1

Principals Message Since commencing as Principal in January 2018 it has been a privilege to work with so many inspiring students, staff and members of our wider school community. Youth Off The Streets (YOTS) Schools continue to be recognised with full Registration and Accreditation by the Minister and The NSW Education Standards Authority (NESA). Our schools are accredited to provide students the opportunity to achieve the Record of School Achievement (RoSA) and Higher School Certificate (HSC) in an inclusive, special assistance learning environment. I congratulate School Managers and staff who continue to demonstrate their commitment to provide quality teaching and learning for our students. Youth Off The Streets schools are underpinned and guided by three core value systems: • PRIDE - Passion | Respect | Integrity | Dedication | Engagement • Restorative Practices - The science of relationships and community • Circle of Courage - Belonging | Mastery | Independence | Generosity All teaching and learning programs show evidence of adjustments to address individual student needs. We consult with each student, parent/carer and key stakeholders to develop an Individual Learning Plan (ILP). We provide students access to wellbeing, social and emotional programs and services that enable students to build social and emotional skills, resilience and feel safe. Our Students In 2018 I have witnessed our students developing their own sense of belonging, mastery, independence and generosity within the school and wider community. Our school works hard to ensure our students feel valued, important, and safe. This year we have encouraged our students to engage, participate and challenge themselves in the significant array of opportunities our school has been able to provide. Again this year, all YOTS schools have come together for our inter-school Sport Gala Days, camps, cultural events and I have witnessed our students connecting and forming positive bonds with fellow students. We have outstanding young people in our school and view our students as partners in learning. I have seen our students learn new skills, reach higher levels of understanding and continue to absorb knowledge as they strive to reach their goals. We have learned alongside and from students, witnessing success both within the classroom walls and beyond.

29772

2018 Annual School Report

EDEN College 86 Parliament Road Macquarie Fields Ph: 02 87966730 Fx: 02 87966740 www.youthoffthestreets.com.au

2

Students have participated in a range of local Service Learning activities combining learning outcomes for the benefit of students and the community. This year our students also had the opportunity to join the YOTS Convoy of Courage, travelling from Sydney to Bourke with our mobile classroom and youth centre. Our Community In July YOTS held its Annual Open Day with the theme ‘Together we can’. We are lucky to have so many strong supporters in our school community who join with us to help our students discover greatness within, by engaging, supporting and providing opportunities to encourage and facilitate positive life choices. Our school has continued to foster cultural awareness within our school community with active participation in significant events such as Reconciliation Day, Naidoc Week and Close the Gap events. We work closely with our YOTS Aboriginal Services Team who provides ongoing support to our students and staff. Thank you to the individuals and groups in our strong school community. I look forward to working in partnership with you to support the wellbeing and growth of our students. Our Staff & Volunteers Our Staff have provided exceptional support for our students, going above and beyond their role as educators to support the holistic needs of the young people in our school. In Term 3 our staff joined with colleagues from similar school settings across NSW and engaged in presentations from leaders in our field at the 2018 Alternative Schools Conference. Our staff has engaged in ongoing professional development and training to ensure they are equipped with strategies to implement evidence based practice to best support our students. We have a passionate and committed group of volunteers and tertiary students who make such a valued contribution to our school community. Our volunteers prepare and serve food, provide classroom support and assist staff in providing engaging curricular and co-curricular activities. As a member of the Association of Independent Schools NSW (AISNSW), I recognise and appreciate the significant and ongoing support provided. I would like to acknowledge the YOTS Board, CEO Father Chris Riley, Executive, Corporate and Service Teams who work tirelessly in support of our school. Steven Armstrong Principal

3

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 schooling with accreditation for Year 11 to commence in 2019. Students are supported through Individual Learning Plans. Students work towards achieving their RoSA, progressing to Year 11, 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 students enrolled at EDEN College for 2018, are mostly from an Anglo Saxon, New Zealand or Pacific Island or ATSI background. Throughout the year there were fifteen enrolled students who identified as Aboriginal in 2018. 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. Student comment: Last year I felt very unsupported, alone and homeless. I had to fight drug abuse, family and domestic violence, watched the people I love leave, committed crimes to live a half decent life. I was in and out of jail, docs offices and many many youth refuges. I have come so far in the past year and this school was one of the main reasons of change. I have conquered and achieved so much and can’t thank the teachers, the youth workers and the people that have become family enough. They have helped me with social

4

interactions, which I was terrible with, wouldn’t even look a person in the eye, also learning patience, discipline and daily life skills which I wouldn’t have no idea what to do if it wasn’t for them. I am proud of myself and my behaviour. Sometimes it does get out of hand and I want to give up but there’s always people encouraging me to do my best so it’s kind of hard. But honestly I love every person here, even the ones who do my head in, and I can’t wait for a wonderful year next year. I’ll never forget my past but I can move on now because of the support I have from the school, family and friends that’s given me the help to achieve to be the best me of my ability. AP School Performance 2018 Significant Outcomes Education and Credentials: No. Participated in the program in 2018 49 Completed Year 10 and were eligible for a RoSA 9 Returning in 2019 18 Completed Year 9 7 Completed their first aid certificate 8 Completed their white card credential 5 Wellbeing and Personal Growth: Engaged in regular counselling 30 Participated in Rock and Water program 24 Participated in Yoga program 10 Engaged in Alcohol and other Drugs program 5 Participated in “Power Within” program 10 Programs & Workshops for Life skills Participated in AIME mentoring program 5 Participated in after school programs 3 Completed a Cert II in Community Service course through the Youth Off The Streets RTO 2

Participated in an Aboriginal Art program 5 Attended the Rise Snowboarding Camp at Perisher 3 Completed ACCOR Induction workshop 4 Participated in a Cultural Camp 3 Participated in Harmony Day and Reconciliation Day events. 16 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.

Sport: All students participated in water safety skills including swimming lessons and surfing lessons

All participated in the YOTS Combined Sports Gala Days All students participated in the In League and Harmony program Participated in a variety of CDSSA competitions and trials 2

5

Attended the Rise Snowboarding Camp at Perisher 3

Representatives of EDEN & YOTS: Represented EDEN at the Eden Gardens morning tea 10 Represented EDEN at community advisory committee meetings and external meetings 1

RTO Two young people engaged in the Certificate II in Community Services and successfully gained the full qualification, having demonstrated competency in all 9 units. The students after having completed the full course have a better understanding of the community services industry and the different service areas involved. This qualification can be used as a pathway into higher qualifications such as a Certificate IV in Youth Work.

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.

Band Reading Writing Spelling Grammar Num.

1 11% 3 11% 4 33% 5 44% 33% 44% 33% 22% 6 22% 44% 44% 55% 7 33%

22% 22%

8

11% 11%

Record of School Achievement (RoSA) In 2018 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 2019. 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

6

required due to a range of challenges including significant gaps in schooling, family breakdown, alcohol and other drug issues and cultural factors. 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, Visual Arts and Service Learning.

Teacher Professional Learning, Accreditation and Qualifications In 2018 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. In 2018 staff attended the following internal and external training: Provider Description of the Professional Learning Activity No of staff

participating Australian DBT Institute

Introduction to Dialectal Behaviour Therapy Workshop 1 Working with Youth in Dialectal Behaviour Therapy Workshop

1

Elizabeth Caldwell

Restorative Practices in the Elementary Classroom 1

MARCS Institute and Blackdog Institute

Music & Mental Health Talk 1

UNSW Art & Neuroplasticity Workshop 1 Ass. Prof. Muireann Irish

Music & Memory Talk 1

MLC Gallery Working with Parents and Children Affected by Intergenerational Disadvantage

1

7

Parramatta Mission

Staying Connected When Emotions Run High Workshop

1

Gadaku Institute

Rock and Water 1

CRD Consulting Save Your Sanity Behaviour Workshop 1 Sue Larkey Workshop on Autism 1 Warakirri College

The Alternative Schools Conference (Alternative Schools Network). Various presentations examining working with students in an alternative education environment. Involved discussions with peers and information sharing.

6

Surf Life Saving First Aid and CPR 6 Peter Slattery Trauma Informed Care Workshop 7 Halloran Morrissey Professional Boundaries 6

Code Camp Empower teachers with the skills, confidence and resources they need to implement coding

EREA’s Youth + Institute

Doing Schools Differently Conference - Opportunity to advance the national conversation on practice and research in flexible and inclusive education.

1

AISNSW

Aboriginal Education Conference 1 Governance Symposium 1 Annual Briefing 1 NCCD: Moderation and Support 1 Building a Culture of Coherence Through Effective School Improvement

1

English/Literacy workshop with AIS School Improvement Consultant

1

Youth Off The Streets

Therapeutic Crisis Intervention 1 Curriculum Mapping 3 Child Safe Code of Conduct 2

Teacher accreditation All Teachers are accredited with The NSW Education Standards Authority (NESA).

Level of accreditation No of teachers Conditional 0 Provisional 1 Proficient teacher 4 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

8

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. 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 not only an alternate educational setting, it is an environment that provides safety and stability to our students to allow them to thrive. Each young person reaches EDEN College at a different stage of their journey; whilst some students are attempting to understand and navigate the world and find their place in it, others still are at a point in their lives where they are realising their potential and what they have to offer. As a result, EDEN endeavours to create an environment that meets the needs of each individual. This year has been no different. During 2018, the team at EDEN College has worked closely to ensure we are creating a safe, stable and nurturing environment for all of our students. 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

9

and realise their potential. Whilst students are on their own individual journey, it is amazing to see the changes from their first day to their last day here at EDEN College. These changes could not be realised without the effort put in by the young person themselves and their desire to achieve their personal goals.

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 challenges present in their lives, is a testament to the character of the young people here at EDEN College. 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 62.14

Year 10 65.64 Whole school 63.89

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.

10

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 level attendance.

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

11

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 2018. School Policies Summary of Policy Changes in

2018 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 2018

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 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.

No changes were made in 2018

The full text of the school’s anti-bullying policy can be accessed by contacting the principal.

12

Summary of Policy Changes in 2018

Access to full text

Anti-bullying programs and resources are provided to students/parents/carers to raise awareness of bullying. 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 2018

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

YOTS Complaints Policy and Procedures policy were updated in 2018.

The full text of the school’s complaints and grievance resolution policy can be accessed by contacting the principal.

13

Summary of Policy Changes in 2018

Access to full text

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, 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.

Also a Complaints Register was developed to improve the effectiveness and accountability of our Complaints System

Parent and Caregiver information Staff encourage and welcome parent participation in all aspects of school life. Throughout 2018 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 Family and Community Services (FaCS) and/or receive support from FaCS 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.

14

Parent, student and teacher satisfaction survey 2018 Parent Survey Results – There were total of 15 responses

Questions Yes No

1. Do you feel EDEN is supporting you and your child in a manner that is positive for your child?

14 1

2. How do you feel EDEN College has handled any issues that have arisen for your child?

15 0

3. Have you noticed any positive difference/change in your child since commencing at EDEN?

13 2

4. Is there anything further that EDEN College can do for you and your child? If so, what?

7 7

5. What has been a standard feature for you? Parent Comments include: My son has been more calmer than at previous schools

Her attendance has improved

The school has helped me guide my child on the right path to meet her potential

Structured learning activities. More activities other than classroom theory

Parent Comment: I’m really happy with my daughter at EDEN College. The school is very positive and is very supportive of her. I feel that the staff have handled her issues very well and have also helped me to guide her on the right path to reach her potential. The school contacts me every day my daughter is not there and that helps me know what is going on with her. She is making positive steps with her attendance and mostly turning up on time. They are supportive in a timely and acceptable manner. I have noticed a difference in her – she is more positive in her decision making and making good progress. ML 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

15

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 students participated in Close the Gap activities Yes All participated in Reconciliation Day celebrations Yes Attended a cultural camp 2 Participated in an Aboriginal Art program Yes 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 funded service that offers an informative, effective, non-threatening Cognitive Behaviour Therapy program. With a large focus on harm minimisation approach to 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.

Specific School Initiatives EDEN students collaborated with Aboriginal Services to design an artwork to further develop recognition of the Aboriginal land. EDEN College is located on Dharawal land and the painting represents the Dharawal nation and their journey. 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

16

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. Representative Sport 2018 saw the introduction of a School Sport Coordinator position at Youth Off The Streets (YOTS). This position overseas the representative sporting pathway through Combined District School Sports Association (CDSSA) along with convening multiple combined YOTS schools gala days. The 2018 Term 1 Basketball Gala Day was held at the Koch Centre where YOTS Corporate office entered a team and played against our students. This fun day was the start of a new initiative where we invite a corporate sponsor to interact with our young people at each of these gala days. Term 2 Netball Gala saw Network 10 entered a team and play with and against our school students. This gala event was such a success and resulted in a revised plan being established for all future gala days. The Term 3 League Tag Gala was hosted by NSW Rugby League, again raising the level of enthusiasm at these days by having current and former NRL stars interact with our students. Finally, the Term 4 the Soccer (Football) Gala, held in Moore Park Sydney, provided an opportunity for our corporate partner Grill’d to enter a team and play against our students. These gala days along with PDHPE lessons are where our talented sport people are identified and given the opportunity to be selected to represent YOTS at CDSSA gala events and trials. In 2018, we saw over 60 young people take up the opportunity to represent YOTS in Touch, Basketball, Soccer, Athletics and Oz Tag. Four students excelled at Athletics and were chosen to represent CDSSA at the Association of Independent Coeducational Schools (AICES) Athletics Carnival. 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.

17

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. • 2 students completed a Certificate II in Community Service • 5 students completed their first aid certificate • 8 students completed their white card credential 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. 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.

18

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 - 12 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: It has been very satisfying to have been a volunteer at YOTS schools this year. While working with students I have observed their growth in maturity and attitude toward preparing themselves for the workplace or further education. It has also been rewarding to note the gratitude students show for the support they receive and the many opportunities made available to them. MG

Post-school Destinations

Number of Students

Students returning in 2018 to complete their Year 10 RoSA 5 Students enrolling in senior education (Stage 6) 7 Acquired an apprenticeship 1 Full time employment 3

19

Progress on 2018 Targets Target 1: To build staff and student capacity Our success was measured by: • All teaching and learning programs across schools show evidence of adjustments to

address individual student needs, ensuring they are challenged and adjustments lead to improved learning.

• Staff and students use effective feedback provided to improve performance and increase level of achievement.

• Increased student ownership of learning, active engagement and inquiry • Intrinsic motivation increased and demonstrated by staff and students • Regular access and use of student Individual Learning Plan (ILP) Target 2: To increase community connection and engagement for student wellbeing

Our success was measured by: • Increased number of community engagement opportunities • Improved connection with local and YOTS corporate employment partners to create

opportunities for students to gain workplace exposure, work experience and employment

• Increased number of Domestic and Family Violence workshops that provide students with education, support and connection to create a sense of community safety

• Improved cultural connections through increased student engagement with cultural leaders, groups and advisors to foster cultural awareness, respect and reconciliation

Target 3: To ensure effective Learning and Teaching

Our success was measured by: • Assessing and recording data to identify literacy and numeracy ability on entry to the

program and regularly review progression • Increased evidence of student engagement through Curriculum mapping and tracking

level of participation • Staff and Manager coordinate internal and external lesson observations each school

term • Increased connection and support provided by Professional Learning Circles (PLCs) • Use of Student Individual Learning Plan (ILP) to reflect and track student adjustments

and achievement Target 4: Improved student and family engagement in Restorative Practice Our success was measured by: • Increase in Professional Development opportunities and sharing of Restorative

Practices amongst staff • Increase in explicit teaching of Restorative Practice and problem solving strategies • Evidence of Daily Restorative check-in/check-out practices • Increased incidence of Restorative Practices being used explicitly with students in the

mediation of minor incidents • Increased parent and stakeholder engagement in Restorative Practices

20

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 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.

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

Dimension 2 - Communication Priority: Quality Systems 2019 FOCUS ACTION 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)

Dimension 3 - Wellbeing Priority: Quality Relationships 2019 FOCUS ACTION 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

21

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 – Administration (Schools), Kamal Garcha – 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