www.girlsacademy.com.au

1 ROLE MODELS AND LEADERS AUSTRALIAA nnual ReportFor the Year Ended 31 December 2017 &leaders australiadeveloping young leaders for tomorrowRole Models and Leaders Australia | Annual Report 2017 Develop a GirlChange a CommunityContentsHighlights of 201704 About us05 Organisational structure06 Meet our board07 Our Girls Academy program08 Closing the gap09 What our girls have to say?10 Review of operations 201712 Directors Report16 Auditor s Independence Declaration18 Financial Statements and Notes to the Financial Statements19 Independent Audit Report36 Directors Declaration38 Role Models and Leaders Australia | Annual Report 20174 Highlights of 2017 The Girls Academy Program works within the school system to drive community-led solutions aimed at reducing the barriers that prevent Indigenous girls from completing their education and reaching their full potential. Simply put, our mission is: Develop a Girl - Change a Community.

2 In Year 12 graduation rates from 2016 to 201784%of Year 12 s Completed Year 12 or Gained academy attendance sat higher than the all-Indigenous student cohort Australia wide2015906full time girls enrolled201514 Academy sites201614 Academy sites201731 Academy sites201843 Academy sites2016906full time girls enrolled20171,906full time girls enrolled20182,600full time girls enrolledRole Models and Leaders Australia | Annual Report 20175 About usRole Models and Leaders Australia (RMLA) was founded in 2004 by Olympian and champion basketballer Ricky Grace (MEdL, BPolSc) to provide education support programs for Aboriginal and Torres Strait Islander students throughout Australia RMLA is a not-for-profit charitable organisation, which develops and empowers Aboriginal and Torres Strait Islander students through leadership training, mentoring, sport and extra-curricular education RMLA program includes Up4It, which is designed to improve school attendance and engagement to 2,500 students throughout regional and remote Western Australia.

3 RMLA s flagship program is the Girls Academy program which currently operates out of 42 school sites throughout WA, NSW, NT and QLD and provides support to over 2,600 Aboriginal and Torres Strait Islander Girls Academy Program has established RMLA as the leading provider of school-based engagement programs for Aboriginal and Torres strait Islander girls in Australia. The program is community-led and provides comprehensive in-school support to give Aboriginal and Torres Strait Islander girls the tools they need to engage in their education, achieve their goals and change their communities. The Girls Academy is a full-time program and centres around a permanent Academy room within the school which acts as a sanctuary for the girls to convene and connect before, during and after school. Each Academy is staffed by a minimum of two female mentors who provide the girls with auntie and big sister style mentoring and support.

4 80% of staff are highly accomplished Aboriginal and Torres Strait Islander women sourced from the local community, and each Academy is also steered by locally based advisory committees comprising of members from the community, schools, staff and employ post school options staff to assist girls with further education, training, or employment opportunities. Our staff work with the girls from Year 10 through to 2 years post-graduation, ensuring all Academy girls are armed with the knowledge, skills, and formal plan required to successfully transition into post-school program increases the skills, employability, health and well-being of Aboriginal and Torres Strait Islander Girls providing them with better opportunities to contribute to the social and economic outcomes of the wider community. Academy girls are ready to make a great contribution to our nation and to be part of the social change that is Closing the Models and Leaders Australia | Annual Report 20176 Organisational Structure RMLA is structured to deliver the programs through a dedicated and passionate Girls Academy Program has the most number of full time staff, of which the majority are women, and also of Aboriginal and Torres Strait Island the expansion of the Girls Academy Program, we have increased our number of staff to be as set out in the table below - with the majority of staff being located in regional and remote locations across the small head office staff has been established to provide support for the Girls Academies and the operational staff to enable them to concentrate on the delivery of the Program to the Organisation by Numbers.

5 Over90%of staff are Womenover65%of staff are Aboriginal WomenDec 201653total excluding volunteers and contractorsDec 2017106total excluding volunteers and contractorsMay 2018137total excluding volunteers and contractorsRole Models and Leaders Australia | Annual Report 20177 Meet our BoardOur Board of Directors is responsible for RMLA s overall performance and compliance, providing strategic direction, effective governance and GraceFounder and CEOR icky has been a board member since 2004. Olympian and champion basketball player Ricky Grace holds a Masters Degree in Educational Leadership from Notre Dame University in Western Australia. His five-time nomination as Most Valuable Player for the Perth Wildcats further demonstrates his leadership qualifications and experience. Ricky is passionate and dedicated to the continued success of Role Models and Leaders Australia in bringing about positive change and breaking down the barriers that prevent Aboriginal girls from completing their ChessonChairman and CFO, Co-FounderSimon who holds a Master of Business of Administration and a Bachelor of Commerce has been a board member since 2004.

6 He is a qualified Certified Practising Accountant, a qualified Certified Financial Planner, and a fellow of the Financial Services Institute of Australasia. Simon Chesson has over 20 years experience in business, accounting, and the property industry. He has extensive experience as a Director and company secretary of numerous public and private enterprises. He has extensive experience with the Corporation Acts 2001 and Managed Investments LovelleNon-Executive DirectorBrett who has been a board member since 2013, has more than 27 years of professional experience as an Executive, Management Consultant and Management Accountant with a major focus on businesses consulting in Australia and the Asia-Pacific region. Brett has enjoyed broad and diverse experiences in both Corporate and Government sectors with a focus on business and ICT strategy development, design thinking, operational efficiency, strategic sourcing and the implementation of transformational change ChessonNon-Executive Director, Co-FounderSydney has been a board member since 2004.

7 He holds a Master of Business Administration degree from the University of Notre Dame Australia, where he was admitted to the Vice Chancellor s list for academic excellence. He is a licensed real estate agent and business broker, and a licensed finance broker. Sydney has extensive experience in importing and exporting, production and manufacturing. He has over 25 years experience in real estate and over 35 years experience in business and commercial activities. As a Fellow of the Australian Institute of Company Directors, Sydney has considerable experience as a Director of listed and unlisted public companies, unlisted property trusts, managed investment schemes, and several private Robert IsaacsOAM, PhD, JPNon-Executive DirectorDr Robert Isaacs joined the board in 2016 and is from the WHADJUK- Bibilmum Wardandi Noongar language group of South Western. He is the Chair of the Australia Day Council WA, Executive Member to the State Aboriginal Advisory Council Aboriginal Affairs Planning Authority Act, and is a Life Member of the Derbarl Yerrigan Health Service.

8 He is an inspiring, highly regarded and well respected Indigenous Australian who devotes his life to breaking down cultural barriers and improving the lives of disadvantaged people. His outstanding efforts recently earned him the accolade of 2015 Western Australian of the Year and the 2015 Outstanding Achievement Award at the NAIDOC Perth Models and Leaders Australia | Annual Report 20178 Our Girls Academy programEducated girls have the potential to be powerful catalysts for change in their communities. The Girls Academy equips girls with the tools, knowledge and confidence required to achieve their goals and reach their full activities are designed with an emphasis on the Big 4 objectives to:1. Increase school attendance2. Advance academic and personal achievement3. Improve year 12 graduation rates, and4. Facilitate post-school transition planningThese objectives are met through a wide range of program elements, including, but not limited to: One-on-one mentoring and support Cultural connection Empowerment programs Sport and extra-curricular activities A structured reward system; and Post-school transition planningThe Girls Academy differs from most other programs We are embedded in each school in which we operate with a dedicated Girls Academy room.

9 We work in partnership with schools and the community to provide a tailored program to recognise local issues and priorities. Each Academy is staffed by a minimum of two full time mentors; Program Manager and Development Officer(s). Outcomes are reported directly to the Australian government, the appropriate State or Territory Department of Education and School Principal, corporate partners and relevant stakeholders. We are steered by a local Advisory Committee made up of Academy staff, Principal and school representatives, local community members and other key stakeholders. We collaborate with other services by facilitating the delivery of their programs, as appropriate, within the Girls Academy program. We ensure all girls have post-school plans and we employ specialist post-school options staff to assist girls to transition from school into further education, training, or Girls Academy is the flagship and major program operated by RMLA.

10 We have expanded to be in 42 schools nationally, with over 2,600 Aboriginal and Torres Strait Islander high school girls enrolled full time in the Models and Leaders Australia | Annual Report 20179 Closing the gapClosing the Gap refers to the urgent need to close the gap between Indigenous and Non-Indigenous measures of health and the Gap is a Federal Government priority but it requires intensive and sustained efforts from all levels of government, private and not-for-profit sectors, communities and individuals to improve the opportunities and quality of life for Aboriginal and Torres Strait Islander Girls Academy is actively working towards closing the gap.*quotes supplied by Girls Academy the gap between Indigenous and non-Indigenous school attendanceNational Girls Academy attendance rates have sat an average of higher than the all Indigenous cohort over the past 4 years. The Girls Academy is a good way to get us girls to come to school and not feel isolated.