2019 annual school report€¦ · education standards authority (nesa) and member of the...
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Principals Message Eden College is an independent special assistance school, registered and accredited with NSW Education Standards Authority (NESA) and member of the Association of Independent Schools (AISNSW). In 2019 our school welcomed our new Deputy Principal Wellbeing to assist in delivering our mission and vision and to prioritise the wellbeing of our students and staff. As Principal, I have the privilege to present my second Annual School Report to outline the school’s progress across the following key priority areas: Quality Teaching & Learning | Quality Systems | Quality Relationships. Our commitment to excellence across these key areas ensures that our school is resourced and accredited to provide students the opportunity to achieve the Record of School Achievement (RoSA) and Higher School Certificate (HSC). Our dedicated staff have achieved significant progress in our 2018 - 2020 School Plan with Eden College providing a host of opportunities for our students to re-engage in learning within a safe, challenging and highly supportive learning environment. This year our professional and dedicated staff have strived to build our students’ capacities within a system of core frameworks and values identified below:
Restorative Practices – is a whole school teaching and learning approach that encourages behaviour that is supportive and respectful. It puts the onus on individuals to be truly accountable for their behaviour and to repair any harm caused to others as a result of their actions.
Circle of Courage – is a model of positive youth development based on the universal principle that to be emotionally healthy all youth need a sense of belonging, mastery, independence and generosity.
YOTS PRIDE Values – Passion – being positive, energetic and advocating for creating autonomy in learning and a sense of purpose in learning, Respect - using interpersonal skills to build positive relationships and assist others to achieve, Integrity - showing honesty, reliability and a willingness to apply effort, Dedication – striving for and achieving significant personal growth, especially when faced with challenges, Engagement- taking the opportunities presented and working both independently and with their staff.
A highlight for Eden College in 2019 has been the commencement of our inaugural cohort of Year 11 students who also transitioned into Year 12 during Term 4. Some of these students have been students of Eden College since Year 9 and we are very proud of the whole group as they undertake the most significant and last year of their schooling. We are proud to report that after initial approval last year, Eden College was awarded a maximum five year renewal of Stage 6 Registration and Accreditation by the Minister and The NSW Education Standards Authority (NESA). Another highlight has been the addition of our Certificate II Hospitality course and the enthusiastic participation of our students resulting in the opening of Eden College ‘Second Chance Café’ where students have been honing their skills in an authentic training environment. Thank you to our school manager, our talented multi-disciplinary staff team and dedicated volunteers who have provided the highly supportive learning environment that has allowed our students to feel safe, grow and achieve success on a daily basis. Our school recognises the ongoing support of the YOTS Board, Father Chris Riley, YOTS Leadership Committee and our Corporate and support teams who work tirelessly in support of our school. Finally, I would like to acknowledge our students, parents and carers, working in partnership with our school to support improved wellbeing, educational achievement and positive engagement within our school and the broader community. Steven Armstrong - Principal
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2019 Annual School Report
EDEN College 86 Parliament Road Macquarie Fields Ph: 02 87966730 Fx: 02 87966740 www.youthoffthestreets.com.au
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School Context
EDEN College, Macquarie Fields was opened in February 2007 and provides education for
young people who are either disengaged or at risk of becoming disengaged from mainstream
education. EDEN College is a member of the Association of Independent Schools, NSW
(AISNSW). The school’s learning programs comply with NSW Education Standards Authority
(NESA). EDEN College provides Years 9 and 10 and 11 schooling with accreditation for Year
12 to commence in 2020. Students are supported through Individual Learning Plans. Students
work towards achieving their RoSA, progressing to Year 11 and 12, re-entering mainstream
schooling or transitioning into vocational training or employment.
Our school programs aim to empower young people with learning strategies to make informed
decisions towards creating a positive future.
Class sizes and structure
Fifty-seven students enrolled at EDEN College during 2019, are mostly from an Anglo
Saxon, New Zealand, Pacific Island or Aboriginal and Torres Strait Islander background.
Throughout the year there were sixteen enrolled students who identified as Aboriginal in
2019.
The school prides itself on its innovative approach to working with students who are unable
or unwilling to participate in mainstream education. We provide disengaged and
disadvantaged youth with an opportunity to continue their educational studies in a highly
supportive, caring and nurturing
environment.
The school provides a highly supportive
environment, with classes comprising a
maximum of twelve students and onsite
access to specialist support staff. Teaching
and learning practice is student centred,
with program adjustments provided to
support the individual needs of each young
person in our care.
All teaching programs meet or exceed
NESA accreditation standards. Curriculum delivery is adjusted to address the individual
learning requirements of our students. Student strengths and areas requiring additional
support are identified through pre-test screening procedures. Individual Learning Plans
(ILP’s) and implemented to ensure student’s needs are identified, strategies are put in place
and each student is supported to reach their full potential.
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Student comment:
I started at Eden College at the start of 2019. I came to Eden because I had been getting
bullied and I was getting upset. I didn’t want to do my work or engage. Since now being at
Eden in the last year I made new friends, been happier than before I came, have done my
school work and I ask for help when I need it. I get more support in the class with teachers
and volunteers, help from counsellors with strategies to help me calm down when I feel
anxious. I have grown more confident in myself. I don’t know where I would be if I wasn’t at
Eden.
School Performance 2019
Significant Outcomes
Education and Credentials: No.
Participated in the program in 2019 57
Completed Year 10 and were eligible for a RoSA 9
Returning in 2020 24
Completed Year 9 7
Completed Year 11 6
Completed their first aid certificate 8
Wellbeing and Personal Growth:
Engaged in regular counselling 39
Participated in Rock and Water program 24
Participated in Yoga program 7
Engaged in Alcohol and other Drugs program 30
Participated in Service Learning opportunities 19
Participated in Leadership Opportunities 7
Programs & Workshops for Life skills
Participated in after school programs 8
Completed a Statement of Attainment in Workplace Communication course through the Youth Off The Streets RTO
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Participated in an Aboriginal “Puzzle Mates” Art program 23
Attended the Rise Snowboarding Camp at Perisher 3
Completed ACCOR Induction workshop 2
Participated in Top Blokes/Girls program 16(B) 6(G)
Participated in Harmony Day and Reconciliation Day events 15
All students participated in water safety skills including Lifesaving swimming skills
All students participated in electives throughout the year including health, cooking, fitness, music, art and woodwork
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Sport:
All students participated in water safety skills including swimming lessons and surfing lessons
15
All participated in the YOTS Combined Sports Gala Days 10
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 of Courage team – Sydney2 Surfers, Blayney to Bathurst 1
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RTO
Two students engaged in a Statement of Attainment in Workplace Communication that ran
for four weeks. The young people who actively engaged in the course were successful in
gaining three units of competency that focused on communication skills used in the
workplace. Students were assessed on their ability to use appropriate verbal and non-verbal
communication in three simulated workplace situations; two team meetings and an interview.
One young person successfully achieved a Statement of Attainment in Workplace
Communication.
Academic Outcomes
The National Assessment Program – Literacy and Numeracy (NAPLAN) for years 7 and 9 is
reported on a scale from Band 1 to 10. This year there were eight students from EDEN
College who completed NAPLAN Online.
Band Reading Writing Spelling Grammar Num.
2 10%
3 10% 12.5%
4 12.5% 25%
5 44.5% 40% 12.5%
6 22.2% 20% 25% 25% 55.5%
7 11.1% 10% 25% 37.5% 44.5%
8 22.2% 12.5%
9 10% 12.5%
Record of School Achievement (RoSA)
In 2019 we had nine students successfully complete Year 10 becoming eligible to receive
the Record of Student Achievement (RoSA). Seven students elected to return to Year 11 at
EDEN College in 2020. Four students will transition from Year 11 and complete Year 12 at
Eden College in 2020.
Curriculum
The School offers a broad curriculum catering to the academic, psychological and vocational
needs of the students. Individual Learning Plans (ILP’s) are developed in consultation with
students, parent/carers and key stakeholders to cater to the specific learning needs of each
student. ILP’s are monitored and reviewed regularly and updated at the commencement of
each new school term.
Many of our students need intensive language, literacy and numeracy (LLN) support and
intervention to facilitate re-engagement in the curriculum. Specific LLN strategies are
required due to a range of challenges including significant gaps in schooling, family
breakdown, alcohol and other drug issues and cultural factors.
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LLN assessment is used to identify current level of proficiency with results used to inform
ILP’s and target specific areas of weakness or build upon recognised strengths. Appropriate
LLN intervention strategies are implemented to increase students’ ability to function in a
classroom environment.
Staff received ongoing support from consultants from the Association of Independent
Schools 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) to
allow essential scaffolding of knowledge for our students to maximise understanding and
transfer 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 6
course 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 has
been augmented with the creation of an onsite
café – Second Chance Café – complete with
commercial coffee machine. It was launched in
September to a large crowd of supporters and
the students have built their skills and confidence
through consistent and constant coffee making
on the school site.
Teacher Professional Learning, Accreditation and Qualifications
In 2019 our school continued to access a comprehensive suite of professional learning
opportunities through the AISNSW. This partnership has enabled staff to access both face-
to-face and online training to strengthen their teaching practices and to ensure all learning
opportunities are tailored to the specific and diverse needs of our students.
YOTS supports all teachers to engage in mandatory NESA accredited and teacher identified
professional development. Furthermore, YOTS encourages all staff to actively engage in
meaningful internal and external professional development to support the specific learning
needs of our particular student cohort.
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In 2019 staff attended the following internal and external training:
Provider Description of the Professional Learning Activity No of staff
Youth Off The Streets
Youth Off The Streets Alternative Education Conference: 2 day conference with speakers including:
Dan Haesler: Growth Mindset for staff
Joanna Nicholson: Trauma and the experiences of young people in flexible learning programs
John Walters: Fishtale Education – Using Immersive and Iconic reading
Dr Sue O’Neill: Transition planning for youth arriving and leaving alternative education
Carolyn Blanden, Warrakirri College with AIS:New Pedagogies for Deep Learning
John Martin – Psychologist, Inner Force: Bigger picture - Mental Health issues with young people
Sharon Kerr – Leader Education and Training, Centre for Disabilities: strategies to support indigenous students and families where disability is a factor
Ian Walker: Duke of Edinburgh and Outdoor learning
Dr Robbie Lloyd: Establishing The Nautilus Senior College – Ups and downs
Amy Gill: Looking Backwards to Program Forward
John Martin, School Deputy Wellbeing: Understanding Students through the cycle of courage
YOTS Cultural Support Team: Understanding Culture in Education
Dunlea: The impact of Drugs and Alcohol in Education
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Child Safe Code of Conduct All
Mandatory Reporting All
Reportable Conduct Procedure All
Child Safe Policy All
Manual Handling All
Corporate Induction 1
YOTS Complaints Policy and Procedure 1
NCCD data moderation 1
NESA NAPLAN online Face-to-face training 1
AIS Classroom observations workshop 1
NESA Numeracy Stage 6 CEC Pilot Conference 1
Twenty10 LGBTIQA Inclusivity Training 5
The Centre for Cultural Competence Australia (CCCA)
Aboriginal and Torres Strait Islander Cultural competence course
1
NSW Education Standards Authority
NAPLAN Online 2019 Face-to-face training 1
AIS Classroom Observations Workshop 1
Gonski Institute Empowering School Leaders and Teachers to drive practice and 1
Australian College of Applied Psychologist
Master of Psychology (Clinical) at Australian College of Applied Psychology – all year
Research project (all year) – completed my thesis on trauma-informed education programs and their impact on academic outcomes 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 hours in the ACAP Psychology Clinic working directly with clients – linked with the above 2 units
Psychopathology and Interventions: Children and Adolescents
1
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Provider Description of the Professional Learning Activity No of staff
Nathan Wallis The Developing Brain Workshop
Brain research
Risks vs protective factors
ASD and ADHD findings – updated
Parental interventions and how to support parents
1
Prof David Alais The Ambidextrous Brain: The Neuroscience of Imagination and Creativity
What is creativity
Benefits of engaging in creative activities – parallels with meditation
How to encourage creativity
1
Prof. Adam Guastella, Max Prineas, Susannah Gregory – panel.
Understanding Neurodiversity and living with Autism Topics covered:
ASD in education and the workforce
Expert brain research and ASD individual lived experiences
How to encourage engagement in ASD community in workforce
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UTS Project Design Lab 2
AIS RTO Certificate IV TAE40116 2
St Johns Ambulance
HLTAID003 - Provide First Aid 3
Teacher accreditation
All Teachers are accredited with The NSW Education Standards Authority (NESA).
Level of accreditation No of teachers
Conditional 0
Provisional 0
Proficient teacher 5
Highly Accomplished Teacher 0
Workforce composition
Staff are responsive, restorative and demonstrate Youth Off The Streets organisational
values of Passion, Respect, Integrity, Dedication and Engagement (P.R.I.D.E).
1 Principal
1 School Manager
2 full time teachers
2 part time teachers
2 part time psychologists
1 full time Student Support Youth Worker
All teachers have attained formal teaching qualifications and achieved a standard of
professional competency recognised by the Minister of Education and Training from an
Australian or recognised international higher education institution.
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Specialised Student Support Worker 1 full time worker
1 part time worker as part of the National School Chaplaincy program
The Student Support role is involved in student intake, wellbeing and transition to
independence. Activities include assisting new students to transition into the program,
classroom support and assisting the student with career goals to establish transition
pathways prior to graduation.
Support workers collaborate with specialised internal and external staff to deliver or support
the provision of a holistic service:
Referral to youth support services, GP and Allied health professionals
Crisis and court support
Social skills support
Program delivery
In-class support
Individual assistance with emergency food, clothing and housing
Domestic and family violence workshops/one-on-one support
Education, Training and Employment support and referral
Co-curricular activities
Intake and referral
In consultation with teachers and support staff the Youth Off The Streets school psychologist/counsellor provides additional one-on-one support and/or group work:
Individual counselling
Group workshops
Individualised case management
Parent/carer support and workshops
Staff comment:
EDEN College is a setting that provides students with not only education, but we place a
high emphasis on overall emotional wellbeing of each student that chooses to be a part of
our school community. EDEN endeavours to create an environment that meets the needs of
each individual.
During 2019, the team at EDEN College has worked closely to ensure we are creating a
safe, stable and nurturing environment for all of our students and their different learning /
personal needs. Balancing safety and consistency with flexibility and opportunities for
students to take risks with their social, emotional and educational needs can present its
challenges. However, the team at EDEN College has managed to successfully support our
students to begin to achieve their goals and realise their potential. This can be seen in the
successful implementation of PBL learning activities, which allows students to learn through
exploration of real world content.
Working at EDEN College provides me with a daily opportunity to witness the resilience and
courage of our students. Being focussed and motivated enough to attend school, despite the
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challenges present in their lives, is a testament to the character of the young people here at
EDEN College. It is a privilege to be able to assist our Young People in this part of their life
as they transition into the next. MB
Student Attendance and Retention Profile
Students completed their RoSA and/or returned to mainstream school to complete
Preliminary/Higher School Certificate study or entered further education, training or
employment.
Due to the nature of our school setting, students stay between four weeks to two years. A
four week trial period is offered to ascertain the suitability of the school program to the young
person’s needs. If the setting or situation is unsuitable we offer a variety of pathways in
consultation 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 attendance
rate improved from the beginning of the school year.
Year Level Attendance Rate
Year 9 63.62%
Year 10 66.71%
Year 11 69.94%
Whole school 66.76%
Parents/carers are notified of student absence on a daily basis. In the case of extended or
regular absence, a meeting is scheduled with the student, family and stakeholders to identify
and overcome barriers in support of improved attendance.
The safety and wellbeing of each student is paramount.
Management of non-attendance
All student absences at a Youth Off The Streets school is recorded and monitored within a set 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 staff will 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 YOTS Attendance Breach Flowchart. Steps will be followed in the attempt to support the student in making adjustments to improve attendance levels.
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Student Enrolment Policy
1. Applications for enrolment may be made at any time by the parent/carer(s) of students
or 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 is
provided 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 case
basis
The student making a personal commitment to the Guidelines for Student
Behaviour at YOTS
6. The School has an absolute discretion in determining whether to offer a place for the
student.
7. Continued enrolment at the School is dependent upon the student making satisfactory
academic progress, attending consistently, and the student and the parent/carer(s)
observing all behavioural codes of conduct and other requirements of the School which
are applicable from time to time.
Student enrolment profile
Students are drawn from a variety of schools within South Western Sydney, more
specifically the Campbelltown and Liverpool regions.
Students attended and actively participated in an initial enrolment interview with their
parent/carer(s) also in attendance. Support workers and other key stakeholders are also
invited. Prior to enrolment, a referral package is completed by prospective students where all
relevant educational, psychological, paediatric and associated reports are requested. This
background information provides the basis of an Individual Learning Plan for each student
and the collection of the Nationally Consistent Collection of Data (NCCD).
We did not have students enrolled in year 7 or 8 in 2019.
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School Policies
Summary of Policy Changes in 2019
Access to full text
Student welfare The safety and wellbeing of each student is the school’s primary responsibility. All YOTS schools are registered and accredited as a Special Assistance School. Many enrolled students require significant program adjustments to ensure the school can meet their physical, cognitive, social/emotional and or sensory needs. These adjustments form the basis of an Individual Learning Plan developed in collaboration with student, parent/carer(s) and key stakeholders. Student’s physical needs are met, with daily breakfast, lunch and emergency clothing provided by the school. The School Psychologist/Counsellor is available for all students to support positive mental health. YOTS policies ensure concerns regarding student welfare are reported through internal/external/mandatory reporting procedures.
No changes were made in 2019
The full text of the school’s student welfare policy can be accessed by contacting the Principal.
Anti-bullying Youth Off The Streets (YOTS) recognises its duty of care to provide a safe and supportive learning environment where individual differences and diversity is respected. YOTS is committed to providing all students with a healthy and safe place free from bullying and intimidation. Bullying is not an acceptable and does not align with our values. Youth Off The Streets will not accept unreasonable and inappropriate behaviour, which intimidates, offends, degrades, insults or humiliates anyone possibly in front of peers, students, staff or visitors and which may include physical or psychological behaviour. The school provides processes for responding and managing allegations of bullying including the contact information for the local police School Liaison and Youth Liaison Officers. Anti-bullying programs and resources are provided to students/parents/carers to raise awareness of bullying.
No changes were made in 2019
The full text of the school’s anti-bullying policy can be accessed by contacting the Principal.
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Summary of Policy Changes in 2019
Access to full text
At enrolment, students are required to commit and sign Guidelines for Student Behaviour reinforcing the school’s anti-bullying policy. At enrolment, students are required to commit and sign Guidelines for student behaviour reinforcing the school’s anti-bullying policy.
Discipline Our aim is to provide the highest standard of support to our students to promote growth, stability, safety, welfare and general wellbeing. Youth Off The Streets has adopted Restorative Practices as a means of implementing discipline whilst improving school culture. Restorative Practice provides a framework for our students to be accountable for their actions, to repair any harm caused and for them to re-engage in learning. Restorative practice enables solutions to be created where all stakeholders feel valued and accepted. It is about staff working with the students, rather than to them or for them. Restorative Practice focuses on accountability and repairing the harm rather than retribution and punishment. Consultation with the student, parents/carer(s) provides a supportive and coordinated approach to support the well-being of each student. A Discipline Process Flow Chart ensures decision making is based on principles of procedural fairness and involve parents in the processes of procedural fairness for suspension and expulsion. The use of corporal punishment is not permitted under any circumstances at Youth Off The Streets. The school does not explicitly or implicitly sanction the administration of corporal punishment by school staff or non-school persons including parents to enforce discipline at school.
No changes were made in 2019
The full text of the school’s discipline policy can be accessed by contacting the Principal.
Complaints and grievances resolution Youth off the Streets (YOTS) Promotes a culture
that values complaints and their effective
resolution. YOTS expects staff to be committed
to fair, effective and efficient complaint handling.
The YOTS Complaints policy provides guidance
on the principles, roles and responsibilities of our
Complaint Management System. We are
committed to seeking and receiving feedback
and complaints about YOTS services, systems,
YOTS Complaints Policy and Procedures policy were updated in 2019. Also a Complaints Register was developed to
The full text of the school’s complaints and grievance resolution policy can be accessed by contacting the Principal.
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Parent and Caregiver information
Staff encourage and welcome parent participation in all aspects of school life. Throughout
2019 there have been a number of opportunities for parents and carers to attend events and
activities 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 case
conferences. There is ongoing parental contact to discuss issues of concern and to inform
parents of positive behavioural changes. Pastoral teachers are in contact with parents and
carers on a regular basis.
Parental engagement in our school serves to encourage a well informed and united
partnership, promoting consistency of expectation for our students. Parents/carers are also
invited to attend school excursions, presentation days and other Youth Off The Streets
events.
Our students may be in the care of Department of Communities and Justice (DCJ) and/or
receive support from DCJ caseworkers. Our schools are committed to working closely with
these caseworkers to ensure the welfare of the students. We actively promote improved
relationships with the students’ families. Our case workers, support workers and counsellors
assist with this endeavour.
practices, procedures and complaint handling.
YOTS will address each complaint with integrity
and in an equitable, objective and unbiased
manner.
The YOTS Complaints Fact Sheet provides a
succinct an easy to understand guide for
student/parent/carer(s) to make a complaint and
provide feedback.
Additionally, the School enrolment Referral Pack contains information directing student/parent/carer(s) to government agencies who can independently investigate a complaint.
improve the effectiveness and accountability of our Complaints System
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Parent, student and teacher satisfaction survey
2019 Parent Survey Results – There were total of 17 responses
Questions Yes No
1. Do you feel EDEN is supporting you and your child in a manner that is positive for your child?
17 -
2. How do you feel EDEN College has handled any issues that have arisen for your child?
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3. Have you noticed any positive difference/change in your child since commencing at EDEN?
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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 going
Not that I can think off
Help with TVET animal studies so that she can come back next year
Continue engaging and allowing her to get help when she needs it. Above all it’s sweet
5. What has been a standout feature for you? Parent Comments include:
That he has been putting more effort into his work
Take responsibility for her actions and continue to learn
The support is amazing and couldn’t ask for more. Thank you
Smaller classes, more individualised teaching I think has made a big improvement on his behaviour at school. All the teachers & staff seem very caring.
He has been more positive and shown more confidence in himself. Not to mention learning more actively than before
Parent Comment:
I am very happy with Eden College. They are supporting both myself and my son in a
manner that is positive. I was delighted to receive a letter from one of the teachers that was
extremely positive and I appreciated it – much better than hearing only negative things. I
think Eden staff have handled my son well. He was pleased to receive such positive praise
in a letter home. I have noticed changes in my son – he is happier and he goes to school
and returns home in a positive happy manner. He even tells me about his day. The stand out
feature has been smaller classes and more individualised teaching. I think this has made a
big improvement on his behaviour at school. All the teachers and staff seem very caring. I
think the few rules that are enforced are important rules. I like that the school has put their
focus on teaching and learning rather than many unimportant rules. The few school rules are
strict and black and white. L.S
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Aboriginal and Torres Strait Islander Education
Youth Off The Streets Aboriginal Services have the perspective that the Aboriginal young
people are our main target group and we would like to provide an intensive support service
to them. In the event that there are no Aboriginal students enrolled we will endeavour to run
cultural awareness groups for the school. Where possible, Aboriginal staff work within the
schools on a regular basis.
The needs of our Aboriginal and Torres Strait Islander students are identified and met
through the delivery of a curriculum that recognises and respects their cultural heritage. Our
established Aboriginal Services Team has continued working with our Aboriginal students,
supporting their school attendance. Every opportunity is taken for our Aboriginal and non-
Aboriginal students to share in the cultural experience.
Aboriginal staff are required to attend any case reviews, Individual Learning Plans and
wherever possible, other significant meetings.
This year we had many students participating in a variety of Aboriginal programs.
Significant Outcomes: Yes/No
All participated in Reconciliation Day celebrations 15
Participated in an Aboriginal Art program 23
Equity
Youth off the Streets has a policy of inclusivity, taking pride in being accepting of all
individuals and groups within our school community. Equity themes are constantly reinforced
through the curriculum and student welfare initiatives.
Equity and inclusion are constantly reinforced through the curriculum. These values are
modelled and embedded within all teaching and learning experiences. Staff ensure a culture
of equality and inclusivity are promoted and reinforced within our school. The curriculum is
accessible to all students, with program delivery and learning activities differentiated on the
basis of individual need.
Alcohol and other drug education
Alcohol and other drug education is a critical component of the curriculum integrated across
a variety of key learning areas. All students have access to the Dunlea Alcohol and Other
Drug Youth Service. Dunlea is a Youth Off The Streets service that offers an informative,
effective, non-threatening Cognitive Behaviour Therapy program. With a large focus on
harm minimisation approach to alcohol and other drug education where group and individual
counselling sessions are available.
In addition workshops have been run on site by an external health team, Traxside. This has
included topics such as general drug awareness and smoking cessation.
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Specific School Initiatives
EDEN College is located on Dharawal land. EDEN students collaborated with Aboriginal
Services and Danielle Sullivan to design an artwork to develop recognition of their story. This
is a whole of community program that has messages of unity, connection and supports the
need for Reconciliation and ‘Closing The Gap’.
Through offering a flexible curriculum our students are provided with experiences that help
develop their self-belief, enrich their understanding of the world around them and develop
skills to unlock their true potential. Such experiences have included activities with a disability
group, Junction Works, and a local primary school where students assist the youngest
students in class. Activities have provided the opportunity to translate everyday learning into
meeting real community requirements.
Further to this, a café named the Second Chance Café, was established on the grounds of
Eden College to assist students in years 11 and 12 in their Certificate II in Hospitality.
Students have uniform aprons to wear, expert coffee making guidance and have engaged in
service to staff at KOCH and Eden and external groups such as the wider Youth Off The
Streets community. The students have grown in self-confidence and skills.
Representative Sport
2019 YOTS students had opportunities to participate in sports GALA days and
representative sporting events with continued support from our sponsors and as part of the
CDSSA.
Term 1 Soccer Gala Day was held at David Phillips Field, Daceyville and was
sponsored/hosted by UNSW. Network 10 volunteered to be a part of the event, meeting and
greeting students and encouraging them throughout the day. We are very fortunate to have
the support of UNSW to assist in facilitating our GALA days and providing an outstanding
venue. Students enjoyed the day of friendly competition and corporate sponsors interacting
with our young people at our gala day.
Term 2 Basketball Gala day saw Grill’d as our major sponsor for the day providing a lunch
and also entered a team in our gala day which was held at KOCH Centre for Youth. We had
six schools compete throughout the day.
Term 3 was an exciting Gala day held for the first time at Homebush Netball Centre and was
hosted by Netball NSW, this was an excellent venue organised by our corporate team.
Students thoroughly enjoyed the day with friendly competition amongst our schools.
Term 4 saw our Oztag Gala day on October 24th hosted/coordinated and refereed by
NSWRL at their Centre of Excellence at Homebush. Students were able to use the brand-
new fields which saw an outstanding level of Oztag being played.
Youth Off The Streets students were also successful in attending the CDSSA athletics
carnival held at Homebush athletics stadium. Students participated in javelin, shot put, and
discus. We had 3 students compete in the 100m, 200m and 400m events. Although students
were unsuccessful in reaching the next level they were able to have the opportunity to
participate in an elite sporting event.
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Cycle of Courage
Over the past ten years, the engagement of students in cycling has increased significantly and led to the formation of the Cycle Of Courage program, which currently engages sixty students across our schools within elective sport and our Service Learning initiatives. Through our partnership with Parramatta Cycle Club students have access to an accredited coach who provides structured weekly training rides to develop leadership and communication within a team environment, cycling knowledge, bike maintenance skills and importantly road safety awareness. As a result of students commitment to training many successfully participate in community cycling events such as Bathurst To Bathurst (50/100 km), Sydney to Surfers Paradise (950 km) and MS Sydney to Gong (82 km). The Sydney to Surfers annual cycling event is organised by Engadine Rotary Club. This ride challenges all participants physically, mentally and emotionally also raising much-needed funds and awareness for Youth Off The Streets. The program incorporates the Circle of Courage philosophy which is a model of positive youth development. The model integrates Native American philosophies of the growth needs of all youth and is based on four universal needs of youth development: Belonging, Mastery, Independence and Generosity. Staff and volunteers involved in the program contribute a great deal of personal time supporting students during training rides both after school and on weekends. Their ongoing passion, commitment and belief in our young people has enabled remarkable personal growth, improved attitudes, an increased sense of belonging, goal setting and a positive vision for their own future. The Cycle of Courage program is a valuable asset to the organisation’s education service.
Engages young people to regularly attend school and strengthens positive behaviour
Connects young people with diverse backgrounds to a supportive cycling community
Creates work placement and employment opportunities
Develops knowledge of local cycling infrastructure, road traffic awareness and safety skills
Provides public speaking opportunities
Embeds the knowledge and skills that allow individuals to enhance their fitness, health and wellbeing
Fosters community service by repairing second hand bikes for children in disadvantaged communities
Testimonial “I have learnt a lot of new skills I couldn’t do a year ago. It’s now my responsibility to teach others. I stay with the slower riders and encourage them. I was selected to do this as I am trustworthy - YP
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Technology
Students have access to 30 laptop computers on site. This has allowed greater exposure to
ICT and technology within the key learning areas. They now have greater access to
information and research content. Students have produced literature and explore marketing
presentation materials and new content media such as video presentations and webinars.
Technology use has expanded to include the use of
recording software in the music studio. Students
have utilised the equipment and their training to
produce original songs and music developed on the
computer.
The art and photography programs have also
utilised technology in their learning outcomes.
All students have participated in cooking activities throughout the year using the semi-commercial kitchen located at the school.
Work Education and Experience
Students were supported by staff to assist in preparation for entry to future employment. Training and employment needs and goals were assessed and included in individual transition plans. Students have the opportunity to attend a range of careers expos to expose them to a variety of career pathways. This allowed our students to learn about career options, think about future pathways and learn about the steps they could take to access many exciting careers. As part of the curriculum students in Year 10 participated in a number of workshops aimed at
work ready skills. Some workshops were run internally and some via external agencies.
Two students completed a Statement of Attainment in Community Service
Eight students completed their first aid certificate All students enrolled in Year 9 and 10 engaged in the study of learning styles, identifying assets, resume construction, understanding personal attributes and developing employability skills. All students have the opportunity to have appointments with TAFE Careers Advisors to clarify career pathways. Students were supported by staff to assist in preparation for entry to future employment.
Training and employment needs and goals were assessed and included in individual
transition plans. Students have the opportunity to attend a range of careers expos to expose
them to a variety of career pathways. This allowed our students to learn about career
options, think about future pathways and learn about the steps they could take to access
many exciting careers.
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Recreation and Holiday Activities
Students have connections with key staff during the term breaks, when holiday activities are
organised. They cater for youth from our Integration Program and Outreach Services. New
students can meet currently enrolled students, minimising their anxiety on entry or return to
school. EDEN College students participated in a “Colour Run”. Many activities are offered at
no cost to the students. Involvement in the activities improves social skills and develops self-
confidence.
Initiatives promoting respect and responsibility
Service Learning
Service Learning opportunities are structured to engage young people in projects designed
to help others and stimulate social conscience. The core content and experience of these
activities are then integrated across the curriculum.
All students participated in a range of Service Learning Programs based on Respect,
Responsibility and Generosity.
Service Learning opportunities are designed to engage young people in projects that help
others stimulating a social conscience and a sense of other people and putting their needs
first.
Macquarie Fields Primary School – literacy assistance – six students were allocated to
Kindergarten and Year 1 classes and sat with students for about an hour helping them
to read, write and negotiate the work. Students often read to the children and were
always reluctant to leave. The teaching staff at Macquarie Fields Primary School, were
happy to host our students and often asked for extended time.
Junction Works – twelve students assisted the clients at Junction Works to engage in
activities either physical or creative in nature. Eden students often organised games of
basketball or oz tag, colouring in or drawing and board games.
Service Learning provides a sense of giving back to the community and empowers students
to be grateful, appreciative and socially aware.
Community member comment:
I really enjoy volunteering at Eden College and working with the student's within the
classroom to support them to achieve their goals. Many of the youth are impacted by
multiple psychosocial issues that would place significant barriers to their success within
mainstream education. However at Eden with additional support, the young people are
engaged and achieving success.
This is largely due to the passion and commitment of staff who build capacity for the
student's by creating pathways in vocational skills and employment, in addition to supporting
their academic goals via individualised learning plans and encouraging their creativity by
linking theory to practice within the classroom.
The support given is multidimensional and allows the young people to thrive in an
environment that builds confidence, maturity, responsibility, compassion and respect for self
and other people. The result is transformational and I am privileged to be able to witness
their transition and play a small part in the young person's journey. DS
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Post-school Destinations
Number of Students
Students returning in 2020 to complete their Year 10 RoSA 24
Students enrolling in senior education (Stage 6) 10
Acquired an apprenticeship 3
Full time employment 3
Progress on 2019 School Determined Improvement Targets
The Youth Off The Streets Schools Strategic Plan 2018 – 2020 was released in March 2018. The Strategic Plan continues to deliver clarity, purpose and gives the school a positive and decisive way forward. The three strategic priorities which will be further developed in 2019, include:
Dimension 1 - Programs
Priority: Quality Learning and Teaching
2019 FOCUS ACTION OUTCOMES
To strengthen the schools’ dynamic and creative learning environments through outstanding pedagogy, resulting in high levels of student engagement and achievement.
Review of teaching and learning structure
Review of approach to student differentiation
Provide more opportunities for staff Professional Development
Elevate Project Based Learning (PBL)
Increase opportunities for all classroom staff to engage in lesson observations and team teaching to improve teacher quality.
Facilitated Alternative Education 2 day Conference- opportunities for YOTS staff to present and join a variety of like- minded staff and schools in workshop settings
Staff provided with access to PD via YOTS ELMO platform and TTA membership
Continued to build school capacity to provide PBL projects
Staff training to Implement Stage 6 Numeracy Pilot (2020)
Deputy Principal undertook in depth NCCD PD to facilitate PD for all Schools Managers and delivered the PD across all our schools.
Updated all Stage 5/6 teaching and learning programs in preparation for NESA Registration & Accreditation
Collaborated with AISNSW School Improvement & Curriculum Support team
Implemented efficient/effective annual online mandatory staff training via ELMO platform
Enhance the understanding of learning needs of all students
Implement data tracking practices to strengthen student engagement and achievement
Utilise Student Management system (Sentral system)
Implement consistent student assessment and reporting processes
Evidence of adjustments to Teaching & Learning programs to address individual student needs, ensuring they are challenged and supported to improve learning.
Student management system (Sentral) redesigned to allow staff to report extensive wellbeing and learning adjustments to better inform Individual Learning Plans and teaching strategies.
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Updated Student discipline, Attendance breaches and incident reporting processes
Schools provided with ACER membership to assess student literacy & numeracy achievement
Dimension 2 - Communication
Priority: Quality Systems
2019 FOCUS ACTION OUTCOMES
To improve the schools’ systems and methods of communication to ensure quality of learning and teaching leads to improved outcomes for all students.
Enhance and improve communication between all staff and stakeholders
Provide greater opportunities for staff and students to interact across schools
Increase connection and support through Professional Learning Circles (PLCs)
Appointed School Administration Assistants at all school sites to improve administrative systems and support.
Extensive review & staff training to ensure NCCD procedures/moderation are compliant
Introduced teacher (self) audit and school audit completed end of school year
Successful Interschool sports carnivals promoting student and staff interaction
Revised School Archiving system – REX
Development of regular cross school meetings between SSYWs (Well-being teams) to provide staff with support when improving students' needs
Successfully introduced timetabled RTO (YOTS) courses for 4 schools.
Dimension 3 - Wellbeing
Priority: Quality Relationships
2019 FOCUS ACTION OUTCOMES
To create learning environments supported by positive and respectful relationships, where student and staff wellbeing is promoted to ensure optimum learning and teaching conditions.
Provide students access to wellbeing support - social and emotional programs and services
Establish effective school processes to establish case management and pastoral/wellbeing teams.
Collaboratively develop, implement and monitor strategies to maintain high levels of staff wellbeing
Professional Development opportunities and sharing of Restorative Practices amongst staff
Appointment of the new role of Deputy Principal – Wellbeing.
Increased staffing levels in the key roles of Student Support and School Counselling.
Regular Wellbeing team meetings to communicate student progress
Improved documentation processes of ILPs to meet students individual needs
Renewed focus on Student Wellbeing survey
Increased Wellbeing programs provided including yoga, art therapy, cooking, boxing, cycling, surfing, gardening, reading and many more.
Revised and implemented “Power Within” program for 2019 and launch to all Schools during 2020
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2020 School Improvement Targets
The three strategic priorities which will be further developed in 2020 include:
Dimension 1 - Programs
Priority: Quality Learning and Teaching
2020 Focus ACTION
To provide a coherent, sequenced plan for curriculum delivery that ensures consistent teaching and learning expectations and a clear reference for monitoring learning across the year levels
Increase students’ ability to better understand the value of learning and strive to achieve results reflecting their ability
Introduction and implementation of online learning including Google Suite (Education), Zoom and Microsoft teams platforms
Ensure staff demonstrate high expectations, encourage students, acknowledge achievements and celebrate successes
Dimension 2 - Communication
Priority: Quality Systems
2020 Focus ACTION
Enhance stakeholder communication to inspire meaningful engagement with all relevant communities
Develop a stronger communication process with all stakeholders including other YOTS services
Build partnerships with parents, families, local businesses and community organisations to improve opportunities and outcomes for students
Increase communication methods to be implemented to inform Parents/Carers on school activities and about their child’s progress and achievement. This will include the Skoolbag app
Dimension 3 - Wellbeing
Priority: Quality Relationships
2020 Focus ACTION
Empowering students and building school pride
Implement the Australian Student Wellbeing Framework with a focus on Student Voice to promote positive experiences for our youth so they may act as partners in school improvement.
Provide students with access to a range of structured leadership roles in the school community to develop a range of skills, including communication and decision making.
Whole school approach to health, wellbeing, inclusion and engagement
Establish a partnership with Be You – National Mental Health Initiative to improve school awareness to health, wellbeing and engagement. Roll out of Be You Action Plan to greater improve wellbeing outcomes.
Build a culture where teachers and students work together and student voice is heard and respected.
Develop a consistent process were staff and school leaders receive valuable feedback that can lead to improved teaching practice and contribute to school improvement.
Provide opportunities for interactions between staff, students, parents/carers that are caring, polite and inclusive
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2020 School Improvement Targets
The three strategic priorities which will be further developed in 2020 include:
Dimension 1 - Programs
Priority: Quality Learning and Teaching
2020 Focus ACTION
To provide a coherent, sequenced plan for curriculum delivery that ensures consistent teaching and learning expectations and a clear reference for monitoring learning across the year levels
Increase students’ ability to better understand the value of learning and strive to achieve results reflecting their ability
Introduction and implementation of online learning including Google Suite (Education), Zoom and Microsoft teams platforms
Ensure staff demonstrate high expectations, encourage students, acknowledge achievements and celebrate successes
Dimension 2 - Communication
Priority: Quality Systems
2020 Focus ACTION
Enhance stakeholder communication to inspire meaningful engagement with all relevant communities
Develop a stronger communication process with all stakeholders including other YOTS services
Build partnerships with parents, families, local businesses and community organisations to improve opportunities and outcomes for students
Increase communication methods to be implemented to inform Parents/Carers on school activities and about their child’s progress and achievement. This will include the Skoolbag app
Dimension 3 - Wellbeing
Priority: Quality Relationships
2020 Focus ACTION
Empowering students and building school pride
Implement the Australian Student Wellbeing Framework with a focus on Student Voice to promote positive experiences for our youth so they may act as partners in school improvement.
Provide students with access to a range of structured leadership roles in the school community to develop a range of skills, including communication and decision making.
Whole school approach to health, wellbeing, inclusion and engagement
Establish a partnership with Be You – National Mental Health Initiative to improve school awareness to health, wellbeing and engagement. Roll out of Be You Action Plan to greater improve wellbeing outcomes.
Build a culture where teachers and students work together and student voice is heard and respected.
Develop a consistent process were staff and school leaders receive valuable feedback that can lead to improved teaching practice and contribute to school improvement.
Provide opportunities for interactions between staff, students, parents/carers that are caring, polite and inclusive
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Financial Summary
Further details concerning the statement can be obtained by contacting the school.
This report was prepared with the assistance of: Steven Armstrong – Principal, Lisa Hobden
– Manager, Melinda Daher & Anita Heathcote – Administration (Schools), Johnny Hao–
Accountant.
I certify that the information in this report is the result of a rigorous school self-evaluation
process and is a balanced and genuine account of the school’s achievements and areas for
development.
Steven Armstrong Principal
Commonwealth Recurrent Funding
81%
State Recurrent Funding16%
Other Commonwealth Grants
1%
Fundraising & Other Income
2%
Eden College Recurrent Income 2019
Salaries, Allowances and related expenses
67%
Non-Salary Expenses33%
Eden College Recurrent Expenditure 2019