Berry Street Web Docs Berry Street School Annual Report 2014 | Page 5

expertise, peer-collaboration, and opportunities
for participants to pilot learned strategies in their
schools. Supports between sessions, including
the option for individual conferencing or other
consultation, are provided by facilitators.
Anchored strongly in the three campuses of the Berry
Street School, the BSEM focuses on five domains:

Staff at the Berry Street School
In 2014, a total of 32.1 x EFT staff worked at the
Berry Street School.
The Noble Park Campus had 8.2 EFT: a Senior
Education Manager, 5.0 x EFT teaching staff
(including a Lead Teacher) and 2.2 x EFT education
support staff.

• BODY: Building school-wide rhythms and bodyregulation through a focus on physical and
emotional regulation of the stress response, deescalation in school and classroom contexts, and
mindfulness opportunities throughout the school
day

The Morwell Campus had 15.9 EFT: a Senior
Education Manager, 7.4 x EFT teaching staff
(including 1 Lead Teacher) and 7.5 x education
support staff, including a Student Well Being Lead
Teacher.

• RELATIONSHIP: Increasing relational capacities
in staff and students through attachment and
attunement principles with specific relationship
strategies with difficult to engage young people

The Shepparton Campus had 8 EFT: a Senior
Education Manager, 4.6 x EFT teaching staff
(including a Lead Teacher) and 2.4 x EFT education
support staff.

• STAMINA: Creating a strong culture of
independence for academic tasks by nurturing
resilience, emotional intelligence and a growth
mindset

Education support staff include Student Well Being
Coordinators, Youth Workers and Integration Aides.

• ENGAGEMENT: Employing engagement strategies
that build willingness in struggling students
• CHARACTER: Harnessing a values and character
strengths approach to enable successful student
self-knowledge which leads to empowered future
pathways

All teachers are fully qualified, with VIT registration.
One staff member has Special Education
qualifications.
The high ratio of staff for the number of students is
a reflection of Berry Street’s belief that our students
require specialist, individual support in order to
support their educational progress.

Through these healing and growth lenses,
participants will learn personal strategies,
pedagogical connections to the National Curriculum,
and whole-school practices for healing and growth.

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