2017 Dorchester School Annual Report - Amazon S3 · Dorchester Education and Training Unit is a SSP4 school located within the Reiby Juvenile Justice Centre in Campbelltown..€ It

Dorchester SchoolAnnual Report

2017

5454

Printed on: 12 April, 2018Page 1 of 20 Dorchester School 5454 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Dorchester Education and Training Unit as an account ofthe school's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Alexandra Stylis

Principal (rel)

School contact details

Dorchester SchoolBriar RdCampbelltown, 2560www.dorchester-s.schools.nsw.edu.audorchester-s.School@det.nsw.edu.au46215402

Message from the Principal

Dorchester Education and Training Unit provides outstanding academic and social teaching and learning programs forstudents within the Reiby Juvenile Justice Centre. The Education and Training Unit offers a range of engaging programsand facilities to support students in achieving their learning, vocational and social success.

In 2017, Dorchester Education and Training Unit achieved exceptional improvement in student engagement to supporttheir learning outcomes. The ability to improve student engagement is directly linked to the development of the ourLearning and Achievement framework which has provided the platform for the extraordinary learning to occur. Staff havedeveloped and implemented relevant and engaging academic, social and technology programs across all faculties withinthe Dorchester Education and Training Unit community.

Students also engaged in a variety of TAFE and vocational programs in 2015 and were involved in a range of schoolbased activities that increased their connection to their culture, developed independent living skills and embedded asense of respect and values.

The achievements this year were due to the support of teachers, school learning support officers, juvenile justice staffand community members. I would personally like to take this opportunity to thank the staff and school community for theircontribution towards making a difference in the lives of students.

Alexandra Stylis

Principal (rel)

Message from the school community

Department of Juvenile Justice

Dorchester Education and training Unit have developed a proactive relationship with Reiby Juvenile Justice Centre toprovide students with the opportunity to work towards achieving their personal learning and social goals. There isconsistent consultation and collaboration between the two departments support each other to support a high level ofprofessional practice in developing optimal outcomes for students.

The school and centre collaborated to organise a number of programs, activities and events this year to encourage thestudents towards doing their personal best. These included the Aboriginal outdoor learning area, NAIDOC week anda Service Providers Day that consolidated vocational learning with a number of speakers visiting the students todiscuss employment pathways across the wider community. The Waratah Pre release program continues to lead the


Department of Juvenile Justice in positive transition outcomes.

I would like to take the opportunity to thank the Education and Training Unit staff, it's Executive staff and the Departmentof Education for their participation across a number of meetings and committees such as Client Services Meetings,Aboriginal Programs, WH&S committee, Centre Management and Steering committees for their contribution to theCentre management and the education of the challenging clients of Reiby Juvenile Justice Centre.

Leilani Tonumaipea

Centre Manager (Relieving)

Reiby Juvenile Justice Centre


School background

School vision statement

Dorchester Education and Training Unit (ETU) is committed to working in collaboration with key stakeholders in providingoutstanding personalised academic, social and vocational programs towards becoming respectful, responsible and safelearners.

Our school provides a rigorous, meaningful curriculum through the provision of challenging, relevant learningexperiences to increase the potential of our students to return to successful community based living.

School context

School Classification

Dorchester Education and Training Unit is a SSP4 school located within the Reiby Juvenile Justice Centre inCampbelltown.. It caters for 55 incarcerated students (30 female and 25 male) between the ages 10 and 21 years. Ourschool receives additional funding to support the learning, social and cultural needs of our Aboriginal and Torres StraitIslander students. The school is in the Campbelltown School Education Area.

School Background

Dorchester ETU opened in 1973 and provides educational services to male and female detainees aged 10 to 21 locatedwithin the Reiby Juvenile Justice Centre. Our students are subject to either remand or control orders due to seriouscriminal offences. Students originate from a geographical area covering all of NSW. Most have a history of learningfailure, fractured or chronic non–school attendance, multiple school suspensions and long periods away from formaleducation.

School Mission

To provide educational, social and vocational programs for students enhancing their ability to function independently insociety.

School Aims

The school is committed to: • creating an environment that is supportive, positive, happy, safe and non–threatening • providing skills based programs to enhance students’ academic, personal, social and vocational skills and facilitate

their community reintegration. • working with our school community to provide a quality service to students • providing a broad range of programs designed to support the needs of Aboriginal students. • modifying the curriculum to engage students according to their individual learning needs • providing students with the opportunity to engage in TAFE programs • a successful amalgamation between Sunning Hill School and Dorchester ETU

Our dedicated staff works in collaboration with key stakeholders to deliver lifelong learning experiences in the academic,social, physical and emotional domains.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.


This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

LEARNING

The school is maintaining Excelling in the Learning domain as it promotes a school–wide collective responsibility forstudent learning and success under the Elements of Learning and Achievement framework to encourage a high level ofstudent, staff and community engagement. To enhance the school’s learning culture, the School Plan focuses on thethree strategic directions of: quality teaching and learning, quality community and culture and quality systems. Theseareas encourage positive and respectful relationships across the school community through the framework to establish aproductive learning environment. The strategically planned framework supports all students in the development of strongidentities as learners within a global society.

As indicated in the School Plan, all school programs and systems such as Personalised Learning and Support Plans aresupported by the Elements of Learning and Achievement framework. Teaching and Learning program evidence supportsstudent engagement, learning and wellbeing.

TEACHING

The school is maintaining Excelling in the Teaching domain as all teachers are committed to identifying, understandingand implementing effective teaching methods, with a priority given to evidence based teaching strategies. The SchoolPlan has provided resources to develop whole school teaching and learning programs that incorporate both the Elementsof Learning and Achievement and eight ways of Aboriginal learning across all subject areas.

The school has explicit systems for collaboration and feedback across the school community to sustain quality teachingpractice.

Professional learning funds within the School Plan have been allocated to provide extensive learning and developmentopportunities to support the achievement of milestones.

Performance and Development Plans processes have now beenembedded in school practice.

LEADING

The school is maintaining excelling in the Leading domain as it is recognised as excellent and responsive by itscommunity as a result of its effective engagement with members of the local community such as Juvenile Justice,community groups such as Tharawal and business organisations.

The school’s vision and strategic directions are clearly evident across all activities within the school. Student learning isunderpinned by teachers and leadership driving the Elements of Learning and Achievement, to exhibit high levels ofcommitment and professionalism.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Quality Teaching and Learning

Purpose

The Elements of Learning and Achievement is a framework to support the school community in delivering holistic qualityteaching and learning to improve students’ academic, social and vocational outcomes. The Elements aim to providestudents with the skills to engage successfully in a global society.

The Elements provide educational outcomes for all students to build their academic and social confidence throughengagement in all subjects by working towards their personalised goals.

To build staff capacity to deliver quality teaching and learning adjusted to address individual student needs within aframework of evidence based practice, creating high expectations of student learning and a culture of sharedprofessional practice.

Overall summary of progress

The Elements of Learning and Achievement is a framework to support the school community in delivering holistic qualityteaching and learning to improve students’ academic, social and vocational outcomes. The Elements aim to providestudents with the skills to engage successfully in a global society.

The Elements provide educational outcomes for all students to build their academic and social confidence throughengagement in all subjects by working towards their personalised goals.

Teachers endeavour to ensure that teaching and learning for students is based on proactive educational delivery, highexpectations, quality relationships and consistent professional practices.

The development of the 'Elements of Learning and Achievement' framework has allowed the school to achieveoutstanding progress in the strategic direction of Quality Learning and Teaching. The framework is now embeddedacross all areas of the school community.

The Elements of Learning and Achievement framework has allowed educators to address the needs of their students byproviding a consistent understanding of the educational framework to address the holistic needs of students requiringadditional support. The framework provides a practical and relevant platform that students and staff at Dorchester ETU toengage in the learning cycle to develop best practice strategies. The Elements have aimed to engage students across avariety of curriculum, enhance student outcomes, and to guide them in working towards becoming respectful, responsibleand safe life–long learners through whole–school practice and the development of a common core language, vision andmission.

The school has continued to maintain excelling status that it achieved in the domains of learning and teaching within theSchool Excellence framework in 2016. This result highlighted our progress within this strategic direction.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

The Elements of Learning andAchievement framework isembedded in all teaching andlearning programs.

$14000 In 2017 all Teaching and Learning Programsincorporated the 'Elements of Learning andAchievement Framework.

This was demonstrated and shared with allEducation and Training Units in NSW whenDorchester ETU hosted an ETU Community ofSchools Conference in Term 4 of 2017.

Dorchester ETU purchased educational resourcesto support the implementation of the framework.

All students working towards theElements through theirPersonalised Learning and

$500 100% of students at Dorchester ETU have a PLSP.This allows all students to work towards clear,targeted goals that have been designed in






Support Plans (PLSP). consultation with the individual student.

All students have a Personalised Learning andSupport Plan linked to the Elements of Learningand Achievement.

In light of the average student’slength of stay of 30 days themajority of students willdemonstrate growth in pre andpost testing to show animprovement in studentsachieving literacy numeracyoutcomes

$1300 Pre and Post testing of students showed someimprovement in achieving literacy and numeracyoutcomes. However, due to the nature of our settingit can be difficult to post–test all students.

The school purchased a number of abilityappropriate resources to support literacyand numeracy outcomes. Over 90% of pre–testshowed that students were not functioning at theirstage level.

All teaching staff will haveTeacher Professional LearningPlans to target capacity to adjustthe curriculum and to cater forlearner diversity.

100% of teaching staff completed their performanceand development plans. This permitted staff toreview their own performance, target areas ofimprovement and reinforce positive teachingstrategies / outcomes.

Next Steps

• Consolidate and maintain the Elements of Learning and Achievement framework to support students in engagingin the learning cycle

• Deliver professional development across a variety of educational settings in the ‘Elements’ framework • Deliver a staff induction package based of the Elements of Learning and Achievement Framework • Maintain the smooth transition of new teaching staff in the delivery of school programs and their planning. • New addition to Creative and Critical element. Added.



Quality Culture and Community

Purpose

The school community works in collaboration with stakeholders to embed a learning and achievement framework thatincorporates principles of positive psychology to provide a culture of success and wellbeing for students and staff.

Quality relationships and personalised learning will be a focus for the school to encourage all staff, community membersand students in working together to address personalised learning outcomes.

Ensure all students have cultural support through effective engagement with community, business and industry toenhance cultural connectedness and safety within an environment of mutual respect and appreciation for cultural, socialand religious diversity.

Working in partnership and collaboration with key stakeholders for the transition process to provide all students with theknowledge, skills, understandings and values to successfully return to community based living and establish andmaintain productive lives.


The school community worked in collaboration with key stakeholders to embed a learning and achievement frameworkthat incorporates seven pillars which promote pro–social skills and positive relationships to provide a culture of successand wellbeing for all members of the school community.

Staff are committed to developing quality relationships to support personalised learning and social outcomes forstudents. These are negotiated with students into to further personalise.

Quality relationships and personalised learning continue to be a focus for the school to encourage all staff, communitymembers and students in working together to address personalised learning and social outcomes.

The school community proactively worked in collaboration with members across the school community to develop andimplement the learning and achievement framework.

Staff were strongly committed to developing quality relationships to encourage and support academic and socialopportunities for students. This has been achieved through the development of quality relationships and personalisedlearning encouraged by all staff, community members and students in working together to address personalised learningand social outcomes.

The school expanded the 'Wirijiribin Nure’ educational and cultural area to include the Waratah Community Garden.These learning areas allow the school to support young people to gain an understanding of the importance of Aboriginaland Torres Strait Islander culture, help students build resilience and develop lifelong skills. The school maintained andwelcomed the local Aboriginal community with Elders and Aboriginal community members contributing to program /lesson design and delivery.

The Waratah Pre–release faculty was also integral in the construction of the Campbelltown TAFE Learning Circle whereweekly visits allowed students to work alongside and receive mentoring from respected Aboriginal Elders and communitymembers.

The school achieved excelling in the domains of learning, teaching and leading within the School Excellence frameworkin 2016. This result was maintained within our progress of this strategic direction.





All staff engage with professionaldevelopment aligned with theElements of Learning andAchievement framework.

$4000 All staff engaged in professional developmentaligned to the Elements Framework. This wasthrough a variety of workshops/conferences someof which extending after school hours.

Active participation and reflection was a successfulPrinted on: 12 April, 2018Page 8 of 20 Dorchester School 5454 (2017)





All staff engage with professionaldevelopment aligned with theElements of Learning andAchievement framework.

part of these professional development activities.

All staff engage with professionaldevelopment in the Empower Meprogram

$4000 All staff attended professional learning on EmpowerMe and have adapted aspects of the program intheir practice.

Provide opportunities forincreased student drivenparticipation in school programs,events and activities

$8500 – AboriginalEducation Funding

$10000 – Low SES Funding

Dorchester ETU's program delivery extended toinclude many motivating cultural, celebratory andtransitional based events/programs designed tobroaden the learning experience. These included:Sista Speak, Bro Speak, Western Sydney CareersExpo, Dorchester Service Providers day, NAIDOCcelebrations and important calendar dates.

External resources also provided support inimplementing these valuable learning and socialexperiences.

All students have effectivetransition plans

100% of students have effective transition plans aspart of their PLSP's.

The Waratah Pre–release Program continues tosuccessfully transition 100% of students back to thecommunity with either educational or employmentplacements..

Next Steps

• Review Transition Plans to improve processes across all faculties. • Increase low level / high interest resources for older students.



Quality Systems

Purpose

Staff have a framework to provide learning experiences through a curriculum that meets the diverse needs of ourstudents. Staff will engage in professional teacher development to provide a pedagogy relevant to the learning andachievement needs of our students.

The school community will promote a consistent vision that inspires a culture of engaged communication, empoweredleadership and organisational practices that ensureour student learning and social outcomes are achievable. While,establishing and maintaining quality organisational, administrative and educational systems to promote the creation of aculture of engagement and collaboration to enhance student learning and wellbeing, effective leadership capacity, qualityteaching practices and positive staff wellbeing.


The ‘Elements of Learning and Achievement’ establishes a framework to provide staff with learning structure through acurriculum that meets the diverse needs of our students. Staff will engage in professional teacher development to providepedagogy relevant to the learning and achievement needs of our students.

The school community promotes a consistent vision that inspires a culture of engaged communication, empoweredleadership and organisational practices that ensure our student learning and social outcomes are achievable.

The development, implementation and refinement of the Elements of Learning and Achievement framework has had apositive impact on school improvement in the three areas of student engagement, professional development and activeparticipation in leadership opportunities.

Performance and Development Plans were a key focus during the year with 100% of staff attending professionaldevelopment workshops to support their understanding of Performance and Development Plans and refine professionalgoals. Workshops were conducted by Toni Simms and she will continue in this role during 2018.





Understanding of the Elements ofLearning and Achievementframework will result inconsistency among staff and asubstantial reduction per annumin incident referrals andsuspension data.

Incentives $8000 Incident referrals and suspensions reflect adecrease in socially unacceptable behaviour andbreach of school rules.

All staff engaged in meeting theirProfessional Performance andDevelopment Plan.

Staff attendance records showed that 100% of staffengaged in professional development focussed onProfessional Performance and Development Plan.100% of staff completed a ProfessionalPerformance and Development Plan

An increase in the number ofteachers participating inleadership opportunities

$1,000 Five staff have taken leadership opportunities torelieve in higher duties positions. This includes thefull range of executive positions from AssistantPrincipal to Principal. Teaching staff tookopportunities to lead specific projects within theschool.

A number of teaching staff represented the schoolon a range of committees including local Aboriginalconsultative groups shared site Health & Safety andReiby Juvenile Justice programs and SupportTeams.






All teachers have a portfolio ofevidence to demonstrate qualityteaching practice

$500 Staff continue to maintain their performance anddevelopment portfolios, collecting quality teachingpractice evidence.

All staff participate in professionallearning activities and achievetheir yearly professional learninggoals.

$7,000 – Consultant

$10,000 – ProfessionalLearning

All Dorchester ETU staff attended / participated inprofessional learning activities to meet theirprofessional learning goals. These were eitherconducted by consultant Toni Simms or negotiatedby staff with executive to attend externalconferences.

Next Steps

• Continue to engage the whole staff in data collection to enhance school focus and proactive planning for studentachievement.

• Support staff in the implementation of the new 2018–2020 school plans. • Continue to implement Personalised Learning and Support plans to strengthen students’ ability towards achieving

learning and social outcomes. • Continue to develop staff engagement and understanding of the Performance Development Framework to

establish continued development of staff and the maintenance of proficiency.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Employ unqualified 2x Norta Norta tutors –$100,528.00

Celebration Days –$5,000.00

Cultural Cooking –$3,000.00

Resources – $4,000.00

Increased literacy and numeracy outcomesfor Aboriginal students.

Increased awareness of Aboriginal Culture.

The Aboriginal Learning Circle was developedfurther to include an aspect of Health.

Socio–economic background Employ SLSO – $9,988.00

Heart Maths – $3,900.00

Mindfulness – $4,000.00

Celebration Days –$2,000.00

Provided the school extra support to allow theimplementation of the extended school year.

Evaluation and future directions of Heart Mathprogram.

Mindfulness activities including yoga supportthe female cohort as part of their emotionalregulation strategies.

Incursions provide an awareness andbroadens student understanding of issuesaround domestic violence, aboriginal andmulticultural communities andvocational/career options.

Support for beginning teachers $2,000 Staff exposed to training in new reforms andprocesses. This included the 'Elements ofLearning and Achievement' framework.

Transition of female students toDorchester Education and TrainingUnit

$2,000 Professional learning and the investifation ofTVet Courses to support the older femalecohort.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 31 32 23 20

Girls 0 0 25 36

Student enrolment numbers vary daily at DorchesterETU due to the transient nature of our studentpopulation. Court appearances, specialist appointmentsand transferral to other Juvenile Justice Centres havean impact on daily attendance.

It is the expectation of both the Department's ofEducation and Juvenile Justice that all students attendschool each day unless ruled unfit by Justice Healthstaff. This is regardless of age.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 10.63

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0

Teacher Librarian 0

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

12.63

Other Positions 0

*Full Time Equivalent

In 2017 Dorchester ETU students were supported bytwo Aboriginal Education Officers and an AboriginalSchool Support Learning Officer.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 66

Postgraduate degree 34

Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by Dorchester Education and Training Unitstaff in 2016. Staff attended a range of professionaldevelopment courses and conferences to develop theirteaching and classroom management skills.

School based Staff Development days were attendedby all staff who participated in mandatory training in theareas of Work, Health and Safety, Child Protection,Cardio–Pulmonary Resuscitation, Anaphylaxis ande–Emergency Care training. In addition to these areasconsiderable time was spent on staff exploring theimplications of the School Excellence Framework andexternal validation reforms and how they could collectand exhibit evidence that demonstrated improvementsin practice.

Staff attended a range of professional developmentcourses and conferences to develop their teaching andclassroom management skills. The professionallearning included: • A NSW ETU Community of Schools

Conference to present the Elements of Learningand Achievement. It was a day to presentand exchange information regarding ETU Policiesand procedures to all attending Executive staff.

• Whole staff training in supporting students withemotional and behavioural disorders and complexmental health issues and engaging disconnectedstudents in learning

• School based professional learning supported bythe school. Professional development focused onimproving Education and Training Unit policies,Teaching and Learning Plans, PersonalisedLearning and Support Plans, the Elements ofLearning and Achievement framework.

• A number of teachers attended Education andTraining Unit conferences around New SouthWales. These conferences provided professionalworkshops in school leadership, curriculum, ICTstrategies and student welfare programs

• School based professional learning supported bythe school. Professional development focused onimproving Education and Training Unit policies,teaching and learning plans, PersonalisedLearning and Support Plans, the Elements ofLearning and Achievement framework, andworking to milestones within the School Plan

• Critical and Creative Thinking • Empower Me • Development of the 2018 – 2020 School Plan

through current research and the analysis of DoEframeworks.

• Reflection of the current School Plan andevaluating future directions


Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

<You may use this text box to comment on: • voluntary school contributions • any significant variation between income and

expenditure • high levels of retained income and retained

income held in trust • significant expenditure on student curriculum

materials, resources and technology.>Delete text not required.

Receipts $

Balance brought forward 637,026

Global funds 93,239

Tied funds 81,929

School & community sources 0

Interest 5,873

Trust receipts 0

Canteen 0

Total Receipts 181,040

Payments

Teaching & learning

Key Learning Areas 35,398

Excursions 32

Extracurricular dissections 28,477

Library 0

Training & Development 0

Tied Funds Payments 133,719

Short Term Relief 4,484

Administration & Office 17,704

Canteen Payments 0

Utilities 4,104

Maintenance 18,417

Trust Payments 0

Capital Programs 0

Total Payments 242,336

Balance carried forward 575,731

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 0

Revenue 741,262

Appropriation 732,686

Sale of Goods and Services 0

Grants and Contributions 7,895

Gain and Loss 0

Other Revenue 0

Investment Income 681

Expenses -140,311

Recurrent Expenses -140,311

Employee Related -85,937

Operating Expenses -54,374

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

600,951

Balance Carried Forward 600,951

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

• any unusual spending patterns or substantialunderspending/overspending(e.g. accommodating leave, illness, savings forplanned capital expenditure)

• intended use of funds available>Delete text not required.

2017 Actual ($)

Base Total 439,122

Base Per Capita 18,403

Base Location 324

Other Base 420,395

Equity Total 256,048

Equity Aboriginal 151,428

Equity Socio economic 104,620

Equity Language 0

Equity Disability 0

Targeted Total 2,001,566

Other Total 42,856

Grand Total 2,739,593

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

HSC

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

One student was awarded the Higher School Certificate(Life Skills).

ROSA

Twelve students completed their RoSA whilst enrolledat Dorchester ETU.

Many other Stage 5 students were transitioned ortransferred to other schools having studied atDorchester ETU in 2017 and being awarded their Rosaat another school.

Parent/caregiver, student, teachersatisfaction

Department of Juvenile Justice

Dorchester Education and Training Unit have a work instrong collaboration with Reiby Juvenile Justice Centreto provide students with the best opportunity to achieve


positive outcomes. Consultation and collaboration withDorchester ETU staff to achieve outcomes is extremelypositive. The two departments support each other toachieve and maintain a high level of professionalpractice.

The school organised a number of programs, activitiesand events this year to encourage the students towardsdoing their personal best and planning their future.These included the highly successful Service Providersday. This event consolidated vocational learning withinthe classrooms with a number of speakers visiting thestudents to discuss vocational opportunities across thecommunity.

The White Ribbon Day that highlighted the negativeimpact of domestic violence. This day included anumber of high profile guest speakers. These are just asmall example of the outstanding outcomes the schoolendeavours to support students.

I would like to take the opportunity to thank theDorchester Education and Training Unit staff for theiractive participation across the Reiby Juvenile JusticeCentre for their professional support of the Departmentof Juvenile Justice staff and its clients.

Scott Harrison

Assistant Manager Client services – Reiby JuvenileJustice Centre

Policy requirements

Aboriginal education

NAIDOC

Dorchester achieved some fantastic results as part ofsome great programs including, Bro Speak, SistaSpeak, Learning Circle, School Maintenance andCircles in the Sand.

As part of the Grant Money received from AboriginalAffairs for NAIDOC, Sharni Potts and Glen Thomaswere employed as Mentors, Dancers, and CommunityLeaders to guide and facilitate dance workshops forboth the female and male students. The program wasdesigned to promote engagement in Cultural Practiceand Culture. Students developed and demonstratedand a clear understanding of traditional Aboriginalvalues of (respect, teamwork, responsibility patienceand observation).

Throughout the duration of the workshops studentsimproved communication skills, teamwork and an abilityto nurture relationships. These skills were fosteredthrough cultural practice and ceremony. Students alsolearned, practiced and performed some traditionaldances in front of Community Elders and otherdignitaries from both Juvenile Justice and Departmentof Education as well as a variety of Community ServiceProviders.

The momentum created by the dance workshopsimmediately inspired the implementation of programs

such as BroSpeak, Sista Speak and Circles in theSand. The Learning Circle with Aboriginal EldersNational Parks (Dean Kelly), Dance Teacher (GlenThomas), and Royal Botanic Gardens Sydney (PeterDawe) Bush Food Identification also added to theintensive nurturing of Aboriginal culture at DorchesterETU.

Sista Speak Program (Female Aboriginal MentoringProgram)

Dorchester ETU implemented the Sista Speak Programfor young women to increase awareness, inspire andmotivate young women about education. The SistaSpeak Program had many positive outcomes whichincluded: • and increase in the young Aboriginal women's

self–esteem • making positive choices • developing pride in the Aboriginal Culture • learning from Elders and mentors • identifying long and short term goals and the

pathway to achieving them • team work • empowerment

This culturally appropriate program enhancedthe knowledge of the student's cultural identity andassisted in their self–discovery and ownership of theirculture.

Bro Speak program. (Male Aboriginal MentoringProgram).

The program focused specifically on Dance whilst alsoaddressing Cultural values. Students developed anddemonstrated and a clear understanding of traditionalAboriginal values of (respect, patience and observation)through improved communication skills, teamwork andan ability to nurture relationships. These skills werefostered through cultural practice andceremony. Students worked together on projectsincluding lighting a communal fire using traditionalmethod of rubbing sticks. Students also learned,practiced and performed some traditionaldances. Furthermore, students came together to workin teams to identify native plants in the Learning Circlewith a workbook. At the end of the program everyonecame together to perform, cook some bush food andshare a meal.

Circles in the Sand. (Aboriginal Mentoring Program).

The program is design to promote engagement inCultural Practice and Culture. Students developed anddemonstrated and a clear understanding of traditionalAboriginal values of (respect, teamwork, responsibilitypatience and observation). Students learned to identifytraditional resources and utilize them in culturalpractice. Students worked together on projects,including lighting a communal fire using traditionalmethod of rubbing sticks. Students also learned, playand paint a digeridoo, identify and throw a boomerang,as well as identify cultural tools in some traditional


dances. Throughout each workshop students sharedmeals and demonstrated a sense of community andteamwork.

Sensory Garden (Slattery)

Dorchester is now in the process of further developingand maintiaining our Leraning Circle as well continue todevelop and create another cultural space which is toinclude another opportunity for outdoor learning andplay. A sensory garden, filled with plants to inspire andprovide knowledge of Cultural practice, Food andMedicine. The garden will also consist of Teaching andLearning Habitat areas. We aim to accommodate LocalNative Frogs, Native Cumberland Snail and NativeBees. The process has involved Reiby CommunityConsultative Committee. (itcomprises of CommunityLeaders, Elders and Service Providers).

Close the Gap

Dorchester ETU and Reiby Juvenile Justice Centre's“Close the Gap”day event provided a range of activitiesto engage students in discussion around education andhealth. Staff activities in the classroom based aroundthe concept of Close the Gap, generating studentdiscussion on the statistics and the reality of Indigenoushealth in equality.

Justice Health supported the day by running a numberof workshops around the effects of drug and alcoholabuse. Discussion focused on decision making and risktaking behavior and how it impacts on lives of many.They also focused on the body and healthy foodchoices.

Alistair (AEO) and Auntie Joyce Mate provided CulturalActivities in the Learning Circle. Students were given anopportunity to elaborate on their learning and providetheir personal understanding on Close the Gap.Activities included Acknowledgement, Weaving andTraditional Fire Making.

Didgeridoo making – Traditional bush craft

The Waratah Pre–release Faculty enjoyed thewonderful experience of making a didgeridoo from thestart. Local Aboriginal mentor Peter Jenson took theyoung men into the Georges River Nature Reservewhere they identified hollow braches by tapping nativetrees. This started the full process of pruning thebranch, stripping the bark, sanding and cleaning thetermite residual. The students then cut the stick toachieve the right pitch and applied bees wax to themouth piece. By the end of the process each studenthad their very own beautifully decorated didge.

Peter continued to work with the students on a regularbasis celebrating the end of year with a traditionalKupp–Murri.

Multicultural and anti-racism education

Multicultural Education

The Dorchester Education and Training Unit is aculturally diverse community with a small percentage ofthe Education and Training Unit coming from a NonEnglish Speaking Background. The school holds anumber of educational and social activities such asSorry Day, NAIDOC Day, Anzac Day, The AmazingRace, Harmony Day and White Ribbon Day. Eachevent utilises multiple spaces throughout the schoolincluding the sacred Learning circle and has given eachstudent the opportunity to reflect and learn about avariety of cultures and exploring their own through avariety of KLAs in particular Geography, History, FoodTechnology and Visual Arts.

The Learning Circle is a sacred place here in Reiby andit was utilised for a variety of the events and welcomedseveral guests into the space including Aboriginal andPacific Island Elders who performed several smokingceremonies and yarned to students about Aboriginal,TSI & Australian cultures as well as multiculturalism inAustralia. To initiate each gathering the AboriginalEducation Officer or at times students wouldacknowledge country before commencing the initiationof each ceremony and activity. All participants werepainted with ochre. One dot on each temple, to clearthe minds of participants, one dot on the centre of theforehead, which symbolised the third eye, your eye tothe spirit world and the last dot on your chin, that dotwas to take your tongue, meaning you weren’t to speakuntil instructed to remove that dot.

On White Ribbon Day we were privileged to meet twoguests from Macarthur Diversity Services Initiative.They provided students with a workshop based activityon extensive stories about the experience they had hadin regards to working with refugees from overseas.Students actively participated by asking numerousquestions about their experiences. The students alsohad an opportunity to meet with Dorchester’s AEOAlistair’s sister and learn a variety of songs and dancefrom the Pacific Islands. Students were highly engagedin this activity and demonstrated high interest by


participating by singing and dancing on cue.

Throughout the Amazing Race students were requiredto complete several quizzes and clues to completeeach stage of the race. These included a variety ofquestions relating to Multiculturalism in Australia as wellas mapping Australia’s States and Territories into thecorrect order. Not only did this event utilise students’knowledge it also required skill and team work.

Overall the events held throughout 2017 were asuccess. Students, staff and guests displayedenjoyment throughout each event and the studentscontinued to engage and participate in the multipleactivities available. Students demonstrated respecttowards the visitors and continuously asked questionsthroughout. The success of these events was a creditto all staff involved otherwise these events would nothave run so smoothly without thorough preparation andcollaboration by staff,visitors and students.

Other school programs

Waratah Pre–release Program

The Waratah Unit is a pre–release program designed tohelp young offenders in custody prepare for theirrelease from detention. It aims to improve their chancesof successful reintegration back into the generalcommunity.

The program aims to improve the young person’sself–concept and install the confidence required tosucceed.

The Waratah Program provides opportunities forself–direction and the understanding of responsibility. Itsets up community resources for the students beforetransition to the broader community.

The program is intensive and multi–faceted, andrepresents the last phase of a custodial sentence.

The young people work closely with staff on a caseplan that focuses on education, vocational skills andsocial supports in the community. Addressing thesefactors helps to ensure that young people feel preparedfor their transition and life beyond the centre.

Staff and young people work together on the case plan. • Accommodation • Education • Healthy routines • Pre–employment training • Employment • Links to community support • On–going counselling (if required)

Findings

There are many problems that young people face upontransition, with the first ten weeks being the mostcritical. It is very important that young people areprepared for their transition.

The Waratah Pre–release Program sets up supportmechanisms so that upon release, young people notonly have the necessary living and coping skills, but astrong support network, timetable and structure for asuccessful integration back into the community.

Waratah Program Outcomes

In 2017 all students who completed the program weredischarged into the community with either: • Full time employment • Full time employment and a TAFE training

pathway • Full time school placement • TAFE enrolment

All students were discharged with: • Tax File Numbers • Medicare cards • Bank Accounts • NSW Learner Driver Permits (Age appropriate

students) • Centrelink Registration • Work resumes

Waratah Education Highlights

Dorchester ETU staff work closely with the clients todevelop Personalised Transition Plans. These included: • Attainment of Formal Education Qualifications • Social Skill Development • Living Skills • Employment • Life Management Essentials (Banking, TFN,

Medicare, etc) • Cultural Enhancement

Waratah Student Formal Accreditation

The Waratah Program maintained its education &training focus throughout 2017. • Preliminary HSC – Year 11 Life Skills • NSW Board of Studies – Record of School

Achievement • Provide CPR • Anaphylaxis Training • Fork Lift Operation Licence (RTO) • Confined Space Training (RTO) • RMS – Learner Drivers Permit (RMS) • Construction Pathways (TAFE) • Barista (RTO) • Brick & Block Laying

2017 TAFE Taster Programs

In 2017 Dorchester School in Partnership with SouthWestern Sydney TAFE provided an opportunity forstudents to be exposed to a variety of work industriesand explore different careers. Nationally recognisedand qualified Teachers delivered programs thatcontained a limited number of skill sets to provide thelearners with a taste of what it would be like to studyand work in their chosen field. The students had accessto courses including Hair and Beauty, Shop Fitting andRetail Bakery and they were very popular with the girls


as they provided them with an opportunity to engage inpractical lessons within a supportive and safe learningenvironment.

All students responded well to Emma who is a qualifiedbeauty therapist and owner operator of her ownbusiness. Emma created a fun and interesting learningenvironment focusing on a practical approach todeveloping knowledge and skills that can be applied toself and others. The girls had access to practical skillsand theoretical knowledge in beauty and hair therapyfundamentals including how to apply makeup forvarious occasion, hair styling and facial techniqueswhilst also ensuring safe hygiene, health and workpractices.

Customisation of the Shop Fitting Program delivered byTAFE teacher Peter and Dorchester’s own Geoff (bothwith 25 plus years’ experience in the industry) usedpractical demonstration and provided time andopportunity for students to practice and develop theirskills. Students developed both the technical andemployability skills needed for work. While makingsmall timber projects they learned about OHS mattersat work and developed skills that will equip them for thefuture. The skills they developed included planningwork, using measuring devices, timber preparation,cutting and sanding techniques, using hand tools andoperating basic woodworking machines.

Both Chris and Kiri, the deliverers of the Retail BakeryCourse, have owned and operated their own bakery.Students covered the skills and knowledge todetermine weights correctly, process, divide, shape andmould dough into final shape in order to meet theproduct requirements within a Retail Bakeryenvironment. The girls prepared and baked to recipeinstructions to produce pastries, cakes, biscuits andpizzas that catered for the DET and DJJ staffs’ morningtea.

On completion of the YES Program the students wereprovided with referral contact information and a TAFECourse Guide. Transition plans were developed forstudents who articulated interest in any of the industriesand information was provided to students on how toaccess specific programs on their exit from school. Thisprocess increased the opportunity of successfultransition into a TAFE based course.

Actions and Choices Day 2017

In Term 2 2017, Dorchester conducted its first everActions and Choices Day which is held in conjunctionwith Dorchester’s Education framework, 'The Elementsof Learning and Achievement.'

The scope of the day was to promote positive actionsand choices through a variety of team and collaborativegames / activities. Students were involved in three partsof the day;

The Dorchester Amazing Race

Students were split into equal teams and given a ribbonrepresenting their team. Each team began the race in

the hall with an envelope leading them to their firstchallenge. At differing stations around the school,students had to successfully work together to completeallotted tasks. Once they completed each task, theyreceived a new clue leading to another challenge. Onceall were completed, students would race back to thehall and the winner would be determined.

Rock Climbing Wall & Adrenaline Rush Extreme

Bubbling with Energy provided a rock climbing wallwhere students would encourage and assist in safetyprotocols whilst they all challenged themselves to climbthe wall. Students learnt to face new challenges givento them whilst also supporting others. The secondchallenge was large inflatable maze where studentswould use alternate senses to guide their partnerthrough the maze. One student would be blind foldedwhilst the other had ear muffs on. Students wererequired to problem solve and communicate effectivelyto be successful in this task.

Team Building Exercises

Students were required to complete two tasks as aclass and again utilise their communication andcollaborative skills. Students were required to flip a tarpwhilst they all stood on it and secondly, they had tolower a piece of bamboo to the ground using only theirfingers.

Students were thoroughly engaged throughout the dayand were met with a series of challenges that promotedteam building, communication and positivity. Studentswere excellent in their way of thinking anddemonstrated adaptive practices that will benefit themin their own lives.

Heaps Decent Program

The Heaps Decent program was delivered to theWarby, Whitten and Slattery faculties during the 2017school year. The program provides hands on activitiesin song writing, music composition and performancerecording. The process is collaborative and fosters thedevelopment of a variety of academic, creative andsocial skills. Through the process of drafting, editingand publishing the lyrics to their own rap songs basedon personal life experiences, students are engaged insharing ideas and encouraging each other. Ourstudents are reluctant to write but with the HeapsDecent presenters' encouragement and support as wellas a desire to participate in making music, students areproducing writing that otherwise would not have beenattempted. They are using song writing and music toopen up and creatively examine their own lifeexperiences. The challenge of recording and singingtheir own material builds confidence and self– esteem.This process helps the students to create positivepersonal narratives.

Music is now embedded into our Creative Artscurriculum. Access to digital music would not beavailable without the Heaps Decent Program and itspresenters. Music equipment is limited as well asexperienced music teachers with technical expertise.


Having Heaps Decent Presenters who are artists intheir own right and technical experts is tremendouslyinspirational for the students. The facilitators are of ahigh calibre, all artists pursuing their own careers inmusic, and they create a professional environment thatis supportive and inclusive, encouraging everyone toparticipate and contribute.

Sydney Theatre Company –Drama and LiteratureProgram

Following on the success of the program in 2015 and2016, Georgia and Zoe from the Sydney TheatreCompany were new to delivering the program in ourcentre and managed to engage both the male andfemale students in Drama games as they explored thebook, The Arrival and scripted their own play regardingvampires. While the students would not always admit it,they thoroughly looked forward to the weekly sessionsand enjoyed the improvisation games, role plays andreading activities. Initially, some students took sometime to warm up to the unique and unfamiliar dramaexperiences, however, with the encouragement ofteaching staff and the positive attitude of the presentersit was not very long before they were engaged andenjoying the program.

Every week most of the boys from the Warby unit werehesitant to get involved in the warm up games, whichconsisted mostly of team work activities, however, oncethe games started all the boys participated. Roleplaying was the task most of the boys really enjoyedwith Georgia with Zoe focusing on a range ofissues/activities relating to different parts of the book.The boys explored the issues by acting out and havingreal conversations where they expressed theiremotions, empathy for the characters, their thoughtsand ideas as well as listening to the feelings and ideasof their peers.

Both female units Whitten and Slattery mixed initially toparticipate in the program. The students were highlyengaged in scripting and creating a play, theydeveloped their own story with a beginning, middle andend. Facilitators Zoe and Georgia introduced the themeof Vampires as the subject of the drama workshop.Georgia set the behaviour expectations and askedstudents to take risks and support each other. Usingthe Vampire theme students brainstormed variouscharacters, scenarios and locations for three differentmovie/TV genres Talk show, Documentary andDetective. Students voted the Detective genre as theone they wanted to devise and develop a play. Thetheme was developed and investigated for the nineweeks and a script had been written and created purelyby the students. A stage was set up for students toperform in front the other faculties and staff. There werecostumes and nerves, however students were verymature and professional in delivering the scripteddialogue they had created themselves.

The enthusiasm demonstrated by Georgia and Zoewhen delivering the program made the dramaexperience for the students very engaging andmemorable. This became a valuable tool for teachersand students as a way to explore sensitive issues and

create empathy for others.

Glenalvon –Campbelltown Heritage

Throughout 2017 the students continued to maintainCampbelltown’s Glenalvon Heritage House on afortnightly basis. Working in partnership with theCampbelltown and Airds Historical Society, thestudents tended to the historic gardens and the generalmaintenance of the National Trust site.

Australian Children’s Music Foundation.

Dorchester students experienced weekly lessons fromprofessional musicians. These lessons were providedto students across all four faculties. These workshopsprovided an opportunity to either learn or enhance skillsin a range of instruments such as guitar, drums orpercussion.

The weekly sessions improved self–esteem, socialskills and provided a positive platform for students tolearn new skills and express themselves through music.Students learnt aspects of musical expression andcreativity including song writing, performance andrecording.


Documents

2017 Dorchester School Annual Report - Amazon S3 · Dorchester Education and Training Unit is a SSP4 school located within the Reiby Juvenile Justice Centre in Campbelltown..€ It