significant program adjustments toensure the school can meet their physical,cognitive, social/emotional and or sensoryneeds. These adjustments form the basis of anIndividual Learning Plan developed incollaboration with student, parent/carer(s) andkey stakeholders.Changes in2019Access to full textNo changeswere made in2019The full text of theschool’s studentwelfare policy can beaccessed by contactingthe Principal.No changeswere made in2019The full text of theschool’s anti-bullyingpolicy can be accessedby contacting thePrincipal.Student’s physical needs are met, with dailybreakfast, lunch and emergency clothingprovided by the school.The School Psychologist/Counsellor is availablefor all students to support positive mental health.YOTS policies ensure concerns regardingstudent welfare are reported throughinternal/external/mandatory reportingprocedures.Anti-bullyingYouth Off The Streets (YOTS) recognises itsduty of care to provide a safe and supportivelearning environment where individualdifferences and diversity is respected.YOTS is committed to providing all students witha healthy and safe place free from bullying andintimidation. Bullying is not an acceptable anddoes not align with our values.Youth Off The Streets will not acceptunreasonable and inappropriate behaviour,which intimidates, offends, degrades, insults orhumiliates anyone possibly in front of peers,students, staff or visitors and which may includephysical or psychological behaviour.The school provides processes for respondingand managing allegations of bullying includingthe contact information for the local police SchoolLiaison and Youth Liaison Officers.Anti-bullying programs and resources areprovided to students/parents/carers to raiseawareness of bullying.11

Summary of PolicyAt enrolment, students are required to commitand sign Guidelines for Student Behaviourreinforcing the school’s anti-bullying policy.At enrolment, students are required to commitand sign Guidelines for student behaviourreinforcing the school’s anti-bullying policy.DisciplineOur aim is to provide the highest standard ofsupport to our students to promote growth,stability, safety, welfare and general wellbeing.Changes in2019Access to full textNo changeswere made in2019The full text of theschool’s disciplinepolicy can be accessedby contacting thePrincipal.YOTSComplaintsPolicy andProcedurespolicy wereupdated in 2019.The full text of theschool’s complaintsand grievanceresolution policy can beaccessed by contactingthe Principal.Youth Off The Streets has adopted RestorativePractices as a means of implementing disciplinewhilst improving school culture. RestorativePractice provides a framework for our students tobe accountable for their actions, to repair anyharm caused and for them to re-engage inlearning. Restorative practice enables solutionsto be created where all stakeholders feel valuedand accepted. It is about staff working with thestudents, rather than to them or for them.Restorative Practice focuses on accountabilityand repairing the harm rather than retributionand punishment.Consultation with the student, parents/carer(s)provides a supportive and coordinated approachto support the well-being of each student.A Discipline Process Flow Chart ensuresdecision making is based on principles ofprocedural fairness and involve parents in theprocesses of procedural fairness for suspensionand expulsion.The use of corporal punishment is not permittedunder any circumstances at Youth Off TheStreets.The school does not explicitly or implicitlysanction the administration of corporalpunishment by school staff or non-schoolpersons including parents to enforce discipline atschool.Complaints and grievances resolutionYouth off the Streets (YOTS) Promotes a culturethat values complaints and their effectiveresolution. YOTS expects staff to be committedto fair, effective and efficient complaint handling.The YOTS Complaints policy provides guidanceon the principles, roles and responsibilities of ourComplaint Management System. We arecommitted to seeking and receiving feedbackand complaints about YOTS services, systems,Also aComplaintsRegister wasdeveloped to12

practices, procedures and complaint handling.YOTS will address each complaint with integrityand in an equitable, objective and unbiasedmanner.The YOTS Complaints Fact Sheet provides asuccinct an easy to understand guide forstudent/parent/carer(s) to make a complaint andprovide feedback.improve theeffectivenessandaccountability ofour ComplaintsSystemAdditionally, the School enrolment Referral Packcontains information directingstudent/parent/carer(s) to government agencieswho can independently investigate a complaint.Parent and Caregiver informationStaff encourage and welcome parent participation in all aspects of school life. Throughout2019 there have been a number of opportunities for parents and carers to attend events andactivities at the school. These include: Individual Learning Plans, a parent/carer(s)information night, sports gala days, Graduation Day and Presentation Night.Parents/carers are required to attend initial intake interviews and subsequent caseconferences. There is ongoing parental contact to discuss issues of concern and to informparents of positive behavioural changes. Pastoral teachers are in contact with parents andcarers on a regular basis.Parental engagement in our school serves to encourage a well informed and unitedpartnership, promoting consistency of expectation for our students. Parents/carers are alsoinvited to attend school excursions, presentation days and other Youth Off The Streetsevents.Our students may be in the care of Department of Communities and Justice (DCJ) and/orreceive support from DCJ caseworkers. Our schools are committed to working closely withthese caseworkers to ensure the welfare of the students. We actively promote improvedrelationships with the students’ families. Our case workers, support workers and counsellorsassist with this endeavour.13

Parent, student and teacher satisfaction survey2019 Parent Survey Results – There were total of 17 responsesQuestionsYesNo171. Do you feel EDEN is supporting you and your child in amanner that is positive for your child?162. How do you feel EDEN College has handled any issues thathave arisen for your child?1613. Have you noticed any positive difference/change in your childsince commencing at EDEN?4. Is there anything further that EDEN College can do for you and your child? If so,what?Six respondents answered with “No”No, keep up with the way things are goingNot that I can think offHelp with TVET animal studies so

Attended the Rise Snowboarding Camp at Perisher 20 Representatives of EDEN & YOTS: Represented EDEN at the Eden Gardens morning tea 10 Represented EDEN in Western Sydney University research program RESPECT 5 Cycle