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Principals Message Craig Davis College is an independent special assistance school, registered and accredited with NSW

Education Standards Authority (NESA) and member of the Association of Independent Schools

(AISNSW). In 2019 our school welcomed our new Deputy Principal Wellbeing to assist in delivering

our mission and vision and to prioritise the wellbeing of our students and staff. As Principal, I have the

privilege to present my second Annual School Report to outline progress across the following key

priority areas: Quality Teaching & Learning | Quality Systems | Quality Relationships.

Our commitment to excellence across these key areas ensures that our school is resourced and

accredited to provide students the opportunity to achieve the Record of School Achievement (RoSA)

and Higher School Certificate (HSC). Our dedicated staff have achieved significant progress in our

2018 - 2020 School Plan with Craig Davis College providing a host of opportunities for our students to

re-engage in learning within a safe, challenging and highly supportive learning environment.

This year our professional and dedicated staff have strived to build our students’ capacities within a

system of core frameworks and values identified below:

Restorative Practices - is a whole school teaching and learning approach that encourages behaviour that is supportive and respectful. It puts the onus on individuals to be truly accountable for their behaviour and to repair any harm caused to others as a result of their actions.

Circle of Courage - is a model of positive youth development based on the universal principle that to be emotionally healthy all youth need a sense of belonging, mastery, independence and generosity.

YOTS PRIDE Values – Passion – being positive, energetic and advocating for creating autonomy in learning and a sense of purpose in learning, Respect - using interpersonal skills to build positive relationships and assist others to achieve, Integrity - showing honesty, reliability and a willingness to apply effort, Dedication – striving for and achieving significant personal growth, especially when faced with challenges, Engagement- taking the opportunities presented and working both independently and with their staff.

There have been many highlights at Craig Davis College in 2019 including two students and one staff

member successfully training for and completing the gruelling Kokoda Track. Furthermore, four

students and two staff completed the 1000km Sydney to Surfers Cycle after many months of training

rides and events. Our greatest achievement is supporting eleven students to maintain their

commitment throughout the year to graduate Year 10 and be eligible for their RoSA.

Thank you to our school manager, our talented multi-disciplinary staff team and dedicated volunteers

who have provided the highly supportive learning environment that has allowed our students to feel

safe, grow and achieve success on a daily basis. Our school recognises the ongoing support of the

YOTS Board, Father Chris Riley, YOTS Leadership Committee and our Corporate and support teams

who work tirelessly in support of our school. Finally, I would like to acknowledge our students, parents

and carers, working in partnership with our school to support improved wellbeing, educational

achievement and positive engagement within our school and the broader community.

Steven Armstrong - Principal

30001 2019 Annual School Report

Craig Davis College 92 Staff Road Cordeaux Heights Ph: 02 42237555 Fx: 02 42237516 www.youthoffthestreets.com.au

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School Context

Craig Davis College, Cordeaux Heights was opened in February 2013 and provides

education for young people who are either disengaged or at risk of becoming disengaged

from mainstream education. Craig Davis College is a member of the Association of

Independent Schools, NSW. The school’s learning programs comply with NSW Education

Standards Authority (NESA). Student progress is facilitated by Individual Learning Plans that

provide opportunity to up-skill students in Years 9, 10 and year 11 again this year with

students working towards achieving the RoSA, transition into mainstream, 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

In 2019 there were a total of thirty-four students enrolled and of those students six were

Aboriginal and Torres Strait Islander, other students were mostly of Anglo Saxon or

European background.

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 12 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:

Studying at Craig Davis College is a great experience. While attending this school it’s

increased my confidence and wellbeing due to all the help and support of the teachers and

youth workers. It is always a safe and friendly atmosphere walking into school and it’s a

space where I can be myself. The teachers here always work their hardest and ensure we

are getting the best education possible whether that be by working one on one with us,

working on their days off or by explaining it in several ways until we get it. The teachers

here at Craig Davis College want nothing but the best for us and treat their students as their

number one priority. This school has gone above and beyond in their efforts for their

students and it is over all an amazing school.

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School Performance 2019

Significant Outcomes

Education and Credentials: No

Young people participated in the program in 2019 34

Completed year 10 RoSA 11

Completed year 9 5

Returning in 2020 23

Participated in work experience 4

Completed Year 9 NAPLAN exams 4

Participated in electives throughout the year including health, cooking, fitness, music, art and woodwork.

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Wellbeing and Personal Growth

Engaged in regular counselling 18

Participated in YOTS on Yachts 10

Attended the learn to surf program 10

Harmony Day and Reconciliation Day events 15

Snowboarding camp 3

Programs and Workshops for Life Skills

Regularly participated in Service Learning 20

Completed their first aid course 15

Attended school camp 10

Attended snow camp 3

Attended Cultural Camps with YOTS Aboriginal Services 2

Water Safety skills 22

Sport:

Participated in Gala Days 12

Cycle of Courage team – Sydney 2 Surfers, Blayney to Bathurst 4

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 seven students from Craig

Davis College who completed NAPLAN. Overall the percentages achieved were:

Band Reading Writing Spelling Grammar Num.

5 100% 33% 33%

6 33% 66% 66%

7 33% 33% 33%

8 66%

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Record of School Achievement (RoSA)

The formal Record of School Achievement (RoSA) was awarded by NESA to 11 students

who successfully completed year 10.

Higher School Certificate

No students were enrolled for the Higher School Certificate 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

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.

Craig Davis College offers: Stage 5 English, Mathematics, History, Geography, PDHPE,

Work Education, Science and Service Learning. There were no Stage 6 enrolments in 2019.

Teacher Professional Learning, Accreditation and Qualifications

In 2019 our school continued to access a comprehensive suite of professional learning

opportunities through the AISNSW. This partnership has enabled staff to access both face-

to-face and online training to strengthen their teaching practice, ensuring all learning

opportunities are tailored to the specific and diverse needs of our students.

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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 2019 staff attended the following internal and external training: Provider

Description of the Professional Learning Activity No of staff

participating

Youth Off The Streets

Youth Off The Streets Alternative Education Conference: 2 day conference with speakers including:

Dan Haesler: Growth Mindset for staff

Joanna Nicholson: Trauma and the experiences of young people in flexible learning programs

John Walters: Fishtale Education – Using Immersive and Iconic reading

Dr Sue O’Neill: Transition planning for youth arriving and leaving alternative education

Carolyn Blanden, Warrakirri College with AIS:New Pedagogies for Deep Learning

John Martin – Psychologist, Inner Force: Bigger picture - Mental Health issues with young people

Sharon Kerr – Leader Education and Training, Centre for Disabilities: strategies to support indigenous students and families where disability is a factor

Ian Walker: Duke of Edinburgh and Outdoor learning

Dr Robbie Lloyd: Establishing The Nautilus Senior College – Ups and downs

Amy Gill: Looking Backwards to Program Forward

John Martin, School Deputy Wellbeing: Understanding Students through the cycle of courage

YOTS Cultural Support Team: Understanding Culture in Education

Dunlea: The impact of Drugs and Alcohol in Education

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Child Safe Code of Conduct All

Mandatory Reporting All

Reportable Conduct Procedure All

Child Safe Policy All

Manual Handling All

YOTS Building and Managing Teams 1

YOTS Change Management 1

YOTS Complaints Policy and Procedure 1

YOTS Disability Standards For Education 1

YOTS Diversity in the Workplace 1

YOTS Engaging and Motivating Employees 1

YOTS Making Decisions 1

YOTS Managing Difficult Situations 1

YOTS Managing Unconscious Bias 1

YOTS Managing Workplace Relationships 1

YOTS Stress Management for Managers 1

Live Science.com and Space.com

Live Science breaks down the stories behind the most interesting news and photos on the Internet, while also digging up fascinating discoveries that hit on a broad range of fields, from dinosaurs and archaeology to wacky physics and astronomy to health and human behaviour. The mission of Live Science is "To empower and inspire our readers with the tools needed to understand the world and appreciate its everyday awe." Staff use Live Science to become familiar with the latest developments in science and with the bizarre and quirky to help inspire and engage students, developing their curiosity and sparking desire to know more.

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Provider Description of the Professional Learning Activity

No of staff participating

Independent Education Union

Sexuality and Gender Diversity 1

Kahoot

Bronze Certificate. This course covered navigating the Kahoot website, searching for existing Kahoots, duplicating and customising existing Kahoots and launching and hosting a Kahoot game in the classroom. Kahoot allows staff to select and to create quizzes and surveys using an ICT platform to engage students in their learning. Staff learned how to use a Kahoot as a diagnostic and an assessment tool. It provides instant feedback to students and prepares reports on student achievements that can be used to reflect on their learning goals.

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Twenty10 LGBTIQA Inclusivity Training 6

Teacher Training Australia

Differentiated Instruction – proven Strategies for Success 1

Surf Life Saving First Aid

NESA Familiarisation: NSW PDHPE K-10 Syllabus online module 1

Teacher accreditation

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

Level of accreditation No of teachers

Pre-2004 teachers

Conditional

Provisional

Proficient teacher 4

Highly Accomplished Teacher

Workforce composition

Our Staff is responsive and restorative, demonstrating Youth Off The Streets values of

Passion, Respect, Integrity, Dedication and Engagement (P.R.I.D.E).

1 Principal

1 Deputy Principal – Wellbeing

1 School Manager

1 Full-Time teacher

2 Part-Time Teachers

1 Psychologist

1 Full-Time Youth Worker

All teachers have attained formal teaching qualifications and achieved a standard of

professional competency recognised by the Minister of Education and Training from an

Australian or recognised international higher education institution.

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Specialised Student Support Worker 1 Full-Time worker

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:

In my second year of teaching at Craig Davis College it has been a successful year for staff

& students. I have had the pleasure to continue educating and supporting students returning

from the previous year and also introducing new students to the school. All the staff have

worked hard to continue throughout the year helping young people navigate challenges

faced both educationally, socially and in the community. It is so impressive to see our young

people at Craig Davis College continually show strength and courage in maintaining their

education through adversity. We have faced many changes in staffing at Craig Davis

College in the past year but this has not wavered the strong culture of the school and the

goal of achieving positive educational targets for our students.

This year we have had several students achieve their year 10 RoSA, student’s complete

year 9 and have been excited at the prospect of students returning in 2020 to have the

opportunity to attempt year 11. 2019 also saw a number of students take the opportunity to

undertake work experience, short courses in work education, complete white cards and in

some cases obtain part-time work.

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The past year saw some big achievements for our students as staffs were so excited to be

able to plan, support and train to take two of our students to walk the Kokoda trail. This was

a great achievement of these students and was celebrated by the whole school community.

Craig Davis College also began the Cycle of Courage Program; I have thoroughly enjoyed

seeing several of our students take on the challenge to learn a new sport. We were fortunate

enough to take 4 students on the annual Sydney to Surfers Paradise ride with one of our

students and two staff completing the entire 986 kilometres.

Student Attendance and Retention Profile

Students completed their RoSA and/or moved onto Higher

School Certificate study, returned to mainstream

education, TAFE 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 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 55.95%

Year 10 54.23%

Whole school 55.09%

Parents/carers are notified of student absence on a daily basis. In the case of extended or

regular absence, a meeting is scheduled with the student, family and stakeholders to identify

and overcome barriers in support of improved attendance.

The safety and wellbeing of each student is paramount.

Management of non-attendance

All student absences at a Youth Off The Streets school is recorded and monitored within a set procedure and defined timeline. The student management system (Sentral) is updated daily following morning check in, including information on late arrivals, SMS texts received and other notifications.

Absentee lists are confirmed by staff by conclusion of the day.

An SMS notification or phone call is sent to the parent/carer or student who is absent.

Documentation explaining absence must be received by the school within a set timeline.

Poor school attendance is usually the result of personal or family circumstance. All staff will go to great lengths to contact and reintegrate a student back into Youth Off The Streets (YOTS).

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Where unsatisfactory school attendance is identified, staff will follow the YOTS Attendance Breach Flowchart. Steps will be followed in the attempt to support the student in making adjustments to improve attendance levels.

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 the Illawarra area, more specifically the

Warrawong, Berkeley, Dapto, Albion Park and Warilla districts. Students have also been

referred directly by parents, Department of Education - Home School Liaison Officers,

Department of Communities and Justice (DCJ) and other

Government and community agencies.

Currently we have students enrolled in years 8, 9 and 10.

We did not have enrolments in Years 7, 11 or 12 in 2019.

Students attended and actively participated in an initial

enrolment interview with their parent/carer(s) also in

attendance. Support workers and other key stakeholders

are also invited. Prior to enrolment, a referral package is

completed by prospective students where all relevant

educational, psychological, paediatric and associated

reports are requested. This background information provides the basis of an Individual

Learning Plan for each student and the collection of the Nationally Consistent Collection of

Data (NCCD).

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School Policies

Summary of Policy Changes in

2019 Access to full text

Student welfare The safety and wellbeing of each student is the school’s primary responsibility. All YOTS schools are registered and accredited as a Special Assistance School. Many enrolled students require significant program adjustments to ensure the school can meet their physical, cognitive, social/emotional and or sensory needs. These adjustments form the basis of an Individual Learning Plan developed in collaboration with student, parent/carer(s) and key stakeholders. Student’s physical needs are met, with daily breakfast, lunch and emergency clothing provided by the school. The School Psychologist/Counsellor is available for all students to support positive mental health. YOTS policies ensure concerns regarding student welfare are reported through internal/external/mandatory reporting procedures.

No changes were made in 2019

The full text of the school’s student welfare policy can be accessed by contacting the principal.

Anti-bullying Youth Off The Streets (YOTS) recognises its duty of care to provide a safe and supportive learning environment where individual differences and diversity is respected. YOTS is committed to providing all students with a healthy and safe place free from bullying and intimidation. Bullying is not an acceptable and does not align with our values. Youth Off The Streets will not accept unreasonable and inappropriate behaviour, which intimidates, offends, degrades, insults or humiliates anyone possibly in front of peers, students, staff or visitors and which may include physical or psychological behaviour. The school provides processes for responding and managing allegations of bullying including the contact information for the local police School Liaison and Youth Liaison Officers. Anti-bullying programs and resources are provided to students/parents/carers to raise awareness of bullying. At enrolment, students are required to commit and sign Guidelines for Student Behaviour reinforcing the school’s anti-bullying policy.

No changes were made in 2019

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

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Summary of Policy Changes in 2019

Access to full text

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. The school’s Discipline Process flow chart ensures decision making is based on principles of procedural fairness and involve parents in the processes of procedural fairness for suspension and expulsion. The use of corporal punishment is not permitted under any circumstances at Youth Off The Streets. The school does not explicitly or implicitly sanction the administration of corporal punishment by school staff or non-school persons including parents to enforce discipline at school.

No changes were made in 2019

The full text of the school’s discipline policy can be accessed by contacting the Principal.

Complaints and grievances resolution Youth off the Streets (YOTS) Promotes a culture

that values complaints and their effective

resolution. YOTS expects staff to be committed

to fair, effective and efficient complaint handling.

The YOTS Complaints policy provides guidance

on the principles, roles and responsibilities of our

Complaint Management System. We are

committed to seeking and receiving feedback

and complaints about YOTS services, systems,

practices, procedures and complaint handling.

YOTS will address each complaint with integrity

and in an equitable, objective and unbiased

manner.

YOTS Complaints Policy and Procedures policy were updated in 2019. Also a Complaints Register was developed to improve the effectiveness and accountability of our Complaints System

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

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Summary of Policy Changes in 2019

Access to full text

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.

Parent and Caregiver Information

The staff encourage and welcome parent/carer participation in all aspects of school life.

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/carers of positive behavioural changes.

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.

Parent comment:

My child has attended Craig Davis College for past two years; the school has always had the

ability to confidently handle any situation that arises within the school community. The staff

have always been able to show valuable contribution to supporting the students and help

shape their lives for a better future.

The support with Education, mental health within the school and the positive encouragement

that is shown to the students is in my personal opinion above any educational setting or

school I have seen. Attending Craig Davis College has helped my child become the

confident person they are today!

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Aboriginal and Torres Strait Islander Education

Youth off the Streets Aboriginal Services have the perspective that the Aboriginal young

people are our main target group and we would like to provide an intensive support service

to them. In the event that there are no Aboriginal students enrolled we will endeavour to run

cultural awareness groups for the school. Where appropriate Aboriginal staff work within the

schools on a weekly 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.

2019 saw the continuation of a cultural relationship

formed between our Aboriginal boys at Craig Davis

College through the collaboration with their local Men’s

Shed. This saw the students actively involved in cultural

experiences as well as form new and lasting relationships

with their local Aboriginal Elders. This cultural opportunity

encouraged our students to actively acknowledge their

heritage and cultural and this had a significant impact on their sense of connectedness. The

students involved looked forward to the weekly program and used this time to reconnect with

their culture.

Our Aboriginal girls attended a “Girls Group” each Tuesday where they were able to interact

and learn more able their Aboriginal culture. The students would often come back to school

excited and proud of things they had learnt and new relationships they had formed and

share their experiences with their peers.

Thanks to the support of Aboriginal Services with the introduction of both girls and boys

groups, students were able to be mentored in areas that are needed to help close the gap

on educational outcomes.

Aboriginal staff are required to attend any case reviews, Individual Learning Plans and

wherever possible, other significant meetings.

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.

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Alcohol and Other Drug Education

Alcohol and Other Drug education is delivered within the PDHPE program and through co-

curricular programs. All students have access to the Dunlea Alcohol and Other Drug Youth

Service. Dunlea is a Youth off the Streets service that offers an informative, effective, non-

threatening Cognitive Behaviour Therapy Program focusing on a harm minimisation

approach to alcohol and other drug education where group and individual counselling

sessions are available.

Specific School Initiatives

RTO

Seven Craig Davis students completed a six week short course on Workplace Readiness.

The young people who actively engaged in the course were successful in gaining three units

of competency that focused on using digital technology in the workplace as well as writing

routine workplace texts. Students also completed a unit that focused on using various

strategies to identify job opportunities. The young people demonstrated competency in these

units and received a Statement of Attainment in Workplace Readiness.

Representative Sport

2019 YOTS students had opportunities to participate in sports GALA days and

representative sporting events with continued support from our sponsors and as part of the

CDSSA.

Term 1 Soccer Gala Day was held at David Phillips Field, Daceyville and was

sponsored/hosted by UNSW. Network 10 volunteered to be a part of the event, meeting and

greeting students and encouraging them throughout the day. We are very fortunate to have

the support of UNSW to assist in facilitating our GALA days and providing an outstanding

venue. Students enjoyed the day of friendly competition and corporate sponsors interacting

with our young people at our gala day.

Term 2 Basketball Gala day saw Grill’d as our major sponsor for the day providing a lunch

and also entered a team in our gala day which was held at KOCH Centre for Youth. We had

6 schools compete throughout the day.

Term 3 was an exciting Gala day held for the first time at Homebush Netball Centre and was

hosted by Netball NSW, this was an excellent venue organised by our corporate team.

Students thoroughly enjoyed the day with friendly competition amongst our schools.

Term 4 saw our Oztag Gala day on October 24th hosted/coordinated and refereed by

NSWRL at their Centre of Excellence at Homebush. Students were able to use the brand-

new fields which saw an outstanding level of Oztag being played.

Youth Off The Streets students were also successful in attending the CDSSA athletics

carnival held at Homebush athletics stadium. Students participated in javelin, shot put, and

discus. We had 3 students compete in the 100m, 200m and 400m events. Although students

were unsuccessful in reaching the next level they were able to have the opportunity to

participate in an elite sporting event.

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Cycle of Courage

Over the past ten years, the engagement of students in cycling has increased significantly

and led to the formation of the Cycle Of Courage program, which currently engages sixty

students across our schools within elective sport and our Service Learning initiatives.

Through our partnership with Parramatta Cycle Club students have access to an accredited

coach who provides structured weekly training rides to develop leadership and

communication within a team environment, cycling knowledge, bike maintenance skills and

importantly road safety awareness.

As a result of students commitment to training many successfully participate in community

cycling events such as Bathurst To Bathurst (50/100 km), Sydney to Surfers Paradise (950

km) and MS Sydney to Gong (82 km). The Sydney to Surfers annual cycling event is

organised by Engadine Rotary Club. This ride challenges all participants physically, mentally

and emotionally also raising much-needed funds and awareness for Youth Off The Streets.

The program incorporates the Circle of Courage philosophy which is a model of positive

youth development. The model integrates Native American philosophies of the growth needs

of all youth and is based on four universal needs of youth development: Belonging, Mastery,

Independence and Generosity.

Staff and volunteers involved in the program contribute a great deal of personal time

supporting students during training rides both after school and on weekends. Their ongoing

passion, commitment and belief in our young people has enabled remarkable personal

growth, improved attitudes, an increased sense of belonging, goal setting and a positive

vision for their own future. The Cycle of Courage program is a valuable asset to the

organisation’s education service.

Engages young people to regularly attend school and strengthens positive behaviour

Connects young people with diverse backgrounds to a supportive cycling community

Creates work placement and employment opportunities

Develops knowledge of local cycling infrastructure, road traffic awareness and safety skills

Provides public speaking opportunities

Embeds the knowledge and skills that allow individuals to enhance their fitness, health and wellbeing

Fosters community service by repairing second hand bikes for children in disadvantaged communities

Testimonial “I have learnt a lot of new skills I couldn’t do a year ago. It’s now my responsibility to teach others. I stay with the slower riders and encourage them. I was selected to do this as I am trustworthy - YP

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Technology

Students have access to 20 laptops this year which are stored to enable easy access for

both classrooms. Technology is utilised across all Key Learning Areas to access information,

research content, produce literature and explore marketing presentation products. The

campus was also connected to wireless high speed internet to allow easier access to

research materials and new content media such as video presentations and webinars. We

also have three Smart Boards which are incorporated into all subject areas.

Work Education and Experience

Students complete work education programs to help develop the confidence and required

skills needed to apply for and maintain employment.

The program guides students through the process of preparing and applying for work-

experience and employment. Students gained experience in creating their own resumes;

work ready skills and requirements; how to apply both in person and online; attending job

interviews (appropriate presentation and communication); and expectations of employers.

These programs resulted in students applying for casual work, succeeding in their

applications and maintaining employment while completing Year 10.

Students completed work experience in a mechanics workshop, coffee shop and pet shop.

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.

20 Students regularly participated in Service Learning

Service Learning activities included: - Clearing creek area of weeds - Planting native plants - Painting walls around the school - Brumbies program

The intention of student participation in Service Learning is gratitude, personal development

and meaningful contribution to the community.

17

Post-school Destinations

Number of

Students

Students returning in 2020 to complete their Year 10 RoSA 12

Students enrolling in senior education (Stage 6) 9

Part time employment 2

Students transferring to other education 11

Progress on 2019 School Determined Improvement Targets

The Youth Off The Streets Schools Strategic Plan 2018 – 2020 was released in March 2018. The Strategic Plan continues to deliver clarity, purpose and gives the school a positive and decisive way forward. The three strategic priorities which will be further developed in 2019, include:

Dimension 1 - Programs

Priority: Quality Learning and Teaching

2019 FOCUS ACTION OUTCOMES

To strengthen the schools’ dynamic and creative learning environments through outstanding pedagogy, resulting in high levels of student engagement and achievement.

Review of teaching and learning structure

Review of approach to student differentiation

Provide more opportunities for staff Professional Development

Elevate Project Based Learning (PBL)

Increase opportunities for all classroom staff to engage in lesson observations and team teaching to improve teacher quality.

Facilitated Alternative Education 2 day Conference- opportunities for YOTS staff to present and join a variety of like - minded staff and schools in workshop settings

Staff provided with access to PD via YOTS ELMO platform and TTA membership

Continued to build school capacity to provide PBL projects

Staff training to Implement Stage 6 Numeracy Pilot (2020)

Deputy Principal undertook in depth NCCD PD to facilitate PD for all Schools Managers and delivered the PD across all our schools.

Updated all Stage 5/6 teaching and learning programs in preparation for NESA Registration & Accreditation

Collaborated with AISNSW School Improvement & Curriculum Support team

Implemented efficient/effective annual online mandatory staff training via ELMO platform

18

2019 FOCUS ACTION OUTCOMES

Enhance the understanding of learning needs of all students

Implement data tracking practices to strengthen student engagement and achievement

Utilise Student Management system (Sentral system)

Implement consistent student assessment and reporting processes

Evidence of adjustments to Teaching & Learning programs to address individual student needs, ensuring they are challenged and supported to improve learning.

Student management system (Sentral) redesigned to allow staff to report extensive wellbeing and learning adjustments to better inform Individual Learning Plans and teaching strategies.

Updated Student discipline, Attendance breaches and incident reporting processes

Schools provided with ACER membership to assess student literacy & numeracy achievement

Dimension 2 - Communication

Priority: Quality Systems

2019 FOCUS ACTION OUTCOMES

To improve the schools’ systems and methods of communication to ensure quality of learning and teaching leads to improved outcomes for all students.

Enhance and improve communication between all staff and stakeholders

Provide greater opportunities for staff and students to interact across schools

Increase connection and support through Professional Learning Circles (PLCs)

Appointed School Administration Assistants at all school sites to improve administrative systems and support.

Extensive review & staff training to ensure NCCD procedures/moderation are compliant

Introduced teacher (self) audit and school audit completed end of school year

Successful Interschool sports carnivals promoting student and staff interaction

Revised School Archiving system – REX

Development of regular cross school meetings between SSYWs (Well-being teams) to provide staff with support when improving students' needs

Successfully introduced timetabled RTO (YOTS) courses for 4 schools.

19

Dimension 3 - Wellbeing

Priority: Quality Relationships

2019 FOCUS ACTION OUTCOMES

To create learning environments supported by positive and respectful relationships, where student and staff wellbeing is promoted to ensure optimum learning and teaching conditions.

Provide students access to wellbeing support - social and emotional programs and services

Establish effective school processes to establish case management and pastoral/wellbeing teams.

Collaboratively develop, implement and monitor strategies to maintain high levels of staff wellbeing

Professional Development opportunities and sharing of Restorative Practices amongst staff

Appointment of the new role of Deputy Principal – Wellbeing.

Increased staffing levels in the key roles of Student Support and School Counselling.

Regular Wellbeing team meetings to communicate student progress

Improved documentation processes of ILPs to meet students individual needs

Renewed focus on Student Wellbeing survey

Increased Wellbeing programs provided including yoga, art therapy, cooking, boxing, cycling, surfing, gardening, reading and many more.

Revised and implemented “Power Within” program for 2019 and launch to all Schools during 2020

2020 School Improvement Targets

The three strategic priorities which will be further developed in 2020 include:

Dimension 1 - Programs

Priority: Quality Learning and Teaching

2020 Focus ACTION

To provide a coherent, sequenced plan for curriculum delivery that ensures consistent teaching and learning expectations and a clear reference for monitoring learning across the year levels

Increase students’ ability to better understand the value of learning and strive to achieve results reflecting their ability

Introduction and implementation of online learning including Google Suite (Education), Zoom and Microsoft teams platforms

Ensure staff demonstrate high expectations, encourage students, acknowledge achievements and celebrate successes

20

Dimension 2 - Communication

Priority: Quality Systems

2020 Focus ACTION

Enhance stakeholder communication to inspire meaningful engagement with all relevant communities

Develop a stronger communication process with all stakeholders including other YOTS services

Build partnerships with parents, families, local businesses and community organisations to improve opportunities and outcomes for students

Increase communication methods to be implemented to inform Parents/Carers on school activities and about their child’s progress and achievement. This will include the Skoolbag app

Dimension 3 - Wellbeing

Priority: Quality Relationships

2020 Focus ACTION

Empowering students and building school pride

Implement the Australian Student Wellbeing Framework with a focus on Student Voice to promote positive experiences for our youth so they may act as partners in school improvement.

Provide students with access to a range of structured leadership roles in the school community to develop a range of skills, including communication and decision making.

Whole school approach to health, wellbeing, inclusion and engagement

Establish a partnership with Be You – National Mental Health Initiative to improve school awareness to health, wellbeing and engagement. Roll out of Be You Action Plan to greater improve wellbeing outcomes.

Build a culture where teachers and students work together and student voice is heard and respected.

Develop a consistent process were staff and school leaders receive valuable feedback that can lead to improved teaching practice and contribute to school improvement.

Provide opportunities for interactions between staff, students, parents/carers that are caring, polite and inclusive

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, Thomas

Burns – Manager, Melinda Daher and Anita Heathcote – Administration (Schools), Johnny

Hao – Accountant.

I certify that the information in this report is the result of a rigorous school self-evaluation

process and is a balanced and genuine account of the school’s achievements and areas for

development.

Steven Armstrong Principal

Commonwealth Recurrent Funding

82%

State Recurrent Funding

16%

Fundraising & Other Income

2%

Craig Davis College - Recurrent Income 2019

Salaries, Allowances and related expenses

56%

Non-Salary Expenses44%

Craig Davis College - Recurrent Expenditure 2019