IT is the school like no other where students as young as ten take their lessons behind coils of razor wire and towering walls.
Inside the classrooms of the maximum security Reiby Juvenile Justice Centre every single piece of equipment _ down to pens, pencils and rubbers - is logged and accounted for daily. Any item found missing at the end of a lesson can result in a stripsearch.
The 45 male students aged between ten and 16 who attend one of the state’s most unique schools - striving to equip them with skills for a viable future - can include murderers, rapists, robbers and the seriously violent.
Some of the boys may be affected by ice or other drugs, have mental health issues and potential to selfharm. They stay for an average of three months but in practice it can be anything from two weeks to two years.
Yet in the most challenging of environments the teachers and Juvenile Justice officers at Dorchester School inside the prison at Airds in Sydney’s southwest have created a learning regimen that differs little from regular schools.
Says principal Robert Patruno: “Some of these kids come from such a dark place that we try to provide some light in their life. They have been exposed to things that no one should be.
“We develop positive thoughts and resilience here - we have set up an environment that is like any classroom anywhere.
“The young people receive the same quality of education that they would get anywhere else. We think we actually have a lot to offer the mainstream schools.”
Dorchester School runs five days a week and keeps normal school hours from 9am to 3pm - similar to schools in the surrounding neighbourhood including Airds High directly across the road.
But some of the students at Dorchester have not been to school for two years and monumental efforts are needed to reengage them with learning.
“Five per cent of something is better than 100 per cent of nothing”
“It is either come to school here or be pretty bored the kids respond to structure,” Mr Patruno says.
The school philosophy is spelled out in a slogan on the classroom wall: “Five per cent of something is better than 100 per cent of nothing.”
The surroundings inside Reiby are stark the razor wire on the high walls and the roofs of the buildings attest to its maximum security status.
Yet there is a swimming pool, lawns, a basketball court and gymnasium facilities with workout equipment. A traditional Aboriginal learning circle is popular.
The students grow pumpkins, silver beet and other veges in their garden and then cook up a storm with them in the kitchen.
As part of an automotive electrical course they are allowed to work on an old car brought in for the purpose but the engine has been disabled so there is no prospect of them starting it up and driving out.
Under an art program the students have exhibited their works and sold pieces with the funds donated to charities such as Campbelltown Children’s Hospital and a local women’s refuge.
They learn gardening, cooking and do a barista course in the centre’s café. Woodwork and bricklaying are also on the agenda along with core literacy and numeracy lessons. The students’ education is overlaid with visits from drama companies, sports stars and scientists.
Many enjoy the offerings so much that after release some have been known to reoffend deliberately so they can be sent back to Reiby and the security it offers.
Life inside
Over more than 20 years Robert Patruno, 45, has earned a reputation for expertly managing children with complex needs. He started out as a visual arts teacher at Cleveland Street High School, later retrained in special education and served for seven years at Punchbowl High School between 2003 and 2010, then one of the toughest environments in the education system. Afterwards, he moved on to run the Verona behavioural school at Yennora.
“Punchbowl at that time was under distress and a group of us were put in there for additional support,” Patruno says in his understated way.
“It really is all about developing good programs every kid deserves an opportunity.
“Over the last three years we have been looking at what engages the most vulnerable children and six schools are trialling Dorchester’s program.”
The behaviour inside Dorchester can be more exemplary than in behaviour schools or even some mainstream schools.
“Yes, it measures up well here their sleep is controlled along with their diet and medical needs,” says Mr Patruno.
Assistant principal Peter Brooke says: “They get three square meals a day in here and they are not exposed to domestic violence, drugs or alcohol.
“The biggest problem we have is when there is jockeying for position and the personal relationships can be full on from time to time.
“Generally they like coming to school but you do get the odd ingrained combative one.”
The students are banned from social media and the internet but classrooms have a smart board and desk top computers running special education programs.
An inhouse fantasy football competition devised for them has been a hit.
They get a budget of $1000 to spend and choose a team of 17 from a pool of 68 players. As the game is based on literacy and numeracy the students have to do the maths, work out statistics and buy the players.
Relieving principal Alexandra Stylis says: “The kids have a lot of gaps in their learning we are addressing their functional literacy and practical numeracy needs.
“If they are going to be builders or carpenters they have to learn how to measure things, how to assess (the size of) an area and budget wages.”
About ten older students are housed in a special unit being prepared for release in the community. Some take up an apprenticeship and one is even doing the HSC. A number have secured a fulltime job.
According to Mr Patruno “less than five per cent” of those who make it into the lower security Waratah prerelease unit will reoffend.
“Every kid walks out of there with a pathway,” he says.
“I have done all of the education settings from preschool to Year 12 and it all comes down to quality of relationships and being respectful and safe.
“If they are hungry we give them food, if they are angry we give them understanding.”
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