2020 Annual School Report

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Principals Message

In 2020 our school community rose to meet multiple challenges presented by drought,

bushfires, and Coronavirus COVID-19. This year our school endured the tragic death of one

of our senior students in a motor vehicle accident. This tragedy, whilst impacting everyone

with enormous sadness, galvanized our small school community and we have drawn

strength to continue on together. We are mindful that our school and in particular our

students, have endured intense uncertainty, emotion and change this year. Students, staff

and all school stakeholders have selflessly adapted to significant change to our lives both

within and outside the school environment.

Since the World Health Organisation’s global pandemic declaration, our School Executive

and Youth Off The Streets Leadership responded to the rapidly evolving and escalating

landscape. Our school implemented:

Remote delivery of curriculum and wellbeing support for all students and staff

Rapid introduction of online learning platforms and information communication

technologies

Risk management processes to facilitate safe remote and face-to-face learning in

accordance with government health guidelines

Increased cleaning and hygiene

IT infrastructure, software and hardware initiatives to facilitate remote teaching and

learning

In March 2020, we took the pre-emptive step of moving to remote learning prior to the

Government mandate. Our commitment to student and staff wellbeing and given our smaller

school settings guided our decision to facilitate an intentional and proactive transition from

on-site to remote home learning.

On a practical level, our team jumped into action to conduct an audit of technology and

internet access to ensure students were able to access learning remotely. Laptops and

resources were delivered to students where needed and staff themselves established

remote teaching spaces to deliver lessons. Throughout this period our dedicated teaching,

wellbeing and administration staff were in daily contact with students to check on their

learning needs, progress and wellbeing.

From May 2020 students began transitioning back to onsite learning and by June 2020

students returned to full-time face-to-face learning in the classroom.

Despite these challenges and significant changes to our learning environments, I am proud

to outline further progress in this report across our key priority areas:

30001 2020 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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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 targets in our 2018 - 2020 School Plan and Craig Davis College has provided 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 continued to build our school culture on

a foundation of core frameworks below:

Restorative Practices - is a whole school teaching and learning approach that encourages

behaviour that is supportive and respectful

Circle of Courage - is a model of positive youth development based on the four quadrants

of Belonging, Mastery, Independence and Generosity

PRIDE Values – Passion | Respect | Integrity | Dedication | Engagement

There have been many highlights at Craig Davis College in 2020 including nine students

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

their RoSA.

Furthermore, we have seen four students overcome a significant challenges to complete the

Year 11 Preliminary HSC course. These four students will continue into Year 12 HSC in

2021.

In a year like no other, I commend our School Manager, staff, Parents/Carers and dedicated

volunteers who have maintained a highly supportive and safe learning environment both

within and outside our school grounds. In particular I would like to acknowledge,

congratulate and thank our longest serving teacher Beth Anderson who reached her 10 Year

Service milestone at Youth Off The Streets.

Thank you to the YOTS Board, Father Chris Riley, the 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, for working closely with our school

during an unprecedented year to uphold wellbeing, educational achievement and positive

engagement within our school and the broader community.

Steven Armstrong - Principal

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School Context

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).

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. Student progress is facilitated by Individual Learning Plans that

provide opportunity to support students in Year 9 - 12 with students working towards

achieving the RoSA, HSC, Vocational Education & Training (VET) 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 2020 there were a total of thirty-three 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 strengths based approach, working with students who may be

disconnecting from 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:

At the start of the year, a week before the pandemic hit and we were forced into lockdown, I

did work experience at Shoalhaven Zoo. It was a very fun and unique experience where I

picked up life tips, skills to take care of animals and support customers, and it was overall

amazingly fun to work so closely with animals and see how the zoo functions behind the

scenes. It was 9-5 and physically tiring but also absolutely worth it.

During the lockdown that came soon after, education was reduced to remote learning - a

sudden change that was fairly difficult to adjust to. Being stuck at home when my brain

needed stimulation in order to work was a struggle, especially for someone with ADHD and

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autism who needs a stimulating work-esque environment in order to get assignments done.

Although it was difficult, I did manage to get some work done and appeared in classes as

much as I could manage.

When school was in real life again, it was difficult for about a week to ease back into the

habit of attending physical school again, but as soon as the transition was done it was easy

to attend again. Honestly, things felt fairly eerie at first and things had definitely felt like they

changed, but time adjusted everyone to this change well.

During 2020 some of the activities at school were bushwalks, I attended one in Minnamurra

Rainforest. I pushed myself to attend the walk, which was overall 5 kilometers up and back. I

was reluctant and was vocal about the unwillingness to attend, but I did put in the physical

and emotional effort it took to partake in the walk, especially for someone like myself - back

at that time I was not a sporty person.

The end of 2020 was challenging for me, and this fed into the start of 2021, which resulted in

me repeating year 11. At first I hated the idea of falling behind, but now I realise that I could

not manage year 12, especially with everything that I have going on in my life. Now, back in

year 11, I can take things easier as some of the content is familiar to me and I can work for

higher grades. Better yet, seeing I already do have a year 11 ROSA, if I somehow manage

to fail (which I don’t think I will) it would not be detrimental.

With all of the help and support from Craig Davis College, for both educational fields and

other areas of my life, I am doing a lot better than I would be if I did not have all of the

assistance that this school gives. Thank you to Craig Davis College and all of YOTS for how

much you help everyone, you are not appreciated nearly enough!

School Performance 2020

Significant Outcomes

Education and Credentials: No.

Participated in the program in 2020 33

Completed Year 11 4

Completed Year 10 and were eligible for a RoSA 9

Returning in 2021 9

Completed Year 9 5

Completed their first aid certificate 9

Completed their white card credential 5

Wellbeing and Personal Growth:

Engaged in regular counselling 4

Participated in “Power Within” program 9

Sport:

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

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Post School Destination

Students returning in 2021 to complete their Year 10 RoSA 5

Students returning to complete HSC 4

Students enrolling in senior education (Stage 6) 9

Acquired an apprenticeship 1

Part time employment 4

Academic Outcomes

Record of School Achievement (RoSA)

The formal Record of School Achievement (RoSA) was awarded by NESA to 9 students who

successfully completed year 10.

Higher School Certificate

No students were enrolled for the Higher School Certificate in 2020.

Curriculum

The School offers a broad curriculum catering to the academic, psychological and vocational

needs of the students. Individual Learning Plans (ILP’s) are developed in consultation with

students, parent/carers and key stakeholders to cater to the specific learning needs of each

student. ILP’s are monitored and reviewed regularly and updated at the commencement of

each new school term.

Many of our students need intensive language, literacy and

numeracy (LLN) support and intervention to facilitate re-

engagement in the curriculum. Specific LLN strategies are

required due to a range of challenges including significant gaps

in schooling, family breakdown, alcohol and other drug issues

and cultural factors.

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.

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Teacher Professional Learning, Accreditation and Qualifications

In 2020 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.

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 2020 staff attended the following internal and external training:

Provider Description of the Professional Learning Activity

No of staff participating

The Association of Independent Schools

NSW Child Protection Crossing Professional Boundaries 6

Surf Life Saving CPR Surf Life Saving 1

Cornerstone Teaching Learning

Killing Off Peel 1

Lifeskills4kids Teaching Kids to Manage Anxiety 1

Teacher Training Australia

Cool Australia - Teach Mindfulness to Secondary Students 1

Shirley Houston - Success with Dyslexia 1

Leah Shmerling - Mentoring and Development - Interpersonal skills for life and work

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Cool Australia - Create Change With the Right Communication

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Cool Australia - Create a Culture for Change 1

Shirley Houston - Dyscalculia: The Dyslexia of Maths 1

Kirsten Norgate - Differentiated Instruction - proven Strategies for Success

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Karina Barley (PhD) - Autism Awareness and Strategies for the Educational Environment - Online

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Youth Off The Streets

Adjusting Teaching During COVID-19 1

Child Safe Code of Conduct 5

Child Safe Policy 5

Communication and Personal Development – Developing Resilience

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Corporate Induction 2

COVID-19 Safe Return to the Workplace Plan 5

COVID-19 Infection Control Training 6

Domestic & Family Violence Awareness 7

Emotional Intelligence in Leadership 1

Food Handling Procedures 1

How to communicate effectively 1

Interim Domestic & Family Violence Framework 1

Leadership and Management - Emotional Intelligence in Leadership

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Leadership and Management – Managing Budgets 1

Mandatory Reporting 6

Manual Handling 4

Reportable Conduct Procedure 5

Role-modelling support for mental wellbeing as leader during COVID-19

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Teacher accreditation

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

Level of accreditation No of teachers

Proficient teacher 6

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.

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

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Staff Comment:

Craig Davis College had a challenging year in 2020 just as everyone else did around the

world. Among all of our remote learning challenges & students challenges we continued to

provide the utmost support to our students and families during this time. We offered enriched

learning activties that were student centered and provided many other transition options for

our students such as work experience, white card, Barista courses that helped support

student attendance an engagement.

At the start of Covid we as teaching staff took to the challenge, getting our students set up

with remote learning resources, including providing every stduent with a laptop, internet and

school books. We also made sure we were in contact with our students each school day not

only to check in on how they were going with the school work but also how they were coping

with day to day challenges during the pandemic. It was a delight to see them back in the

classroom during term 3.

During 2020 Craig Davis College also experienced the tragic loss of one of ur own year 11

students, this saw our school come to a halt, we are such a small school and her passing

touched the whole school community, she was a shining light and will be sadly missed by all.

For the remainder of the year we saw our students continue to strive with improved

attendance, working towards their RoSA and general commitment to improving their

wellbeing. The year was capped off with several year 10 students graduating into year 11 &

our first 4 year 11 students graduating to year 12 for Craig Davis Colleges first ever year 12

cohort for 2021.

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 69.16%

Year 10 66.86% Year 11 60.34%

Whole school 65.45%

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.

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Management of non-attendance

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

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

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

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

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

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

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.

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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, 10 and 11. We did not have enrolments in

Years 7 or 12 in 2020.

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).

School Policies

Summary of Policy Changes in 2020

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 2020

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.


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

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Access to full text

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.

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.


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

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Access to full text

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.

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.

YOTS Complaints Policy and Procedures policy were updated in 2020. 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.

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.

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Parent comment:

My daughter has attended Craig Davis College for the last 4 years. At the time when she

was asking to attend this school I had my reservations about it, but she is presently in her

last year, year 12.

I have to say that the school & most certainly the staff have been quite honestly the reason

she will complete her schooling.

The staff have truly been amazing in their guidance, compassion & understanding with her &

from what I have seen with other children also at the school.

I have on numerous occasions recommended the school for its excellence which I put down

to the dedication of its staff.

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.

2020 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.

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Equity

Youth off the Streets has a policy of inclusivity, taking pride in being accepting of all

individuals and groups within our school community. Equity themes are constantly reinforced

through the curriculum and student welfare initiatives.

Equity and inclusion are constantly reinforced through the curriculum. These values are

modelled and embedded within all teaching and learning experiences. Staff ensure a culture

of equality and inclusivity are promoted and reinforced within our school. The curriculum is

accessible to all students, with program delivery and learning activities differentiated on the

basis of individual need.

Alcohol and Other Drug Education

Alcohol and Other Drug education is 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

Cycle of Courage

Delivering group cycling opportunities to re-engage young people who are disconnected from school & community due to a variety of complex issues

Youth Off The Streets has been supporting

disadvantaged teens for over 20 years,

providing at risk youth with support services,

cultural connections and education

pathways. For the past two decades, our

youth have been involved in the Sydney to

Surfers annual cycling event organised by

Engadine Rotary Club. This ride challenges

all participants physically, mentally and

emotionally as they take on the 950 km ride

over 7 days; it also raises much-needed

funds and awareness for Youth Off The

Streets.

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 seven accredited high schools within elective sport and our Service

Learning initiatives.

The program incorporates the Circle of Courage philosophy, a model of positive youth

development which integrates Native American philosophies based on four universal needs

of youth development: Belonging – feeling they are a part of a team. Mastery – learning how

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to ride, fix and maintain a bike. Independence – use cycling as a means of transport and

Generosity – students support their peers and staff during charity events.

Youth Off The Streets 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.

The Cycle of Courage program:

Increases self-confidence in physical abilities and mental strength

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

Promotes links to local cycling clubs and external cycling programs

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

Provides public speaking opportunities to raise awareness and funds for Youth Off The Streets and the Cycle Of Courage program

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

Encourages fundraising for Multiple Sclerosis support through the annual Sydney To Gong cycling event

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

Term 1 2020 saw students participate in training rides with a great deal of enthusiasm and

excitement in preparation for the Bathurst To Bathurst event in March, however due to the

increasing restrictions bought about by the coronavirus pandemic (COVID-19) we were

forced to withdraw our team from the event. From this date forward all future cycling events

were either cancelled or postponed for the remainder of 2020

During the height of the lockdown period, staff were required to adopted alternative flexible

remote curriculum delivery and wellbeing support. For students involved in the Cycle Of

Courage program this involved the delivery of indoor trainers and bikes to enabled them to

participate in weekly training sessions via Zoom.

Representative Sport

2020 YOTS students had opportunities to

participate in one sports GALA day at the start of

the year. Students enjoyed the day of friendly

competition and corporate sponsors interacting

with our young people at our gala day.

The students had access to the NSW Netball

Centre (the home of the NSW Swift netball team)

at Homebush and the venue was provided free by

the centre.

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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

Power Within program

This program is centred on domestic and family violence awareness. Our students

participate in workshops which aim to help them identify the cycle of violence and assist in

individual awareness of their own circumstances. Early intervention is essential to start the

conversation and for students to be aware they are not the only ones living in, been apart or

been present to DFV.

The wellbeing team consist of Student Support Youth Workers, Phycologists and

Counsellors all have completed 4 training sessions around identifying DFV signs and

different approaches to Partner/dating violence and communication, developing a safety plan

which is being used currently in our schools.

The program outlines:

The ability to develop an understanding of domestic and family violence with a focus on the types and components of DFV

To raise awareness of the prevalence of DFV

The ability to develop and understanding of the types and nature of DFV/DV

Power and gender issues

Definition of a bystander, their power and relationships to DFV

Prevalence of myths, unhelpful beliefs, attitudes and practices regarding DV/DFV

To acknowledge the differences in sex/gender constructs and how this impacts addressing DFV

Understanding of past views on the sexes and how this contributes to present views

Understanding verbal and non-verbal communications techniques when addressing DFV with a client

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To develop an understanding of the importance of a safety plan

Various safety screening tools used for creating a safety/safe word

Focused safety plan and an understanding on how it can be individually tailored based on needs.

Develop ground rules and boundaries when forming new relationships

Explore how the appropriate use of personal power can contribute to positive relationships

Identify situations in which forms of abuse may occur and suggest possible protective strategies

Practise trust, talk, take control, as a strategy for dealing with abusive situations The program has had a significant impact on students and staff. The early intervention program (Power Within) increases awareness and has started important conversations which have continued to develop, support and knowledge around domestic/family violence situations. We are the first youth service in NSW to develop a DFV safety plan specific to youth and utilising this tool in our schools

Post-school Destinations

Number of

Students

Students returning in 2021 to complete their Year 10 RoSA 5

Students returning to complete HSC 4

Students enrolling in senior education (Stage 6) 9

Acquired an apprenticeship 1

Part time employment 4

Progress on 2020 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.

Dimension 1 - Programs

Priority: Quality Learning and Teaching

2020 Focus ACTION OUTCOMES

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

Continued differentiating student learning and providing detailed marking criteria for all assessment tasks, so that students can aspire to achieve to a high level. Feedback also given for all set work to enable students to enhance learning.

Developing individual learning goals, all students’ co-created Individual Learning Plans (ILPs). Rewarding student effort and commitment to learning with additional opportunities such as interest projects/courses and work experience.

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Set up and daily use of Google Classroom, Zoom when delivering remotely and with stakeholders, online learning platforms to enhance student engagement and individualise learning such as Maths Online

Monthly PRIDE awards presented to particular students/staff to acknowledge their progress or contribution. Recognition of participation, co-curricular involvement.

Recognition of student attendance and rewarding students each term who have 100% attendance

Dimension 2 - Communication

Priority: Quality Systems


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

Evidence of YOTS mentoring program, volunteers and other service providers into our daily programs. Updated stakeholder lists, utilised the SkoolBag app, use regular texts/phone calls and emails with all stakeholders to ensure timely and clear communication.

Parents/carers/caseworkers are included in all ILP meetings to ensure strong collaboration between school-home and other support

Local providers are used for work experience opportunities and workshop delivery, local Aboriginal and Torres Strait identities used in cultural awareness programs (AOD rehab, smoking ceremonies, cultural dancing, mentoring)

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Skoolbag app is now a part of School enrolment process which ensures all new students and parent/carers have access to this platform and are able to use the features upon acceptance of enrolment. Texts are sent to all students and carers when there is a variation to routine, including gala days and excursions. Texting/phoning carers to ascertain absence details for students which has resulted in higher attendance with collaborative effort to assist students to get to school.

Wellbeing staff regularly phone parent/carers to inform/update on progress or support being provided to their child.

Dimension 3 - Wellbeing

Priority: Quality Relationships


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.

Students volunteer to represent their school at the YOTS monthly board meeting, which enabled a stronger understanding of outcomes being met by students within our schools.

Students are encouraged to share responsibility for welcoming, hosting and thanking guests to our college. This is all done within our Restorative Practice (RP) circle framework and all students are respectful of this process.

Activities offered during the school day are designed to develop character by promoting mindfulness (self-regulation and behaviour), curiosity, courage and resilience. E.g. Yoga practices -students are given

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opportunities to lead the ‘flow’, Student-led presentation day – different roles given to different students to be MC, lead musical items, officially thanking of key community stakeholders. Students leading school initiatives e.g. Creation of indigenous garden, choice of design and upkeep. Community service undertaken by students – maintenance of yards, vehicle maintenance, games room repairs, daily upkeep of school equipment, classroom cleanliness. Daily RP circles focus on student voice and personal development, with a range of topics being considered and each student being given daily opportunities to express their personal 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

All YOTS school have registered with Be You. Staff are members of the AIS wellbeing committee which meets termly and shares wellbeing resources, which complement curriculum delivery and includes Be You resources

Daily RP circles provides opportunities for each students a voice on a range of topics, shared contribution during all classes whereby all YP are given opportunity to form opinions, make decisions, and share ideas with the class. RP conflict resolution used to identify areas of concern and enable students to work out strategies to move forward.

Daily debriefs with all staff members, giving a range of shared feedback related to student wellbeing, program delivery and areas for follow-up. Staff supervision

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conducted by School Manager, periodically. Staff voice valued at all staff meetings which are held fortnightly. Staff survey distributed and collated, feedback discussed and strategies/actions implemented.

All interactions are positive and/or constructive, involve all relevant stakeholders where practicable. Involvement of carers/students/staff in all ILP meetings, support plan meetings, school functions and graduations.

2021 School Improvement Targets

For 2021 and moving forward, we will be aligning our targets with the core Youth Off The Streets targets. On reflection, we are very much already addressing these targets from an education perspective but we do need to formalize the targets and strategic plan for 2021-2024 2021 YOTS/Education Target areas: 1. Financial Sustainability & Independence 2. Quality Stakeholder Relationships 3. Supporting Young People to Achieve their Potential 4. Passionate People Aligned to Our Values

1.Financial Sustainability and Independence

Priority: Future Growth & Sustainability

2021 Focus ACTION

To ensure the sustainability and compliance in our school operations. Build on our brand and form partnerships to better meet our students’ needs

Initiating school growth plans to meet enrolment demands

Develop and implement SOLAR program to reach greater student base and increase student funding opportunities

School Principal to present funding models/projections/plans to Finance staff to ensure internal and external financial accountability

Refine marketing and promotional activities to optimise the YOTS Schools’ profile and student enrolments.

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2. Quality Stakeholder Relationships

Priority: Building our School Community

2021 Focus ACTION

To foster respectful and collaborative relationships with our stakeholders and to sustain a high degree of clarity and transparency in all interactions with our community.

Maintain and develop relationships with key training educational organisations and employers to maximise curriculum and post-school

Systematically collect and analyse feedback from major stakeholders through online satisfaction surveys to inform the strategic development of YOTS schools

3. Supporting Young People to Achieve their Potential

Priority: Fostering Resilience and Wellbeing

2021 Focus ACTION

To provide comprehensive strategies that build resilience, self-worth and support for all students. To strive for a caring and supportive environment where every student is experiencing a balanced education taking responsibility for their academic learning, behaviour, and relationships with others.

Revise and adapt wellbeing programs to enrich resilience within our students

Integrate the use of data which informs strategies for student wellbeing and learning.

Increase students with access to a range of structured leadership roles in the school and community

Revise Vocational course delivery to strength focus on transition pathways and employment opportunities.

Implement Passion projects to include weekly work experience in the students chosen industry of interest.

4. Passionate People Aligned to our Values

Priority: Strengthening staff collaboration and adaptability

2021 Focus ACTION

To enhance Staff Professional Development and training opportunities. To lead school academic improvement and student engagement across all year levels to enable our students to become better learners.

Provide relevant professional development opportunities that support staff in achieving learning and teaching excellence.

Improved YOTS Education induction process

Build capacity in each KLA by staff modelling and coaching best practice with peers

Empower staff to trial/pilot new initiatives aligned with YOTS values and Education staff goals (SOLAR, School Support Dog, KLA Circles)

Research and implement strategies that create authentic and flexible learning opportunities, promote independent learning and differentiation in the learning

Continue to develop and enhance programs for Learning Support in differentiated classwork and assessments.

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Financial Summary

Further details concerning the statement can be obtained by contacting the school.

This report was prepared with the assistance of: Steven Armstrong – Principal, 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 Recurent Grants

State Recurrent Grants

18%

Other Commonwealth

Grants

Fundraising & Other Income

3%

Craig Davis College Recurrent Income 2020

Salaries, Allowances and

related expenses66%

Non-Salary Expenses

34%

Craig Davis College Recurrent Expenditure 2020

Documents

2020 Annual School Report