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2Department of Education and Children’s Services Annual Report 2009

Central office

The Department of Education and Children’s Services

Education Centre

31 Flinders Street

ADELAIDE SA 5000

Postal address

GPO Box 1152

ADELAIDE SA 5001

E-mail: [email protected]

Website: www.decs.sa.gov.au

ABN: 60 168 401 578

ISSN: 1835-1530

ISBN: 978-0-646-53074-1

This report is available on the DECS website. Queries may be directed to:

Strategic Communications

Policy Directorate

Department of Education and Children’s Services

Level 8, 31 Flinders Street

ADELAIDE SA 5000

Telephone: (08) 8226 1083

3Department of Education and Children’s Services Annual Report 2009

LETTER OF TRANSMITTAL

The Hon Jay Weatherill MP The Minister for Education The Minister for Early Childhood Development Dear Minister In accordance with the Public Sector Act 1995, the Public Finance and Audit Act 1987, the Education Act 1972, and the Department of the Premier and Cabinet’s PC013 –Annual Reporting Requirements, I am pleased to present to you the Department of Education and Children’s Services Annual Report 2009 for presentation to Parliament. The report outlines the achievements and performance of the Department of Education and Children’s Services (DECS) for the calendar year ended 31 December 2009. The report also presents information on the department’s finances and human resources relating to the 2008-09 financial year. DECS continues to make significant contributions to South Australia’s Strategic Plan as a lead agency for nine targets across early childhood, schooling and Aboriginal education, and a contributing agency to three other targets. I wish to thank the staff for their contributions to these and many other achievements of the department in 2009. Yours sincerely Chris Robinson Chief Executive Department of Education and Children’s Services 31 March 2010

2 Department of Education and Children’s Services Annual Report 2009

CONTENTS

2009 HIGHLIGHTS 5

OUR PURPOSE AND VALUES 6

CORPORATE GOVERNANCE 7

STRATEGIC OPERATIONS 9

Our organisation 9

South Australia’s Strategic Plan 2004–2014 12

DECS Statement of Directions 2005–2010 13

DECS Aboriginal Strategy 2005-2010 13

Key focus areas for 2009 14

REPORT ON OUR PERFORMANCE DURING 2009 15

Goal 1 Strong beginnings for all children 16

Goal 2 Excellence in learning 21

Goal 3 Engagement and wellbeing 37

Goal 4 Build workforce capacity 48

Goal 5 Quality teaching 53

Goal 6 Access to integrated services 55

Goal 7 An interdependent DECS 58

Goal 8 A sustainable system 60

MANAGEMENT OF HUMAN RESOURCES 63

STATUTORY REPORTING 74

FINANCIAL REPORTING 94

STATISTICAL ANNEX 163

Early childhood services information 176


2009 HIGHLIGHTS

• Universal access to early childhood education By 2013, every four-year-old child will have access to a preschool program in the year prior to

school, delivered by a university-trained early childhood teacher. See page 18 for details.

• Children’s centres established Twenty children’s centres for early childhood development and parenting for children from birth to age eight and their families are being established in recognition of the vital importance of the early childhood years. As at 31 December 2009, nine of the 20 children’s centres were already operational. For details see page 55.

• A new focus on literacy In 2009, the Literacy Secretariat was established as part of the DECS reform agenda. The Secretariat will bring about a more focused approach to high expectations and sustained improvement in the literacy achievements of children and students across all levels of education. See page 21 for details.

• Premier’s Reading Challenge continues to deliver improvements In the results for the National Assessment Program Literacy and Numeracy (NAPLAN) in 2009, DECS students completing the Premier’s Reading Challenge in years 3, 5, 7 and 9 showed better rates of reading growth over the past two years than DECS students who did not participate in the Challenge. See page 26 for details.

• Primary science and mathematics strategies In 2009, the South Australian Government announced that $51.1 million received from the Australian Government would be used to support primary teachers help children develop science and maths skills.

• Retention rates in SA schools improve During the 2009 school year, retention rates in South Australian government schools were the highest in 15 years. See page 42 for details.

• Premier’s be active Challenge success continues The Premier’s be active Challenge encourages Reception to Year 9 students to complete at least 60 minutes a day of physical activity. In 2009, the third year of the Challenge, 27 782 students took part – a 14 per cent increase from 2008. For details see page 47.

• DECS meets Aboriginal staff target DECS employed 494 Aboriginal staff in 2009, representing two per cent of its employment workforce. This meets South Australia’s Strategic Plan and the DECS Aboriginal Strategy 2005-2010 target of 2.0% representation of Aboriginal people employed across DECS by 2010. For details see page 51.


OUR PURPOSE AND VALUES PURPOSE To engage every child and student so that they achieve at the highest possible level of their learning and wellbeing, through quality care and teaching. VALUES The following six organisational values are the tenets which guide adult and student behaviours within central office, schools and children’s services.

Cooperation We show cooperation by constructively thinking, working and learning together, by valuing the uniqueness of each individual and by being capable of uniting cohesively as a group and community. We recognise our local and global inter-connectedness.

Excellence We show excellence by being innovative, creative and responsive in the way we think, act and learn. In meeting and overcoming challenges, we expand capabilities to achieve appropriate quality outcomes and success.

Fairness We show fairness by acting without bias and recognising that the causes of inequity are socially constructed and can be changed by behaving in a way that leads to equitable outcomes.

Integrity We show integrity by consistently applying moral and principled behaviour which reflects trust and honesty.

Respect We show respect by honouring and considering others and treating them with dignity, empathy, esteem and courtesy.

Responsibility We show responsibility through accountability and strategically leading, planning and managing for today, with tomorrow in mind.


CORPORATE GOVERNANCELegislative responsibilities The Minister for Education holds responsibility for the following Acts and Regulations made under them:

• Education Act 1972

• SACE Board of South Australia Act 1983

• Teachers Registration and Standards Act 2004

The Education Act 1972 provides for compulsory primary and secondary education in South Australia.

In 2008 the South Australian Government advanced to the second phase of its early years reform, creating a Minister for Early Childhood Development. The Ministry exemplifies a ‘joined up’ services model, with functions embedded in each of the departments of Health, Families and Communities and Education and Children’s Services.

The Minister for Early Childhood Development holds responsibility for the Children’s Services Act 1985 and Regulations under the Act.

The Children’s Services Act 1985 ensures the provision of services for children and for administering, coordinating, supporting, planning and delivering non-compulsory early education and children’s services.

Relevant statutory authorities • Children’s Services Consultative

Committee • Children’s Services Regional Advisory

Committees • Classification Review Panels • Non-Government Schools

Registration Board • Schools Loans Advisory Committee • SACE Board of South Australia • Teachers Appeal Board of South Australia • Teachers Registration Board of

South Australia

Relevant Ministerial advisory bodies • Advisory Committee on Non-Government

Schools • Ethnic Schools Board • Inter-Ministerial Committee

(Child Development) • Inter-Ministerial Committee

(School Retention) • Ministerial Advisory Committee:

Students with Disabilities • Multicultural Education Committee • Planning Committee for Non-Government

Schools


Legislation reform During 2009 consultation and development work continued on the South Australian Government’s ongoing reform of the relevant education and children’s services legislation.

To date, the Minister for Education and the Minister for Early Childhood Development have released four legislation reform discussion papers and key reforms have resulted in the amended legislation, including:

• Teacher’s Registration and Standards Act 2004

• Education (Compulsory Education Age) Amendment Act 2007

• Prince Alfred College Incorporation (Constitution of Council) Act 2007 and

• SACE Board of South Australia Act 1983

as well as the development of relevant subordinate legislation.

The reform work is supported by a Ministerial Education, Care and Early Childhood Development Stakeholder Advisory Group that comprises representatives from DECS and more than 40 other stakeholders including unions, professional and parent associations and groups and relevant government and non-government agencies.

The primary aim of the legislation reform work is to support the integration of high quality services for children and their families through modernised education and early childhood development legislation.

The compulsory education age reforms came into effect at the start of 2009. These significant legislative changes maintain the compulsory school age requirements for students aged six to 16 years and introduce a ‘compulsory education age’, whereby from the age of 16, young people must be engaged in formal learning or training until they turn 17 years or achieve a qualification.

In late 2009 the draft Education and Early Childhood Services (Registration, Accreditation and Standards) Bill 2009 was released for consultation.

This Bill proposes improvements to the legislative regulatory system for schools and early childhood services. In addition, enactment of this legislation would see the formal regulation of all prescribed services including out of school hours care, preschool and government schools through a single streamlined process. This system, as proposed, will operate within new streamlined regulatory arrangements under the National Quality Agenda for Early Childhood Education and Care announced by the Council of Australian Governments (COAG) in December 2009.

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STRATEGIC OPERATIONS

Our organisation

The Department of Education and Children’s Services (DECS) is responsible for ensuring the provision of children’s services and public education throughout South Australia. Our aim We aim to achieve quality learning and wellbeing for children and students in children’s services and government schools. Our key functions • To set the directions for education and

care in South Australia

DECS ensures South Australia is positioned to deliver high quality education and children’s services through strategic and coordinated leadership in implementing South Australia’s Strategic Plan, developing integrated policy in collaboration with key stakeholders, and

planning for an effective workforce to meet current and future requirements.

• To provide and regulate children’s services

DECS is the South Australian government’s provider of public early childhood services. It plans, administers, coordinates and supports early childhood services and is also responsible for a range of associated government services including the licensing of child care providers.

• To manage the State’s education system

DECS delivers high quality primary and secondary education to school students across the State. DECS is responsible for the education of children and students across all areas of the curriculum and for preparing young people to be active and productive members of a democratic society. DECS involves parents and local communities in the education of children and students.

Our structure

DEPUTY CHIEF EXECUTIVE

Schools and Children’s Services Portfolio

DEPUTY CHIEF EXECUTIVE

Resources Portfolio

Curriculum Services

Aboriginal Education & Employment

Services

Early Childhood Services

Human Resources &

Workforce Development

Office of the Chief Executive

International Education Services

Prudential Management & Internal Audit

Finance & Infrastructure

Policy Directorate

School & Regional

Operations

Legislation & Legal

Services

DECS organisational structure at 31 December 2009

CHIEF EXECUTIVE


Early childhood services and schools

Early childhood services and schools are the core business of DECS. Early childhood services and school staff members are responsible for:

• ensuring positive learning outcomes for children and students across all areas of the curriculum

• maximising the attendance, wellbeing, engagement and retention of all children and students

• preparing young people to be active and productive members of a democratic society

• implementing government priorities and achieving government targets

• engaging parents and local communities in decision making to meet the needs of children and students

• involving parents and local communities in the education and care of children and students

• involving children and students in the life of the community.

Regions

There are 12 regions, each with a regional director and a support team. The regions are designed to work in a cohesive, consistent way in supporting children's services, preschools and schools to implement government and department policy, and to support learner needs.

Regional office is responsible for:

• providing supportive, enabling leadership to children’s services and schools

• improving direct support to children’s services, preschools and schools in the areas of curriculum, support and disability, inclusion and wellbeing, information technology and site improvement

• managing support services to children and students, their families and communities

• establishing local models of cross-agency, coordinated government services

• fostering decision making at a local level.

In December 2006, Cabinet approved the adoption of 12 regions by all state government departments by December 2008 as the Government Reform Commission identified that the use of inconsistent regional boundaries by different departments was a key barrier to achieving better coordinated government services.

In 2009, DECS realigned its structure for the introduction of the regional boundaries and a list of schools, preschools and children’s services within each region can be found at www.decs.sa.gov.au/locs.

The 2009 regional boundaries are shown on the next page.

Central office

Central office has the major responsibility for interactions between DECS and:

• the Government of South Australia • the Australian Government • peak stakeholder groups, industrial parties,

other organisations and authorities • other national and international education

and children’s services agencies • early childhood service providers.

The central office is responsible for leading and developing early childhood services and education system policies, designing programs and allocating resources. Central office also provides services to early childhood service providers, preschools, schools and districts for those functions that are more effectively undertaken at an aggregated level, such as research and evidence based strategies, reporting, recruitment, workforce development, staffing, legal services and auditing.


Adelaide metro regions

Far North and Aboriginal Lands

Eyre and Western

Yorke and Mid North

Barossa

Murray and Mallee

Fleurieu and Kangaroo Island

Northern Adelaide

Western Adelaide

Eastern Adelaide

Adelaide Hills

Southern Adelaide

Country regions Limestone Coast

Adelaide metro regions

DECS regional education offices


South Australia’s Strategic Plan 2004–2014

South Australia’s Strategic Plan (SASP) was launched in March 2004 and updated in January 2007. The updated plan has 98 targets, identified under six objectives:

1. Growing Prosperity

2. Improving Wellbeing

3. Attaining Sustainability

4. Fostering Creativity and Innovation

5. Building Communities

6. Expanding Opportunity.

DECS is accountable for nine lead targets from Objectives 4 and 6, and contributes to three targets from Objectives 1 and 6.

Nine lead targets – DECS T4.5 Understanding of Aboriginal

culture:

Aboriginal cultural studies included in school curriculum by 2014 with involvement of Aboriginal people in design and delivery

T6.2 Early Childhood—Year 1 literacy:

By 2014, achieve a 10 per cent improvement in the number of children reading at an age appropriate level by the end of Year 1

T6.4 Early Childhood—AEDI:

Improve South Australia’s performance on the Australian Early Development Index

T6.12 Year 3:

By 2010, 93 per cent of students in Year 3 to achieve the national benchmarks in reading, writing and numeracy

T6.13 Year 5:


T6.14 Year 7:


T6.16 SACE or equivalent:

Increase yearly the proportion of 15–19 year olds who achieve the South Australian Certificate of Education or comparable senior secondary qualification

T6.17 Science and maths:

By 2010, increase by 15 per cent the proportion of students receiving a Tertiary Entrance Rank (TER) or equivalent with at least one of the following subjects: mathematics, physics or chemistry

T6.18 Aboriginal education—early years:

Increase yearly the proportion of Aboriginal children reading at age appropriate levels at the end of Year 1

Note: From 2008, the State years 3, 5 and 7 literacy and numeracy tests were replaced with the National Assessment Program Literacy and Numeracy (NAPLAN) tests. In 2008, Year 9 was included for the first time.

Three contributing targets – DECS T1.16 Share of overseas students:

Double South Australia’s share of overseas students by 2014.

T6.15 Learning or earning:

By 2010, increase the number of 15-19 year olds engaged fulltime in school, work or further education/training (or combination thereof) to 90 per cent.

T6.21 VET participation:

Exceed the national average for vocational education training participation by 2010.

In addition, all government agencies contribute to a number of other targets associated with performance and diversity in the public sector, such as customer and client satisfaction with government services, Aboriginal wellbeing, women in leadership, Aboriginal employees and people with disabilities.


DECS Statement of Directions 2005–2010

The DECS Statement of Directions 2005–2010 represents the department’s plan for action until the end of 2010. The plan articulates key priorities and directions for education and children’s services and demonstrates the department’s contribution to the government’s early childhood and educational agenda and South Australia’s Strategic Plan. To help DECS achieve its aims, eight goals with associated objectives and targets guide our operations. The eight goals are organised under the following three areas. Our children and students

1. Strong beginnings for all children Excellence of care, development and education for children from birth to eight years of age.

2. Excellence in learning Improve student achievement by providing engaging, stimulating and flexible learning programs and pathways.

3. Engagement and wellbeing Improve levels of child and student wellbeing, attendance, retention and engagement in learning programs.

Our staff

4. Build workforce capability, flexibility and resilience Extend and enhance the capabilities of our workforce and develop a culture that values staff wellbeing.

5. Quality teaching Ensure that teachers have recognised professional standards and develop skills and knowledge of our learning workforce.

Our children’s services, schools and communities

6. Access to integrated services Increase the responsiveness and integration of support services to children, students and their families.

7. An interdependent DECS Improve the provision of service delivery through local decision making, and support interdependence.

8. A sustainable system Foster a culture of sustainability, reduce energy and water consumption and provide more efficient and effective systems.

DECS Aboriginal Strategy 2005-2010

The DECS Aboriginal Strategy 2005-2010 aims to achieve a substantial improvement in the educational outcomes of Aboriginal children and students. It outlines targets and priority actions under four key focus areas: 1. More innovative and cohesive services 2. Participation, retention and attendance 3. Literacy and numeracy 4. Culturally appropriate curriculum and

teaching The DECS Aboriginal Strategy 2005-2010 incorporates an Aboriginal employment strategy, which directs the department’s efforts in recruitment, retention, career pathways, promotion, and monitoring and reporting of the employment of Aboriginal people within DECS.


Key focus areas for 2009 In 2009, four key focus areas were created to strengthen the purpose and priorities of our Statement of Directions, and to assist in dealing with emerging national early childhood and educational issues.

Early years • Developing more flexible, high quality

programs and services to meet the needs of families.

• Enhancing children’s learning and development.

• Providing services and support through children’s centres, preschools, child care, family day care, out of school hours care, occasional care, and the early years of school.

Achievement in literacy, numeracy and science • Improving engagement and achievement in

literacy, numeracy and science, from the early years to Year 12.

• Introduction of national literacy and numeracy testing for students in years 3, 5, 7 and 9.

Senior secondary • Improving pathways for all young South

Australians to engage in further education, training and/or employment.

• Implementing the government’s School to Work strategy including the future SA Certificate of Education and ‘Trade Schools for the Future’.

Aboriginal young people and employees • Significantly improving participation,

wellbeing and achievement for Aboriginal children and students.

• Improving employment opportunities for Aboriginal people.

This report details achievements in these focus areas and against the DECS Statement of Directions during 2009. The key focus areas are achieved through:

• effective community engagement and governance • high-performing and accountable leadership • quality teaching with a focus on achievement, engagement and wellbeing • infrastructure and organisational practices that connect and support learning and wellbeing

from birth through to Year 12.


REPORT ON OUR PERFORMANCE DURING 2009 This section outlines DECS’ performance and achievements against each of the goals contained in our Statement of Directions: Goal 1: Strong beginnings (see page 16) Goal 2: Excellence in learning (see page 21) Goal 3: Engagement and wellbeing (see page 37) Goal 4: Build staff workforce capability, flexibility and resilience (see page 48) Goal 5: Quality teaching (see page 53) Goal 6: Access to integrated services (see page 55) Goal 7: An interdependent DECS (see page 58) Goal 8: A sustainable system (see page 60)

This section incorporates our 2009 key focus areas and Aboriginal strategy targets and priority actions, and the following SASP targets: T1.16 Share of overseas students T4.5 Understanding of Aboriginal culture T5.8 Acceptance of cultural diversity T6.2 Early childhood—Year 1 literacy T6.4 Early childhood—Australian Early

Development Index T6.12 Year 3—reading, writing and

numeracy (replaced with the NAPLAN) T6.13 Year 5—reading, writing and

numeracy (replaced with the NAPLAN) T6.14 Year 7—reading, writing and

numeracy (replaced with the NAPLAN) T6.15 Learning or earning T6.16 SACE or equivalent T6.17 Science and maths T6.18 Aboriginal education—early years


Goal 1 Strong beginnings for all children

Early childhood is defined as the important years between birth and age eight. A growing body of evidence highlights the critical importance of optimal social, emotional, physical and intellectual opportunities during the early years of every child’s life.

Ensuring each child has the best possible foundation for success, both now and into the future, is fundamental to early childhood service provision. This will be best supported by cross- government planning and coordination of early childhood services.

Early childhood services Reporting in this section aligns with South Australia’s Strategic Plan targets T6.2 – Early Childhood – Year 1 literacy; T6.4 – Early Childhood – Australian Early Development Index (AEDI), and T6.18 – Aboriginal education – early years.

The following early childhood services are provided for children in South Australia.

Babysitting agencies

These agencies are individual or registered businesses that refer people to care for children in their home. As at 31 December 2009, there were 19 babysitting agencies licensed by DECS under the Children’s Services Act 1985.

Children’s centres for early childhood development and parenting

Children’s centres bring together a range of services for children from birth to eight years and their families. Services include high quality

early education and care, child health information, parenting programs, family support, playgroups and play activities.

Child care centres

Child care centres provide full-day and part-time child care for children under the age of six. Most centres are open for a minimum of eight hours a day, five days a week, 48 weeks a year.

Family day care

This program provides child care in the homes of approved care providers for children from birth and including school-aged children. Care hours are flexible and parents may negotiate the type of care they need.

Integrated centres

Integrated centres offer a DECS-funded preschool program together with a licensed child care service from the one location.

Learning together

The Learning together program aims to improve early literacy learning for children from birth to three years. Children attend the program with a parent or guardian and they ‘learn together’. Five programs have been established in areas of socio-economic disadvantage across the State and all are based on school sites. All programs include adult learning and support, adult/child engagement and children’s learning.

OUR CHILDREN AND STUDENTS Goal 1 Strong beginnings for all children

Strengthen and integrate early childhood services Improve the capacity and quality of early childhood services Increase the number of young children experiencing successful learning and development


Learning together @ home

Learning together @ home is a home visiting program that supports families to develop skills to help their children’s learning and development through play.

Occasional care

Occasional care services provide hourly or sessional child care for children under school age who do not need regular or full-time care. It is offered in child care centres, some preschools and by family day care providers.

Out of school hours and vacation care

The out of school hours care (OSHC) program offers child care and recreation activities for school-aged children. A range of developmental and age-appropriate activities are provided that encourage children to be active, learn life skills, solve problems, practice social skills and interact with friends in a leisure environment. Services can be offered before school, after school, during school holidays (vacation care) or any combination of these components.

Playcentres

Playcentres offer a play-based developmental program for children from birth to five years. Centres are established mainly in rural areas where the number of four-year-olds is too small to operate a viable preschool. The majority of playcentres operate in a school and a playcentre leader coordinates the program. Parents of children under three years of age are expected to attend with their children. Attendance of parents with three and four-year-old children is optional.

Playgroups

Playgroups offer parents and their children an opportunity to meet regularly and socialise, share experiences, and learn together through play.

Preschools (also called kindergartens)

Preschools provide early education programs for all children in the year before they start school, once the child has reached four years of age. Some preschools offer child care at the same location.

Aboriginal children and children under the guardianship of the Minister may start preschool at three years of age. Children who live in small rural communities may start preschool from three years and six months.

Early entry to preschool is also available for children with additional needs, such as a disability, developmental delay, gifted development, culturally and linguistically diverse backgrounds, or family and social circumstances.

Rural care

This service provides full-day or part-time child care for babies, toddlers, preschool and school-aged children in some rural preschools. Most centres are open for a minimum of eight hours a day, five days a week, 48 weeks a year.

Participation in early childhood services Table 1 (on page 20) shows an increase overall in the number of children participating in children’s services across South Australia. The data provided indicates an increase in participation at preschool programs and long-day care settings.

Increasing access and participation of Aboriginal children in preschool

The number of Aboriginal children enrolled in preschool in South Australia is at an all time high. In Term 2, 2009 there were 1218 Aboriginal/Torres Strait Islander children enrolled in State preschools, compared with 1141 at the same time in 2008. (This was the latest data available at the time of finalising this annual report.)

Opening of Hampstead Preschool

Hampstead Preschool was officially opened as an ongoing stand-alone preschool in Term 2, 2009 following a successful one-year trial. A significant proportion of people living in the Hampstead area are from the Warlpiri Aboriginal Community in the Northern Territory. The preschool has been successful in resolving a gap in supporting young children and families in the northern suburbs to access preschool.


Child care in Andamooka

A focus to further integrate child care and education led to the commencement of a child care program at Andamooka Primary School. The program is funded through the Australian Government’s Sustainability Assistance funding.

Early years literacy and numeracy

During 2009, the DECS Early years literacy and numeracy program continued to build on the State Government’s commitment to literacy and numeracy improvement in the early years.

The program funds a range of initiatives for 305 preschools and 513 schools. The funded components are:

• teacher release time for professional learning

• an allocation to provide one-to-one intervention for Year 1 children requiring extra literacy support

• mentor teacher time in disadvantaged schools

• additional resources for three-year-old Aboriginal children that support: o literacy teacher positions in 10 centres

with eight or more Aboriginal three year olds

o per capita allocations in another 170 centres.

In 132 schools there were 164 mentor teachers funded to work beside classroom teachers to model and guide effective literacy teaching.

To strengthen communication with families, individual learning plans for Aboriginal children are developed when children enrol in a DECS site.

For the second year, a numeracy component was included in the program in 2009. The second phase of the program involves four clusters of school, preschool and child care sites (18 sites). Teachers are developing curriculum resource materials to be used in early years numeracy programs across the State.

The Reflect Respect Relate resource package for educators of children from birth to age eight has now been available for one year. Educators use the resource to measure the learning and development of children.

Increasing access to out of school hours care

The number of out of school hours care places increased by 1221 places from June 2008 to June 2009. As at June 2009, there were 35 284 OSHC places. These places give children access to care before and after school and during holiday periods.

Approximately 61 per cent of out of school hours care services are operated by DECS school governing councils. This integration of education and school age care services on a school site provides accessible, affordable quality care and assists families to manage the competing demands of work, study and family responsibilities.

National partnership agreement on early childhood education

The Council of Australian Governments (COAG) endorsed a new national partnership agreement on early childhood education late in 2008. Under the agreement, the Australian, State and Territory governments committed to ensuring that all children will have access to a quality early childhood education program (preschool) by 2013, delivered by a four-year university-trained early childhood teacher, for 15 hours a week, 40 weeks a year, in the year before formal schooling.

The Australian Government’s commitment of $970 million over five years includes $955 million to states and territories to support their implementation of the ‘universal access’ initiative (see below).

Universal access to early childhood education

The universal access initiative will expand service provision in existing preschool services, expand service provision to provide new preschool places where there are insufficient places and there will be new service delivery options for remote and isolated children and children with complex needs.

In October 2009, the Minister for Early Childhood Development announced the first round of preschools to implement 15 hours of preschool provision. A total of 98 Category 1 (the most disadvantaged schools on the Index of Disadvantage) preschools in the Far North and Aboriginal Lands, Northern Adelaide, Western Adelaide and Southern Adelaide will receive funding from the beginning of Term 1, 2010.


Quality framework for early childhood education and care

The Australian Government, in partnership with all State and Territory governments, is making important changes to early childhood education and care in Australia through the introduction of a national quality framework. This will be implemented progressively from 1 July 2010.

The national quality framework will put in place a new national quality standard to ensure high quality and consistent early childhood education and care across Australia. It also includes the introduction of a new early years learning framework.

Early years learning framework

The development of the national Early years learning framework (EYLF) is part of the national early childhood reform agenda. The framework focuses on the learning and development of children from birth to age five and their transitions, especially from early childhood services to school.

South Australia was in a strong position to adopt the EYLF during 2009 because early childhood services in this State have been using the South Australian Curriculum, Standards and Accountability (SACSA) framework for children from birth to Year 12 since 2001.

SA has written the National educator guide, a document to support educators in implementing the EYLF. This will go to the Ministerial Council for Education, Early Childhood Development and Youth Affairs meeting for endorsement during 2010.

Australian Early Development Index

Activity in this area aligns with South Australia’s Strategic Plan target T6.4 – Early childhood (AEDI).

The Australian Early Development Index (AEDI) provides population-level information about early childhood development in each community, region and State or territory. AEDI information gives communities a national progress measure of early childhood development. It assists communities to build rich and supportive social environments and an accessible system of services that are able to support families with young children.

The AEDI has been endorsed by the Council of Australian Governments (COAG). In South Australia, DECS is the lead agency in implementing the AEDI. A South Australian coordinating committee with representatives from health, education (including Catholic and independent schools) and community sectors oversees the implementation of the AEDI.

Information and training sessions were provided to more than 1000 early childhood educators and leaders across the State in preparation for data collection, which occurred between May and July 2009.

Teachers completed an on-line AEDI survey for children in their first full-time year of schooling, based on their knowledge and observations of each child. A total of 95 per cent of schools in South Australia participated in data collection, with surveys completed for over 16 000 children.

Subsequent data collection will occur every three years. In 2009, the first provisional community reports for the AEDI were published.

Aboriginal children and family centres

As part of the Indigenous Early Childhood Development National Partnership, South Australia has committed to establishing four Aboriginal children and family centres across the State. These will be located at Ceduna, Whyalla, Christies Beach/Noarlunga and Pukatja (Ernabella) on the Anangu Pitjantjatjara Yankunytjatjara Lands (APY Lands).

Aboriginal children and family centres will provide early childhood development programs and services for pregnant Aboriginal women and children aged up to five years.


Planning for these centres took place during 2009 and will be followed by construction during 2010-11 and implementation from 2011.

Engaging families in early childhood development

In December 2009, South Australia secured Australian Government funding to develop and lead the first phase of a social marketing strategy to encourage and build understanding among parents, carers and the community about the importance of early childhood development.

The campaign will illustrate interactions with children that are likely to benefit children in the long term. The first phase of the project will be rolled out between January and July 2010.

Lillian de Lissa Chair

The process to appoint a new Lillian de Lissa Chair in the School of Early Childhood and Family Studies at the University of South Australia for 2010 took place in 2009. The Chair will be responsible for directing future research about service delivery and policy in early years education and care, and for facilitating research between the University of South Australia, the State Government and other partners.

Further early childhood information: Further information about early childhood services can be found in the Children’s Services Annual Report 2008 -09, available online at: www.decs.sa.gov.au/docs

Table 1: Number of children attending/registered in early childhood services in 2007 and 2008 Service type 2007 2008 Preschools (including outreach centres) 17 193 17 362 Children's centres for early childhood development and parenting 2 396 843 Integrated centres 2 2 588 2 176 Playcentres 280 276 Child care centres1 24 850 27 350 Family day care1 12 284 10 201 Rural care 193 229 Occasional care centres 2 091 2 050 Out of school hours care2 only 23 480 22 980 Vacation care2 16 510 17 460 Learning Together @ Home 3 658 641 Notes: The numbers for child care centres, out of school hours care and vacation care are estimates of the number of children attending.

1. Family day care data are generated from the Harmony database and reflect the number of registered children. 2. The numbers for children's centres, integrated centres, out of school hours care and vacation care in 2008 have

been revised and updated and differ from those provided in the 2008-09 Children's Services Annual Report 3. Early Learning Programs have been renamed from 2008 as Learning Together @ Home 4. Figures exclude services that are DECS licensed but not DECS funded.

The figures are based on the Annual Census of Children's Services. Participation in the census is not compulsory for non-government services and the numbers are estimated for the whole sector based on those services that have chosen to respond. Source: Annual Census of Children's Services August 2007 and 2008. (The 2009 Census figures were not available at the time of finalising this report.) This includes children who may attend more than one service, eg preschool and child care.


Goal 2 Excellence in learning

The achievement of excellence is an aspiration for all educational communities. We know all children and students, given the appropriate time and support, can achieve academic and social success. It is up to us to ensure that, regardless of individual circumstances, they all receive the support they require to achieve the highest standards possible.

We will be introducing system-wide academic standards for all children and students, irrespective of location or circumstance. These standards will articulate levels of performance that, whilst ambitious, should be achievable by the majority of children and students. The standards will be subjected to rigorous analysis.

Reporting in this section aligns with South Australia’s Strategic Plan targets T1.16 – Share of overseas students, T5.8 – Acceptance of cultural diversity, T6.2 – Early Childhood – Year 1 literacy, T6.12 – Year 3 literacy and numeracy, T6.13 – Year 5 literacy and numeracy, T6.14 – Year 7 literacy and numeracy, T6.15 – Learning or earning, T6.16 – SACE or equivalent, T6.17 – Science and maths subjects, T6.18 – Aboriginal education – early years, and T6.21 – VET participation.

Literacy and numeracy The Literacy Secretariat The Literacy Secretariat was established in 2009 as part of the DECS reform agenda to: • raise expectations and overall literacy

achievement

• address the concern that some of our children and students are not achieving their full potential, and some are achieving below-acceptable standards

• ensure sites, educators and learners get the support they need to refine their curriculum offerings and improve instructional quality.

The Literacy Secretariat aims for: • every child and student to be provided with

an effective pathway for their literacy learning that reflects high expectations for achievement

• every educator to be supported to update their skills and knowledge to provide high-quality literacy teaching

• every leader to develop an evidence based, whole-site approach to literacy teaching and learning

• every site to work in partnership with families and communities to maximise achievement.

The Literacy Secretariat will provide clear direction, consistent messages, better coordination of improvement and monitoring efforts, and quality resources. It will have an unrelenting focus on high expectations and sustained improvement in literacy achievement of children and students across all levels of education. Minimum time allocations of 300 minutes each week of explicit literacy

OUR CHILDREN AND STUDENTS Goal 2 Excellence in learning: Provision, achievement and pathways

Improve overall student achievement Provide engaging, stimulating and flexible learning programs and pathways Increase the export of international education services


instruction have been put in place in State schools; by 2012 for students in years 4-7 and by 2013 for students in R-Year 3.

Stepping Out writing initiative

The DECS Stepping Out writing initiative aims to support improvement in literacy (writing) for years 8-10 students. The project was developed to meet school needs in responding to Year 9 National Assessment Program Literacy and Numeracy (NAPLAN) results and to support students meet the literacy requirements of the new SACE. The project is funded through a joint initiative of the Australian Government and DECS.

Since 2007 DECS has trained 80 facilitators. These facilitators have worked in 44 schools on writing improvement approaches through professional learning and school-based implementation.

Of the 25 schools that have completed their work in the project, NAPLAN writing results in 14 project schools have shown improved growth from 2008 to 2009, with four schools at the same growth levels.

Investigating Literacy Pilot Project

The Investigating Literacy Pilot Project aimed to collect, analyse and document teacher and student-produced exemplars that have the potential for further development and use in professional development with other schools.

The project was established in 2009 as a means to identify and test features of effective classroom literacy teaching strategies that ensure ‘at risk’ students develop and improve their literacy learning.

This project was funded through a joint initiative of the Australian Government and DECS. The University of South Australia Academic Team led a program of professional learning and classroom research with 12 teachers from four schools. A report released in 2009 provided a description of quality teachers’ approaches for classroom literacy practices.

National partnerships on improving literacy and numeracy

DECS contributes to the South Australian national partnership aimed at improving literacy and numeracy in school students, in particular primary students, Indigenous students and those falling behind. DECS has put in place additional specialist support for

school leaders, and coaches for classroom teachers to support improved literacy and/or numeracy outcomes. In 2009, DECS completed strategic planning for the implementation of the partnership, appointed literacy and numeracy coaches and field officers, and trained 150 participants in NAPLAN analysis tools.

An independent evaluation found that the 28 coaches who commenced work in 31 sites in August 2009 have made significant progress in building effective working relationships with classroom teachers and school leaders.

Years 3, 5, 7 & 9 literacy and numeracy performance

In 2009 the National Assessment Program Literacy and Numeracy (NAPLAN) was conducted for the second time. The DECS results for this year are very similar to those for 2008, although the 2009 cohort has a greater percentage of students achieving at or above the national minimum standard than the 2008 cohort, in many aspects, at all year levels.

In all aspects the South Australian results compare favourably with the national results, with similar percentages of students above the national minimum standards. Writing, in particular, is an area of strength in this year’s results with a greater percentage of students at each year level above the national minimum standard than the Australian averages.

Tables 2, 3, 4, 5 and 6 show the percentages of South Australian students in years 3, 5, 7 and 9 who are at or above the national minimum standard in numeracy, reading, spelling, grammar and punctuation and writing.

Table 2 indicates that more than 90 per cent of South Australian students in all year levels were above the national minimum standard in numeracy.

Table 2: Percentages of South Australian students achieving national minimum standard in numeracy

Year Australia % SA % 3 94.0 92.7 5 94.2 93.3 7 94.8 94.2 9 95.0 94.7

Source: MCEECDYA 2009 National Assessment Program Literacy and Numeracy Final Report, December 2009


Table 3 indicates that more than 90 per cent of South Australian students in all year levels were above the national minimum standard in reading.

Table 3: Percentages of South Australian students achieving national minimum standard in reading


Source: MCEECDYA 2009 National Assessment Program Literacy and Numeracy Final Report, December 2009 Table 4 indicates that more than 90 per cent of students in years 3, 5 and 7 were above the national minimum standard in spelling. The percentage of Year 9 students achieving the national minimum standard was 89.2 per cent, which is 0.5 per cent below the Australian average.

Table 4: Percentages of South Australian students achieving national minimum standard in spelling


Source: MCEECDYA 2009 National Assessment Program Literacy and Numeracy Final Report, December 2009 Table 5 indicates that more than 90 per cent of students in all year levels are above the national minimum standard in grammar and punctuation.

Table 5: Percentages of South Australian students achieving national minimum standard in grammar and punctuation



Table 6 indicates that more than 90 per cent of students in years 3, 5 and 7 were above the national minimum standard in writing. The percentage of Year 9 students achieving the national minimum standard was 87.9 per cent, statistically similar to the Australian average.

Table 6: Percentages of South Australian students achieving national minimum standard in writing


Source: MCEECDYA 2009 National Assessment Program Literacy and Numeracy Final Report, December 2009 Aboriginal students Tables 7, 8, 9, 10 and 11 show the percentages of South Australian years 3, 5, 7 and 9 Aboriginal students who are at or above the national minimum standard in numeracy, reading, spelling, grammar and punctuation and writing.

Approximately 70 per cent of years 3, 5, 7 and 9 Aboriginal students in South Australia are at or above the national minimum standard.

The percentages of Aboriginal students achieving the national minimum standard in all aspects is very similar to the Australian averages for Aboriginal students. Writing at years 3, 5 and 7 is an aspect where Aboriginal students achieve the national minimum standard at a higher rate than the Australian average.

Overall, the percentages of Aboriginal students achieving the national minimum standard are lower than for non-Aboriginal students.

Table 7: Percentages of South Australian Aboriginal students achieving national minimum standard in numeracy




Table 8: Percentages of South Australian Aboriginal students achieving national minimum standard in reading



Table 9: Percentages of South Australian Aboriginal students achieving national minimum standard in spelling


Source: MCEECDYA 2009 National Assessment Program Literacy and Numeracy Final Report, December

Table 10: Percentages of South Australian Aboriginal students achieving national minimum standard in grammar and punctuation



Table 11: Percentages of South Australian Aboriginal students achieving national minimum standard in writing



Strategies for Aboriginal students

Aboriginal Programs Assistance Scheme

In 2009, 2697 Aboriginal students in 232 DECS schools accessed additional literacy and numeracy classroom support through the Aboriginal Programs Assistance Scheme (APAS).

APAS is a tutorial assistance initiative that aims to support improved outcomes for Aboriginal students in literacy and numeracy, attendance and retention, and SACE completion.

APAS provides supplementary funding to schools to provide additional tuition, mentoring, coaching and counselling support for Aboriginal students to improve academic, social and emotional wellbeing outcomes.

Accelerated literacy

The South Australian accelerated literacy program supported 2223 Aboriginal students across South Australia in 2009. This included three Aboriginal schools and two remote Aboriginal schools. Regular support was provided to teachers of Aboriginal students to improve literacy outcomes.

Individual learning plans

Individual learning plans with a focus on improved learning outcomes were developed by preschools and schools in collaboration with parents, children and students for 93 per cent of all Aboriginal enrolments in DECS sites.

Aboriginal community education officers

The engagement of community is critical to improving educational outcomes of Aboriginal children and students. Aboriginal community education officers (ACEOs) facilitate effective school, family and whole of community engagement in education; and focus on student inclusion, wellbeing and identifying critical interventions that contribute to improving Aboriginal student learning outcomes. ACEOs are employed both in schools and in regional support services. In 2009, 128.8 full-time equivalents (FTE) were employed across 206 DECS schools.

Aboriginal education teachers

Aboriginal education teachers (AETs) are allocated to schools to provide a specific focus on the development of teaching and learning outcomes for Aboriginal students by:


• providing advice to management and leadership teams on appropriate literacy and numeracy strategies

• providing advice and assisting in coordinating school literacy and numeracy programs and contributing to relevant professional development.

• facilitating a case management approach with staff, students, parents and community to ensure a holistic approach to the education of Aboriginal students.

In 2009, 79.2 FTE AETs were employed in 202 DECS schools.

Aboriginal Education and Employment Services Secondary Education Strategy: ‘Keeping Them On Track’

This strategy supports progress towards the Australian Government target (Year 12 or equivalent completion rate of 90 per cent by 2020). The strategy’s focus is on the key transitional points of secondary schooling, retention to Year 12 and SACE completion, and strengthens the existing work being carried out throughout DECS to improve Aboriginal student outcomes.

All Aboriginal senior secondary enrolments are monitored within the strategy.

The ‘WorkAbout’ Centre

The centre builds partnerships between Aboriginal community, educational providers, industry and organisations. The objective is to create a culture of sustainable employment and local workforce participation by providing culturally inclusive mentoring, counselling, tutoring and work-readiness strategies to support Aboriginal young people from the commencement of secondary schooling into post school pathways.

The centre integrates with existing local career transition and employment services to maximise the jobs and training opportunities for Aboriginal young people.

To date, 17 secondary schools in the Northern Adelaide and Far North regions participate.

Enter for success

This initiative enables all Year 7 Aboriginal students to enrol in the DECS school of their choice for Year 8.

Indigenous Student Support System

The Indigenous Student Support System (ISSS) enables regions and central office to keep track of DECS Aboriginal students’ movements between schools, and monitor student performance outcomes to better support Aboriginal students.

The system: • provides a web-based single system which

includes all DECS Aboriginal students • monitors the movements of DECS

Aboriginal students • assists in supporting students by providing

information to regional support services • provides a more reliable basis for reporting

on the participation and progress of Aboriginal students.

Regional support services

Regional support services include Aboriginal community education managers, Aboriginal education coordinators, Aboriginal inclusion officers, disability coordinators, guidance officers, psychologists (early childhood), hearing services coordinators, speech pathologists, student attendance counsellors, interagency behaviour support coordinators, and social workers.

Support services staff members have working links with a range of other agencies. With parental approval, they may refer or facilitate the referral to another agency when this is appropriate. They may also work in partnership with another agency towards a coordinated support for the child or student.

DECS follows the SA Government’s Information Sharing: Guidelines for Promoting the Safety and Wellbeing of Children, Young People and Families (ISG). Under the ISG, parental/guardian consent for the sharing of personal information about a child/student is sought and respected in all situations unless it


is unsafe or impossible to gain consent, or consent has been refused and without information being shared, a child or children will be at increased risk of serious harm.

Curriculum renewal In 2009, State-wide consultation on early drafts of the new Australian curriculum was facilitated by the Australian Curriculum, Assessment and Reporting Authority (ACARA). DECS also coordinated regional consultation workshops for leaders and educators on the phase one learning areas – English, mathematics, science, and history, and started planning implementation of the new curriculum in Australian schools from 2011.

Junior primary class sizes Table 12 indicates that the most common junior primary class size has remained fairly stable since 2005.

Table 12: Class Size—Most common junior primary, 2005–09

Class 2005 2006 2007 2008 2009 Size 26 24 23 23 24 Number of classes 182 179 177 176 146

Note: For 2009 the next most common Junior Primary Class size was 23 with 145 classes Standard Deviation ±5 over the period 2005-2009 Source: DECS Term 1 School Enrolment Census, 2005-09

Table 13 shows the average junior primary class size in each of Reception, Year 1 and Year 2 has also remained fairly stable since 2005, with Reception having the smallest average class size.

Table 13: Class Size—average (mean) junior primary, 2005–09

Level 2005 2006 2007 2008 2009 Reception 16 15 16 16 16 Year 1 21 21 21 20 21 Year 2 22 22 21 22 22

Standard Deviation ±5 over the period 2005-2009 Source: DECS Term 1 School Enrolment Census, 2005-09 Table 14 shows the average junior primary class sizes by Index of Disadvantage, with category 1 being the most disadvantaged and category 7 the least disadvantaged. The more disadvantaged schools had lower average class sizes than the least disadvantaged schools.

Table 14: Class Size—average junior primary by Index of Disadvantage (Social Justice Value), 2005–09

Value 2005 2006 2007 2008 2009 1 15 15 15 16 16 2 17 17 17 17 17 3 18 18 19 19 19 4 20 18 19 19 19 5 21 21 20 21 20 6 22 21 21 21 21 7 22 21 22 22 22

Note: DECS schools are arranged in seven index of Disadvantage categories. Category 1 schools are the most disadvantaged and category 7 the least disadvantaged. Standard Deviation ±5 over the period 2005-2009 Source: DECS Term 1 School Enrolment Census, 2005-09 Premier’s Reading Challenge The Premier’s Reading Challenge (PRC) is a literacy engagement program that challenges students from Reception to Year 9 to read 12 books by September each year. All education sectors are included. Students in years 10, 11 and 12 may continue their participation. The program aims at encouraging students to enjoy reading and read more books as well as improve literacy levels. 2009 was the sixth year of the program.

The Premier’s Reading Challenge contributes towards achieving South Australia’s Strategic Plan Objective 6: Expanding opportunity – Education, and specifically the targets T6.12, T6.13 and T6.14 relating to the achievement of the national minimum standards in reading for Year 3, Year 5 and Year 7 students, and T6.18 aimed at increasing yearly the proportion of Aboriginal children reading at age appropriate levels at the end of Year 1.

In 2009: • the PRC was completed by 111 652

students, which is approximately 56 per cent of all South Australian students from Reception to Year 9 and is a four per cent increase above the 2008 figure

• students from 761 schools completed the PRC, which is 96 per cent of schools with Reception to Year 9 students

• 2668 Indigenous students completed the PRC, which is a five per cent increase from 2008

• public libraries supported students to complete the PRC through promotion and the supply of requested books.


In an online survey in November 2009, students, parents and staff indicated that the program:

• provides a strong motivation and purpose for students to read, resulting in them being enthusiastic about spending more time reading more books, more often and encouraging each other to keep reading

• encourages students to read a wider variety of good quality books and increases library borrowing and student discussion of books at school and at home

• provides a whole-school focus for reading and raises the profile of reading within the school, with more parents supporting their children’s efforts

• is an inclusive program that encourages students of all abilities to read more books, including boys and those who may have been reluctant to read, resulting in an increase in their self-esteem

• provides awards that are a valuable recognition for students who are excellent readers right through to those who struggle with reading.

In the results for the National Assessment Program Literacy and Numeracy (NAPLAN) in 2009, DECS students who completed the PRC in years 3, 5, 7 and 9 showed better rates of reading growth over the past two years than DECS students who did not participate in the PRC (see tables, top right).

Students participating in the PRC had a larger percentage in the ‘High growth’ category and lower percentages in the ‘Low growth’ category across all year levels examined. While the PRC is just one of many literacy activities that may be contributing to these results, the findings clearly support the notion that consistent reading is one way for a student to improve their reading skills. The growth distributions for all year levels are represented below.

The results for years 3, 5 and 7 demonstrated that the PRC is attracting students from all ability levels, not just those who are in the upper bands for reading. In Year 9 there are more students participating from the upper bands.

Table 15: Premier’s Reading Challenge Source: DECS Data Management 2009 results

Society and environment • ANZAC Spirit School prizes

As a result of the ANZAC Spirit School prize selection process in 2008, six students and two teachers attended Villers Brettoneaux for ANZAC commemorations in April 2009. Fifty-two entries were judged by a selection committee that represented all sectors.

• Eden prize

The Eden Prize was successfully administered in collaboration with the Geography Teachers Association. The 2009 theme was ‘What can the individual do to make the world more sustainable for future generations?’

• DEEWR Values Education Program

The Department of Education and Workplace Relations (DEEWR) Values Education Program was successfully conducted in 2009. The program involved an extensive grant program to schools and professional learning activities across South Australia.

• DEEWR Civics and Citizenship Program

The 2009 DEEWR Civics and Citizenship Program, involving grants to schools and professional learning activities for teachers was successfully conducted in metropolitan and country areas during 2009. Citizenship in Action forums were also conducted in the


South Australian Parliament and Law Courts to support the DEEWR program.

Civics and citizenship In 2009, DECS conducted the DEEWR Values education learning package in South Australia. This cross-sector initiative involved the distribution of grants to schools for implementing values education activities. Good practice was documented via the production of a CD-Rom distributed to all SA schools, and an extensive professional learning program.

Another DEEWR program administered by DECS in 2009 was the Documenting evidence-based good practice models in teaching civics and citizenship education project. This cross-sector project involved the administration of grants to nine SA schools to document good practice, a teacher resource on civics and citizenship education, and a civics and citizenship professional learning program in collaboration with the South Australian Parliament House and the South Australian Magistrates Court.

Science and mathematics In 2009, the South Australian Government announced that $51.1 million received from the Australian Government would be used to support primary teachers help children develop science and maths skills.

Two professional learning programs – Primary science connections and Maths for all – will be provided to every primary school teacher. The aim is to have all primary students benefiting from strong, high-quality mathematics and science programs evidenced by guaranteed instruction time for mathematics and science.

Benefits of this strategy are expected to include improvements in NAPLAN results and international assessments, and an increase in student aspirations for careers involving mathematics and science.

The Science by Doing program, developed by the Australian Academy of Science for years 8 and 9 students, was trialled in a cluster of three schools in 2008 and 2009.

Also in 2009, the Premier’s Industry Awards for teachers of Science and Mathematics facilitated the placement of 21 teachers into industry in order to build relationships between

schools and industry. This also allows teachers to develop resources based on current industry applications of science and mathematics.

DECS and CSIRO collaborated on the CSIRO tours for 2009, which took 12 teachers to scientific laboratories in various states to speak with scientists and to develop curriculum resources based on their experiences.

The Maurice DeRohan Spirit of Science Scholarships program in 2009 offered 10 students accompanied by two teachers, the opportunity to travel to the UK to hear the Christmas Science Lectures delivered by the Royal Institute London.

Maths for learning inclusion

This program aims for improved mathematics outcomes for students in project schools in years 3-5, particularly students from low socio-economic backgrounds (low SES) and Aboriginal learners.

In 2009 an extensive professional learning program was delivered to school leaders, cluster coordinators and teachers involved in the program. Participating leaders were involved in the development of cluster plans, and cluster coordinators established effective professional learning communities.

Also during the year, students involved in the program were engaged in the Australian Council for Educational Research (ACER) Progressive Achievement Test in Mathematics (PATMaths) at the beginning and end of the school year. Second round results were received back from ACER in November 2009 and showed overall improvement and some progress towards addressing achievement gaps for students from low SES backgrounds and Aboriginal students. Teachers in years 3 - 5 in project schools reported that they were developing an expanded range of strategies in maths that better engage, and improve learning for, low SES and Aboriginal learners.


English as a second language DECS provides English as second language (ESL) programs for school-aged migrants or Aboriginal people whose primary language is not English.

Following the recent trend of significant annual increases, in 2009 there was little change in students requiring intensive English instruction – from 2442 to 2407.6 full-time equivalent (FTE).

In 2009, DECS supported 19 037.7 FTE ESL students, including 2932.12 FTE Aboriginal ESL students.

In strengthening ESL programs, DECS:

• redeveloped the Language and literacy course, and developed professional learning materials to accompany Keeping Safe: Child protection curriculum for culturally and linguistically inclusive students and their families in conjunction with Catholic education and the child protection curriculum trainers, to be delivered in 2010

• supported nine teachers to undertake the Graduate Certificates in Teachers of English to Speakers of Other Languages (TESOL) or Linguistics. DECS managed tutor training and course administration to enable 280 teachers to complete the Teaching ESL students in mainstream classrooms course, and a further 72 teachers to complete the Language and literacy course.

• reviewed the ESL service provision model, and as a result, ESL consultants will now be located in Northern, Southern, Eastern and Western Adelaide regions

• supported eight schools in their first year of engagement with the ESL Innovative schools initiative

• continued to ensure that the support provided by bilingual school services officers is responsive to the bilingual needs of students.

In 2009, DECS also supported 15 primary ESL New Arrivals Program (NAP) centres and country schools. Other initiatives included:

• developing intensive English programs in regional areas

• professional development for teachers of ESL new arrivals

• creating a network of school counsellors who work in schools hosting NAP centres

• supporting 14 primary NAP centres in their development and implementation of an evidence-based program that seeks to improve engagement and wellbeing for newly arrived refugee students

• developing a New arrivals program maths reporting tool

• publishing a DECS report (ESL/NAP exit report scales 1-7 – An adaptation of the ESL scope and scales) to document the achievements of students as they progress through intensive English learning contexts

• liaising with the Child and Adolescent Mental Health Service and Survivors of Torture and Trauma Assistance and Rehabilitation Services in order to support the mental health of students from refugee backgrounds within NAP centres

• developing guidelines for the assessment of culturally and linguistically diverse learners, particularly refugee students, for both psychologists and speech pathologists working in DECS.

Languages education In 2009, intergovernmental partnerships were renewed or established via memoranda of understanding between the SA Minister for Education and international government bodies from China, France, Greece, Germany, Italy, Japan and Spain to strengthen educational collaboration for the provision of additional support for DECS teachers of languages.

The DECS languages engagement strategy now includes national developments in languages education such as the National Asian Languages and Studies Program (NALSSP). Across-languages initiatives during


2009 included the roll-out of the Building schools Asian languages capacity project involving 27 teachers of NALSSP-targeted languages and 1512 DECS students, and the roll-out of Phase 2 of the Vocational Education and Training (VET)/Languages pathways project to facilitate linking language learning to a nationally accredited VET certificate.

A memorandum of understanding (MOU) was negotiated between the SA Minister for Education and the Confucius Institute at the University of Adelaide, which will assist in developing Chinese language and cultural education for 5900 students in DECS schools along with access to professional learning opportunities for 69 teachers of Chinese language.

An agreement was negotiated between DECS and the Japan Foundation, Sydney resulting in the provision of annual grants totalling $81 000 from the Japanese government over a three-year period as well as a fully funded Japanese language assistant. The additional funding will provide professional learning opportunities and support 163 DECS teachers of Japanese and 29 000 students studying Japanese.

A MOU was signed between DECS and Flinders University for the joint implementation and funding of the Multi-lingual literacy initiative, a collaborative school-based action research project. Also in 2009, a part-time Italian language adviser funded by the Italian government, and seven Italian language assistants across 17 DECS schools, were appointed to provide support to nine primary schools and eight secondary schools – some 3987 students.

Linguistic and cultural expertise was provided by a part-time German government adviser to 95 German language programs and 13 000 students studying German.

Linguistic and material resources were also provided through the French Embassy and the Alliance Française for 108 teachers of French in 72 DECS schools.

Eight Greek language assistants were appointed to 13 DECS schools in 2009.

The continued appointment of a Spanish language adviser was funded in 2009 by the Spanish government to DECS for a period of five years, to support the teaching of Spanish in 61 DECS schools to more than 6000 students.

DECS also supported a host of professional learning and resource development opportunities during 2009, including the cross-sector 2009 Four Seasons Languages conference, the Beginning and future language teachers strategy for 85 beginning and pre-service teachers of all languages, an annual Aboriginal languages conference, an Aboriginal Languages Programs Initiative, and Schedule 1 of the Dieri families reviving language and culture project.

The Languages in early childhood settings initiative was launched and the First language maintenance and development programs resulted in more than 3500 students learning one of 24 languages in 60 DECS primary schools.

Through the Learning languages together project, broader school communities were invited in 2009 to learn one of the languages taught at the DECS Open Access College (French, German, Indonesian and Spanish) by distance.

Asian studies Studies of Asia contributes to South Australia’s Strategic Plan Target 5.8—Acceptance of cultural diversity.

A range of local and national initiatives are offered to support the inclusion of ‘studies of Asia’ across the curriculum and schools’ engagement with the Asian region, in accordance with the National Statement for Engaging Young Australians with Asia in Australian Schools (MCYEETA 2006).

Achievements towards this goal in 2009 include:

• grants to seven schools for curriculum development in Phase 2 of Asia Education Foundation Leading 21st Century Schools project

• holding the Engaging Students with Asia conference

• establishing the New Studies of Asia Advisory Group

• some 47 educators participated in the Including studies of Asia in curriculum professional learning course at Flinders University

• establishing five new Access Asia school networks, bringing the total to 60 schools now actively involved.


Understanding Aboriginal culture The aim of Aboriginal cultural studies in DECS preschool programs and schools is to ensure that all South Australians have an understanding of Aboriginal culture and its significant contribution to the past, present and future of our State. The involvement of Aboriginal people in the design and delivery of these learning programs is crucial in order that they fully reflect Aboriginal experiences, knowledge and ways of seeing and engaging with the world.

Aboriginal cultural studies in the early years

An Aboriginal curriculum studies framework for supporting preschool curriculum planning was developed in 2009 and successfully trialled. The framework complements the intent, content and outcomes of the new national early years learning framework. Teaching and learning best practice examples were developed to be shared with other centres.

Aboriginal cultural studies R-10

The South Australian Strategic Plan T4.5 Understanding of Aboriginal culture aims for Aboriginal cultural studies to be included in school curriculum by 2014 with the involvement of Aboriginal people in the design and delivery.

In 2009 a draft curriculum resource was developed with contributions from project schools and a range of consultation and support groups, including Aboriginal community members, and Aboriginal and other educators. More than 54 per cent of those involved in the project are Aboriginal.

Data received from the most recent survey of Aboriginal Cultural Studies in DECS schools indicated that in 2009:

• 235 schools taught Aboriginal Cultural Studies

• 40 200 students engaged in Aboriginal Cultural Studies in schools

• 11 137 teachers participated in professional learning in relation to Aboriginal Cultural Studies

• 314 Aboriginal people participated in the development of Aboriginal Cultural Studies curriculum in schools

• 356 Aboriginal people participated in the delivery of Aboriginal Cultural Studies curriculum in schools.

Student mentoring The Student mentoring program (SMP) 2008-2010 is a part of the State Government’s School to Work strategy, which aims to maximise young people’s learning and earning pathways.

The program contributes to South Australia’s Strategic Plan Targets T6.15 (By 2010 increase the number of 15-19 year olds engaged full-time in school, work or further education/training (or combination thereof) to 90%) and T6.16 (Increase yearly the proportion of 15-19 year olds who achieve the SACE or comparable senior secondary qualification).

The aim of the program is to support the individual needs of students in years 10-12 to remain at school and reach their full potential. Central to this support is encouraging senior secondary students to connect with school and community, and engage with a range of learning experiences that lead to South Australian Certificate of Education (SACE) completion, training, employment and/or further study.

The SMP has strong links to other government initiatives such as the new SACE, Trade Schools for the Future, Innovative Community Action Networks (ICAN), Industry Pathways Program and the Learner Wellbeing Program.

Under the SMP, 54 teachers are released for one day a week across 54 schools to provide one-on-one support for students to help them remain engaged in their learning, or assist them to transition to further education, training or employment. Participating schools also receive funding to provide support for individual students, through, for example, the provision of tutoring or the purchase of relevant courses. Through the program in 2009, 1292 students in years 10-12 received mentoring support from teachers in 54 secondary schools.


Of these students, 771 were in Year 12; 334 were in Year 11; and 187 were in Year 10.

The support provided ranged from subject learning and achievement to developing student’s literacy and numeracy, employability skills and communication skills; confidence building techniques; problem solving; goal setting and career development.

The high retention of students in the program particularly Year 12 students, has contributed to the increase in the year 10-12 apparent retention rate for 2009.

Annual retention and destination figures for 2009 (students in the SMP who continued in learning or earning) show that:

• 95.7% of ‘all’ mentoring students were engaged in learning and earning activities and of this, 90.7% were in schooling. (Source Term 3 2009 secondary mentoring data)

• 94% of Aboriginal students in the SMP were engaged in learning and earning activities and of this, 89% were in schooling. (Source Term 3 2009 secondary mentoring data)

This compares favourably with the 2008 annual retention and destination figures.

From 2010, student mentoring will be strengthened with the planned and staged roll out of mentoring support for students in years 5-9 across 16 clusters of schools under the Communities making a difference national partnership (formerly Low SES national partnership). Seven clusters of schools (up to 60 primary and secondary schools), will be operational from the start of the 2010 school year, with a further nine clusters (up to 200 schools) rolled out from 2011-12.

Schools already targeted in the current secondary mentoring program will continue to provide mentoring support for students in years 10-12.

Trade schools for the future

This program aims to establish clear links between learning/training and employment for young people and supports the implementation of the Commonwealth Trade Training Centres in Schools program.

These ‘trade schools for the future’ provide opportunities for students to undertake school-based apprenticeships within the traditional trade areas and the identified areas of skill demand, of which technology, science and mathematics are key elements. These also include selected, high-priority ‘non-trade’ Certificate III programs, for example, in human services/aged care/child care traineeships that are in short supply.

All State schools with a secondary enrolment are part of the Trade schools for the future initiative and relate directly to a lead school in their region. Generally, the high-level trade training provided occurs in registered training organisations such as TAFE.

During 2009 Trade schools for the future facilities improvements were completed at Parafield Gardens High School, Le Fevre High School, Hamilton Secondary College and Heathfield High School. Construction works were completed by the start of the 2010 school year for Peterborough High School, Christies Beach High School and Grant High School. Kadina Memorial High School construction works will be completed by the end of term 1, 2010.

Construction at Charles Campbell Secondary School and Windsor Gardens Vocational College carried over into 2010 with completion target dates of the end of Term 1.

Planning continued at Glossop High School and Murray Bridge High School as these projects were combined with successful school bids under the Commonwealth’s Building the Education Revolution initiatives.


Planning also started on the Edward John Eyre High School facilities improvements.

There are two ‘apprenticeship brokers’ in each region to provide connections with industry and feedback to schools on industry needs. The apprenticeship brokers established 634 contracts of training for school-based apprenticeships at Certificate III level or Certificate II level during 2008. In 2009, 780 school-based apprentices were recorded.

There have been 1401 young people signed into a contract of training, in identified areas of skill demand, since the initiative began. The initiative is on track to have 1200 school-based apprentices or trainees each year from 2010.

Innovative Community Action Networks (ICAN) ICANs are an initiative of the Social Inclusion Board and the School to Work strategy, and are led by DECS. ICANs are school and community partnerships that support early school leavers to successfully re-engage in accredited learning and earning pathways.

The ICAN model provides local community-based partnerships between key government agencies to help young people to address individual barriers that prevent them from engaging in mainstream schooling options. Strong student, parent and community-led innovative solutions can help students to re-engage with learning.

ICANs contribute to South Australia’s Strategic Plan Target T6.16 – to increase the number of 15-19 year olds engaged full-time in school, work or further education/training (or combination thereof) to 90% by 2010.

ICANs: • target young people who are at significant

risk of leaving school early (or have left school) without any formal qualifications

• provide 1:1 case management and bring together community and school services to assist young people to access flexible, accredited learning and/or further education, training and transition into employment.

ICANs are currently established in the Northern, Southern and North Western metropolitan areas and the Upper Spencer area of South Australia.

Each ICAN has a local ICAN community management committee, a program manager

and an amount of grant funding to develop innovative and flexible local learning and engagement programs.

The DECS Flexible learning option (FLO) enrolment strategy funds the provision of case management and customised learning programs to students in community-based settings. FLO-enrolled students are enrolled through a DECS ICAN school and are supported through a personalised learning plan.

During 2009, 37 ICAN secondary schools used the FLO enrolment strategy. Since Term 1 2007, there have been a total of 3025 FLO-enrolled students. In 2009, 1882 individuals were FLO-enrolled in ICAN schools (an average of 470 students per term).

FLO-enrolled students participated in the following learning activities - approximately:

• 62 per cent SACE (South Australian Certificate of Education)

• 16 per cent SACSA (South Australian Curriculum Standards and Accountability)

• 10 per cent Cert 1-3 VET and accredited modules

• 11 per cent were young people with significant social/emotional/mental health issues. These students were supported by intensive case management and needs assessment, plus therapeutic services and a strength-based learning support plan.

(Source: Term 4 2009 ICAN data)

Successful outcomes for ICANs continue to make a significant contribution to increased school retention rates in recent years and are providing meaningful learning or earning pathways for young people in South Australia.

In 2008, 78 per cent of the 1484 FLO-enrolled students achieved a positive learning/earning outcome such as a return to a mainstream school, an ongoing retention in an ICAN-FLO-supported learning environment, successful return to further education, training or employment. Of the 214 Aboriginal FLO-enrolled students, 87.9 per cent achieved a successful learning/earning outcome. (Source: 2009 School Census data)

The ICAN initiative was strengthened with the announcement of a planned and staged roll out under the Communities making a difference national partnership. In Term 4 2009, ICANs were expanded to four new areas (Yorke Peninsula, Murray and Mallee, Southern


Fleurieu and Kangaroo Island.) All ICANs began offering case management and personalised learning support for identified upper primary students and families.

A total of 15 ICANs will be established across South Australia by 2013, enabling schools and communities to work in partnership.

Futures Connect / Industry Skills The Futures Connect strategy ended in October 2009, and was replaced by the Industry Skills program. The aim of the program is to have young people successfully complete their SACE education and move into further learning and/or employment pathways based on higher level vocational education and training (VET).

The program aligns with the following targets of South Australia’s Strategic Plan – T6.15, T6.16 and T6.21, while supporting the achievement of the COAG (Council of Australian Governments) targets relating to Year 12 attainment.

As a response to industry needs and skills shortages, during the year there was a focus on developing innovative industry-endorsed and quality-assured courses of study in industries such as business services, primary industries, and community services. A DECS online learner management system http://dlb.sa.edu.au/ctmoodle is under constant review to accommodate the learning and assessment materials that have been developed for each industry pathway.

This development was managed by the Futures Connect Unit and was financially supported by the future SACE office. Twenty-five schools were involved in testing aspects of these industry pathways programs with 354 students completing VET competencies.

The developmental work in automotive (retail service and repair), electro-technology (electronics, electrical and power-line worker), allied health services (allied health assistance or professionals), and advanced technologies (including manufacturing) which begun in 2008, increased to 48 schools in 2009.

An ongoing relationship with the Construction Industry Training Board enabled 574 students from 54 schools to undertake the Doorways to construction general program with another 204 students involved in the peer VET plumbing and electrical, and 60 in Target Works. Thirteen schools delivered engineering

(fabrication and machining) programs involving 239 students in 2008. (The 2009 figures will not be available until February 2010.)

During 2009, teachers undertook professional development courses to gain competencies at Certificate I-III levels necessary to equip them to teach the industry pathways courses in automotive and health community services.

In 2009, 92 teachers from 55 schools attended three one-day workshops on industry tasks related to numeracy skills. The teachers developed increased knowledge of the SACE mathematics pathways course

Also in 2009, 20 teachers including technical teachers and English teachers representing six industry areas attended five literacy workshops which built their skills in SACE task writing, understanding performance standards and contextualising the literacy tasks to industry requirements.

In 2008 there were 9125 students enrolled in VET in schools courses. This represented a slight decrease from 2007. (Data for the 2009 school year was not available at the time of finalising this report.)

A disability program (the State Transition Program) provided a 12-month transition service to approximately 120 students, including participating in an employability skills course, individual case management throughout the year, undertaking an accredited VET course in a chosen industry area, two weeks of supported work placement and sourcing and registering with an appropriate disability employment service before leaving school.

Careers training workshops were carried out in regions in 2009 to increase the career development knowledge of industry partners, teachers and parents, with components that focused on the needs of students with disabilities and Indigenous students.

The South Australian Advanced Technology Industry-School Pathways Program is funded as a national partnership agreement and the Australian Government, via the Defence Materiel Organisation has committed $5 723 698 over five years.

In 2009, three lead schools and one curriculum-focused school were identified to develop an advanced-technology curriculum with a focus on maths, science and technology. An essential outcome of the


program will be to increase the number of young people in schools who choose maths, science and technological subjects in their senior years of schooling and go beyond school into these careers, further education and/or training areas.

Target Work In 2009 there were 459 students supported through Target Work, a training initiative using construction projects. This initiative involved 29 secondary schools participating in 26 projects including the Meldanda Environment and Accommodation Block construction at Cambrai, the Blue Lake (Waworong) lookout, Mawson Lakes Reserve & Boardwalk, Glenelg Oval Amenity Block reconstruction and House restoration at Ceduna.

Throughout the year students had the opportunity to:

• gain the nationally accredited White Card • participate online in the Passport to safety

Australia test • gain valuable knowledge and experience

in the requirements of occupational health, safety and welfare and

• use a range of equipment including hand tools, electrical equipment, angle grinders, brick saws and excavator.

Of the students participating, 25 per cent were students with a disability and five per cent were from an Aboriginal or Torres Strait Islander background.

Arts education – ARTSsmart strategy During 2009, 25 schools from low socio-economic backgrounds were involved in the ARTSsmart strategy. ARTSsmart is a joint government strategy developed by Arts SA and DECS that seeks to make the arts an integral component of the education curriculum, and provide increased access to the arts for young South Australians.

In 2009, some 1500 students benefited from arts residencies, attendance at performances and participation in high quality arts projects. During the year, Murray Bridge High School joined the strategy.

In 2009, DECS also entered into an agreement with the Australia Council for the Arts, in partnership with Arts SA, to secure funding from Creative partnerships: Artist-in-residence initiative.

In recognition of its outstanding achievements over a number of years, the ARTSsmart strategy was shortlisted in 2009 for the SA Premier’s Awards that showcase excellence in the public sector.

The Learning Technologies New Media Awards is a mini-documentary film-making competition for DECS students from years 3-12. The program offers student teams an opportunity to raise an awareness of issues, people, events, landmarks, or historical investigations within their local community. In 2009, 57 student teams participated, totalling 253 students under the guidance of 76 teachers. Prior to the finals, 84 workshops were delivered in schools by mentors/trainers.

Digital Education Revolution The Digital Education Revolution (DER) is an Australian Government initiative that will provide over $2 billion in funding nationally. The majority of the funding is allocated to the National Secondary Schools Computer Fund.

Through DECS procurement processes and government contract suppliers, South Australian schools purchased 12 407 desktop computers, laptops or netbooks funded by the DER in 2008-09.

As a result of these purchases, DECS schools are on target to achieve the 1:2 target for year 9–12 students.

Schools have successfully developed and are implementing ICT strategic plans that were


required by the Australian Government to accompany school applications. These plans are being reviewed as part of each school’s continual improvement processes, and changes are made locally.

International students DECS’ International Education Services (IES) is responsible for the export and management of international education for South Australian government schools. Its main objective is to double South Australia’s share of overseas students in the government school sector by 2014, in line with Target T1.16 of South Australia’s Strategic Plan. The graph below shows the total number of overseas student enrolments for each year from 2003 to November 2009.

In 2009, more than 220 DECS international students have achieved their South Australian Certificate of Education (SACE), providing them with the necessary qualifications for entry to higher education in South Australia. Twenty three of them achieved TER scores of 90 and above, allowing them to join the upper echelon of South Australian high school graduates. DECS has consistently outperformed the State market share of international students. The latest (year-to-date November) national statistics from AEI1 revealed that State schools achieved 10.9 per cent share within government school sector across Australia, above the whole-of-State market share of 5.59 per cent. Based on the findings of the latest economic

impact study of international education in South Australia2, in 2009 DECS’ international students contributed an estimated $57.8 million to the Australian economy and generated approximately 490 in full-time equivalent workers.

1 Australian Education International, DEEWR 2 Burgan, B et al 2009, Education at work: the economic impact of international education in South Australia, The Australian Institute for Social Research, The University of Adelaide.

644 622 631 774

941

1158

1380

0

200 400 600 800

1000 1200 1400

2003 2004 2005 2006 2007 2008 2009*

Year

*2009 results do not include December 2009 as they were not available from AEI at the time of writing this report Source International Education Services (IES) International Student Program Database

Num

ber o

f stu

dent

s

Number of overseas students in SA Government schools 2003-2009

A range of professional learning opportunities and supporting resources are offered to all sites. Further information is available at https://myintranet.learnlink.sa.edu.au/library/document-library/controlled-framework/learner-wellbeing-famework-from-birth-to-year-12.pdf (staff login required)


Learner wellbeing The DECS Learner wellbeing framework for birth to Year 12 is a policy resource aimed at improving the wellbeing of all learners in public settings. During 2009, there were 54 child care centres, preschools and schools involved in a research project focusing on:

• multiple transitions between earlychildhood centres

• ensuring high levels of engagement in highquality play programs

• promoting secure attachments in child care• linking with community• utilising the voice of learners in meaningful

contexts.

Through their involvement in this research teachers and leaders:

• critically examined current practices with afocus on engagement and involvement askey indicators of learner wellbeing

• engaged in professional dialogue andreflection on links between wellbeing andlearning

• identified strategies to empower learnerstowards making a difference to the cultureof their site

• participated in professional learninginformed by international and nationalresearch

• used qualitative and quantitative data toreflect upon and review progress

• shared their work with other educators

• located their inquiry in the context of theirsite’s improvement and self reviewprocesses

• improved the educational experiences andoutcomes for children, students and theirfamilies.

Promoting the reconciliation process DECS has a reconciliation statement and annual activities that demonstrate our commitment to reconciliation with Indigenous people. The statement is supported by a clear strategic direction for Aboriginal education, employment and reconciliation as provided in the DECS Aboriginal Strategy 2005–2010. The DECS Aboriginal Strategy and Reconciliation Committee is chaired by the Chief Executive and focuses on a renewed effort to support the work of schools, preschools, children’s centres, regional offices and the DECS central office. Embedded in the strategy are programs with reporting outcomes against Aboriginal Studies, reconciliation and cultural inclusion. The strategy is designed to engage the policy and operational levels of DECS to ensure there are Aboriginal perspectives in the work of central office, the districts and all sites.

OUR CHILDREN AND STUDENTS Goal 3 Engagement and wellbeing

Improve levels of child and student attendance, retention and engagement in learning programs Improve child and student wellbeing and development

Goal 3 Engagement and wellbeing Engagement refers to a child or student’s interest in participating in learning and care programs. Curriculum and teaching as well as assessment practices have an impact on the engagement of children and students.

The DECS Learner wellbeing framework refers to children and students’ physical, social, spiritual, cognitive and emotional welfare and development. Evidence suggests these elements are integral to learning.

https://myintranet.learnlink.sa.edu.au/library/document-library/controlled-framework/learner-wellbeing-famework-from-birth-to-year-12.pdf


Enrolments - SA Government Schools

50,000

60,000

70,000

80,000

90,000

100,000

110,000

120,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Enrolments

Primary

Secondary

Preschool bilingual support The Preschool Bilingual Support program aims to increase access and participation of children and families from culturally and linguistically diverse backgrounds, and Aboriginal children who have limited or no English speaking skills.

The program also supports preschools in the development of curriculum programs that foster the child’s home language, literacy development and numeracy skills.

In 2009, the program supported approximately 2800 children, an increase of more than 400 children from 2008. This included support for 40 different languages and involved up to 130 preschool bilingual workers.

Supporting children with disabilities in out of school hours care Elizabeth Special School Governing Council secured funding from the Australian Government to establish a vacation care program catering for the needs of children with a range of physical and intellectual disabilities. The program assists children and teenagers with a disability to access a quality vacation care service with appropriate, stimulating developmental, social and recreational experiences. There are currently 43 families enrolled at the service.

Intervac funding is provided by the State Government for out of school hours care, together with State-funded vacation care services where there is a need for additional

staff to facilitate the inclusion of children with special needs or disabilities. In 2008-09, 281 children accessed 23 705 hours of subsidised care per year, representing an increase of 10 000 hours of care and support for a further 87 children.

Healthy eating and physical activity in the early years The Healthy eating and physical activity in the early years project (2006-2010) is jointly supported by SA Health and DECS. The emphasis is on healthy eating, physical activity and healthy weight, and on making healthy choices the easy choices. There is also a focus on workforce development.

The project has been designed to support the professional learning, confidence and capacities of early years teachers through site-based improvements directed to advancing the healthy eating habits and health-related physical activity patterns of children and their families. To date, 74 sites across South Australia have been involved in a 12-month action research project.

Enrolments – Schools There were 165 562.9 full-time equivalent (FTE) enrolments in South Australian government schools at the 2009 Term 3 census, compared with 165 304.7 enrolments at the same time in 2008.This was an increase of 258.2 enrolments (0.2 per cent).

Figure 1: Enrolments (FTE) South Australian government schools, Term 3 2000-2009 Source: DECS Term 3 School Enrolment Census 2000-2009


Of the total enrolments, 104 115.8 (62.9 per cent) were primary enrolments and 61 447.1 (37.1 per cent) were secondary enrolments.

There was an increase in secondary enrolments of 1233.0 (2.0 per cent) and a decrease in primary enrolments of 974.8 (0.9 per cent) compared with 2008 figures.

Figure 1 shows the number of full-time equivalent (FTE) enrolments in South Australian primary and secondary schools over a ten-year period

Aboriginal student enrolments – Schools and preschools

Table 16 shows the number of Aboriginal students in South Australian government schools for 2008 and 2009.

The number of students who identified as Aboriginal increased from 7750.9 full-time equivalent (FTE) in 2008 to 8037.5 FTE in 2009, which represented a 3.7 per cent increase. The percentage increase in secondary year levels was greater than that in primary year levels.

Aboriginal students made up 4.9 per cent of the total enrolments in 2009, slightly greater than the 4.7 per cent in 2008.

Figure 2 shows the increasing number of Aboriginal students in South Australian government schools over the previous ten years.

Table 16: Enrolments (FTE)—Aboriginal students in South Australian government schools, 2008 and 2009

Level 2008 2009 Change % Change

Primary 5210.7 5391.2 180.5 3.5% Secondary 2540.2 2646.3 106.1 4.2% Total 7750.9 8037.5 286.6 3.7% % of total enrolments 4.7% 4.9%

Source: DECS Term 3 School Enrolment Census, 2008 and 2009

Figure 2: Enrolments (FTE)—Aboriginal Students in South Australian Government Schools, 2000–2009

Enrolments - Aboriginal Students in SA Government Schools

5000

6000

7000

8000

9000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Enrolments

Source: DECS Term 3 School Enrolment Census 2000-2009


Aboriginal senior secondary enrolments

Senior secondary (years 11 and 12) enrolments for Aboriginal students experienced growth over the past ten years and, in 2009, were at an all-time high.

Between 2000 and 2009, senior secondary enrolments of Aboriginal students increased from 327.6 FTE in 2000 to 806.4 FTE in 2009 (ie by 146 per cent).

Figure 3 highlights the growth of Aboriginal senior secondary enrolments over a 10-year period.

Figure 3: Enrolments (FTE)—Aboriginal students in South Australian government schools, Years 11 and 12, 2000–2009

Source: DECS Term 3 School Enrolment Census 2000-2009

Aboriginal preschool enrolments

Figure 4 (over page) shows that the number of Aboriginal children enrolled in preschool in South Australia is at an all time high. In Term 2, 2009 there were 1218 Aboriginal children enrolled in State preschools, compared to 1141 at the same time in 2008. This is an increase of over 6.5 per cent.


Figure 4: Preschool enrolments of Aboriginal children, 2000–2009

Preschool Enrolments - Aboriginal Children

800

900

1000

1100

1200

1300

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Enrolments

Source: DECS Preschool staffing data collection, Term 2, 2000-2009 Attendance All government schools are required to implement an attendance improvement plan to improve attendance rates. The plan describes attendance outcomes (including setting targets for attendance), strategies to achieve the outcomes, and how the analysis of attendance data can inform the continuing improvement in attendance rates.

Attendance improvement plans can also be developed to support individual students. All schools are expected to analyse attendance data and report on this in their annual reports.

DECS has undertaken the following actions in 2009 to improve attendance:

• The attendance policy was updated to reflect the new regional structure with the addition of defined responsibilities for the new position of Manager, Regional Support Services. In addition the revised policy explicitly details DECS’ mandatory notification and documentation requirements.

• The associated attendance requirements also were updated to reflect the new regional structure and the amendments to the policy. This includes details about the compulsory education legislation, mandatory notification requirements in

relation to attendance, and definition of chronic and habitual non-attenders.

• Operational procedures were strengthened between educational settings and regional services through the development of processes in sites to follow up students who have had 10 or more days of unauthorised absence recorded in the previous term and through the provision of a report to their region on:

o follow-up that has taken place to address the individual’s non-attendance and

o interventions that have been put in place if attendance continues to be chronic.

The student attendance and behaviour management data warehouse is expected to have an initial release in 2010. It will assist teachers, leaders, regional and corporate staff to report and conduct analysis on student absenteeism, student attendance and behaviour management. The system will provide:

• the ability to view individual student data across all schools attended

• the ability to view data across years and for different student cohorts as well as all individual students


• the provision of standard and specialised reports including comparison of literacy and numeracy results with attendance data

• the facility to create customised analytical reports

• absence alerts for individual student absences.

The role of Professional Support Officer, Social Work and Attendance was established in 2009 to provide leadership in the development and implementation of specialised training and support for regional staff across the State. Professional support is provided to managers in regional support services to assist with the planning and provision of a quality professional service.

A framework for assessing and reviewing student attendance and indicators of expected performance outcomes was endorsed across South Australia.

Inter-agency protocols for chronic non-attenders were developed in collaboration with Families SA. The process provides greater assistance to staff of both organisations in ensuring that the wellbeing of chronic non-attenders is addressed in the most effective way.

A standard practice to manage chronic non-attenders was developed, whereby student attendance counsellors are informed. Consultation is currently occurring with stakeholders.

A memorandum of administrative arrangement (MOAA) between DECS and SA Police was updated to reflect the relationship with regional groups. The MOAA also builds upon the intention of the common government service boundaries (effective information sharing, project initiation and coordinating), and formalises a partnership approach to addressing non-attendance issues at a local community level. Using this approach, school and police personnel work together in a supportive role with parents/carers to re-engage truant students with their learning.

DECS is an active member of a number of cross-government groups to support the implementation of the Carers Recognition Act 2005. This will assist access and engagement in successful education for young carers and will improve support to young people who are cared for informally by their relatives.

The Tri-Border Reference Group is currently developing a central database to track students who move between the Northern Territory, Western Australian and South Australian Aboriginal schools. The database draws on national work to improve the sharing of electronic information between education sectors. It will contain all student enrolment and attendance information and allow schools the means to ‘find’ students when they have been absent; and promote the sharing of individual and whole school best practice.

Apparent retention in South Australian government schools Apparent retention rates in South Australian government schools are the highest in 15 years.

The apparent retention rate is the percentage of full-time students in Year 12 compared with the number of students in Year 8 four years earlier, and in Year 10, two years earlier.

The term ‘apparent’ is used because no adjustments are made for migration, student movements between jurisdictions, students repeating a year level or students engaged in apprenticeships and the like. These limitations mean that the apparent retention rate should be used with caution.


Table 17: Apparent retention rates – students in South Australian government schools, 2008 and 2009

Level 2008 2009

Full Time FTE

Full Time FTE

Years 8-12 Males 55.7% 64.4% 61.5% 70.3% Females 74.6% 87.2% 77.6% 89.8% Total 64.7% 75.3% 69.1% 79.5% Years 10-12 Males 57.1% 65.9% 61.8% 70.4% Females 75.6% 88.4% 76.6% 88.4% Total 66.0% 76.7% 68.9% 79.0%

Source: DECS Term 3 School Enrolment Census, 2004-2009

Table 17 shows the apparent retention rates for full-time (FT) students and full-time equivalent (FTE) enrolments in South Australian government schools.

In 2009, the full-time years 8-12 apparent retention rate was 69.1 per cent, compared with 64.7 per cent in 2008, while the years 10-12 FT apparent retention rate was 68.9 per cent, compared with 66.0 per cent in 2008.

When these figures are adjusted to include part-time students, the years 8-12 FTE apparent retention rate increased from 75.3 per cent in 2008 to 79.5 per cent in 2009, and the years 10-12 FTE apparent retention rate increased from 76.7 per cent in 2008 to 79.0 per cent in 2009.

Figure 5: Apparent retention rates (FTE) – students in Government schools, years 8-12, South Australia and Australia, 2000-2009

Apparent Retention Rate in Government Schools - Years 8-12 (FTE)

65

70

75

80

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

%

South Australia

Australia

Figure 5 shows the long-term trends in the years 8-12 FTE apparent retention rate from 2000 to 2009 for both South Australia and Australia, showing that the South Australian figure has been higher than the Australian figure since 2005.

Figure 6 (over page) shows the long-term trends in years 10-12 FTE apparent retention rate from 2000 to 2009 for both South Australia and Australia, showing that the South Australian figure has been higher than the Australian figure since 2004.

Note: 2009 Data for Australia not yet available Source: DECS Term 3 School Enrolment Census, 1996-2009, ABS Schools Australia (Cat 4221.0)


Figure 6: Apparent retention rates (FTE) – students in government schools, years 10–12, South Australia and Australia, 2000-2009

Apparent Retention Rate in Government Schools - Years10-12 (FTE)

65

70

75

80

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

%

South Australia

Australia

Note: 2009 data for Australia not yet available Source: DECS Term 3 School Enrolment Census, 1996-2009, ABS Schools Australia (Cat 4221.0)

Apparent retention rates of Aboriginal students in South Australian government Schools

Apparent retention rates for Aboriginal students are also the highest in over fifteen years.

Table 18 shows that in 2009 the years 8-12 full-time apparent retention rate of Aboriginal students was 50.8 per cent, compared to 43.9 per cent in 2008, while the years 10-12 full- time apparent retention rate was 58.4 per cent, compared with 54.7 per cent in 2008.

The full-time equivalent (FTE) figures include part-time students and have also significantly increased since 2008.

Figure 7 (over page) shows the long-term trends in the years 8-12 FTE apparent retention rate from 2000 to 2009 for both Aboriginal students and all government school students in South Australia, showing a decreasing gap.

Table 18: Apparent retention rates—Aboriginal students in South Australian government schools, 2008 and 2009

Level 2008 2009 Full-time FTE Full-time FTE Years 8-12 Males 34.3% 37.7% 44.7% 49.5% Females 53.4% 58.3% 57.3% 60.7% Total 43.9% 48.1% 50.8% 54.9% Years 10-12 Males 42.5% 46.7% 51.3% 55.8% Females 66.8% 72.4% 66.1% 69.3% Total 54.7% 59.6% 58.4% 62.3%

Source: DECS Term 3 School Enrolment Census, 2004-2009


Figure 7: Apparent retention rates (FTE) – Aboriginal students and all students in government schools, years 8–12, 2000–2009

Apparent Retention Rate in Government Schools - SA-Years 8-12 (FTE)

20

30

40

50

60

70

80

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

%

All Students

Aboriginal Students

Source: DECS Term 3 School Enrolment Census, 1996-2009. Child health and education support services (chess) chess is a collaborative agreement between DECS and other government and non-government agencies to support safe and non-discriminatory education and care for children and adolescents with physical and psychological health care needs.

A number of resources were developed in 2009 to assist educators and carers to plan for and support children and students with physical health care needs. These resources included fact sheets developed by and for young people with Type One Diabetes.

Children and students who require individualised first aid or health support need a health care plan completed by a medical professional. General practitioners (GPs) requested that these plans be made available as ‘Medical Director’ (MD) templates for ease of access by GPs at any time. These care plans are now available as MD templates on the local Division of General Practice websites and the DECS website. This initiative was funded through the Department of Health and is a collaborative project with Department of Health, the Adelaide Western General Practice Network Inc, General Practice South Australia Inc. and DECS.

South Australia is the only State to provide a first aid course specifically tailored for education and care providers. This DECS Basic Emergency Life Support (DECS BELS) course was delivered to more than 2800 educators in 2009. In addition to the DECS BELS training, sites are also offered a range of first aid modules, eg Anaphylaxis first aid. Red Cross Australia (SA) delivered approximately 79 of these training modules in 2009.

DECS supported the promotion and understanding of student mental health and wellbeing by participating with ORYGEN Youth Health and the Women’s and Children’s Hospital in the Youth mental health first aid pilot training for school staff research project in 2008. In September 2009 the research findings from this project were released and these showed:

• an improvement in teachers' knowledge and understanding of mental health

• an awareness of the treatment available for a young person experiencing mental health problems

• a reduction in some aspects of stigma in relation to mental health

• an increased confidence in dealing with student mental health problems.

These findings will inform future training about student mental health and wellbeing in our schools.


Child protection During 2009, progress was made with the following child protection initiatives:

• DECS implemented the South Australian Government’s Information Sharing Guidelines (ISG) by distributing the ISG to all school sites, providing training to regional staff, inducting school based staff and making ISG support resources available on the DECS website.

The guidelines enable agencies to better support struggling families when their difficulties first emerge and in doing so help limit and prevent harm to children. Cabinet approved the guidelines for implementation across South Australia in October 2008.

• Under the State Government’s Rapid Response initiative, DECS continued to provide training and support for staff in completing the individual education plan process for children under the Guardianship of the Minister.

• A three-hour update training program has been provided to all DECS employees in school and preschool sites during 2009. The Responding to abuse and neglect - education and care training (RAN-EC) is an accredited course for teacher registration in South Australia and provides all DECS employees with advice on their responsibilities to protect and promote the safety and wellbeing of children.

• The SMART (Strategies for managing abuse-related trauma program) was delivered to regional, school and preschool staff across the State. In 2009 there were 10 schools that participated in the development of a resource describing their site’s 2008 action research project to trial and evaluate strategies for managing abuse-related trauma in classrooms and care settings.

All staff in school and preschools were introduced to the SMART program as part of their update RAN-EC training during 2009.

DECS’ focus on child protection in 2009 also involved extensive planning and preparation for the external evaluation of the Keeping Safe: Child protection curriculum.

The DECS procurement process was completed, which involved a wide range of stakeholders consulting and agreeing on the basics of the program and how it will be evaluated. An external evaluator was appointed to start the evaluation early in 2010. Governance structures also were established to oversee the evaluation process.

School drug strategy The school drug strategy supports schools to address and respond to ongoing and emerging alcohol and other drug-related issues. The strategy operates within the Learner wellbeing framework for birth to Year 12, which connects a range of wellbeing initiatives (inclusive of drug strategies, mental health and behaviour) alongside other school policies and programs.

The school drug strategy involves significant collaboration between government and non-government agencies, and the non-government schooling sector, in the implementation of the national drug strategy and the South Australian Drug Strategy 2005-2010.

DECS provides advice and support to schools to develop school policy and practices in relation to alcohol and other drugs.

Student learning focuses on skill development for resiliency, including drug refusal and resistance skills and responsibility for personal safety and the safety of others.

In 2009, drug strategy initiatives included:

• the Indigenous, rural and remote initiative (involving 15 schools in Port Lincoln, Far West Coast, Riverland, Port Augusta and Aboriginal Lands) that develops and shares good practice in drug education for Aboriginal students

• adolescence and alcohol initiatives (involving 37 schools state-wide) that develop and share good practice in alcohol education and student participatory approaches

• resilience education and drug education (REDI) for the early years of schooling to teach social and emotional competencies as protection against drug-related and other harms

• REDI for parents that promotes the role of schools in forming and enhancing school-family partnerships and the importance of


including parent perspectives in relation to drug related issues

• Keeping in touch, a training program for counsellors and other school personnel that promotes whole of school prevention. A comprehensive website exists at www.decs.sa.gov.au/drugstrategy.

Combating bullying in schools The DECS school discipline policy states that DECS, school communities, services and agencies will work together to create learning communities which are:

• safe • inclusive • conducive to learning • free from harassment and bullying.

All DECS schools are required to have an anti-bullying policy in place. The Keeping Safe: Child protection curriculum is DECS’ prevention and early intervention approach to addressing bullying, including cyber bullying.

All DECS schools are required to implement this program across all school years. It aims to develop the skills, understandings and capacities of educators to teach children and young people about:

• their right to be safe • respectful relationships • recognising and reporting abuse • what they can do to keep themselves safe.

Professor Donna Cross, a national expert in cyber bullying, confirmed that DECS was the first jurisdiction to provide advice to principals regarding cyber bullying.

In 2009, principals were informed of their power to use the procedures of suspension and exclusion to act upon cyber bullying perpetrated by a student where it affected the wellbeing of another student, teacher or member of the school community – even if the event occurred beyond the school gate.

Principals also received detailed advice about keeping students and staff cyber safe. This was detailed in the new policy document Cyber safety: Keeping children safe in a connected world distributed to all principals.

More than 30 key staff were trained in Professor Cross’ new secondary Supportive school program, which included the latest

research in the prevalence and actions that can be taken in regard to cyber bullying.

DECS is participating in the review of the national safe schools framework, which will provide further guidance to schools in tackling bullying including cyber bullying.

Schools are provided support to manage bullying incidents through 38 regionally based behaviour specialists and 273 school counsellors.

Interagency behaviour support coordinators also received training in working with children and adolescents impacted on by trauma, chronic non-attender protocols, and safety and risk assessment.

Respite care The DECS Respite care program is jointly funded by the Australian Government Home and community care (HACC) program through a collaborative arrangement with the Minister for Ageing.

The program targets support for families with moderately to severely disabled children, including those with complex health needs. Respite care is provided by trained care providers, either in their own home or in the family’s home.

Premier’s be active Challenge The Premier’s be active Challenge aligns with South Australia’s Strategic Plan targets 2.2 regarding healthy weight, and 2.3 regarding physical activity participation.

The Challenge encourages Reception to Year 9 students to complete at least 60 minutes a day of physical activity for up to ten weeks.

In 2009, the third year of the Challenge:

• 27 782 students completed the Challenge – a 14 per cent increase from 2008

• 254 schools (approximately a third of eligible schools) participated (equal to the 2008 number of schools)

• 50 of these schools received $1000 of sports equipment, totalling a $150 000 investment of equipment in schools

• 387 students with special needs completed the Challenge in 2009 – an increase of 13 per cent from 2008.


Goal 4 Build workforce capacity

To develop and maintain workforce capability requires attracting quality recruits in all sectors of our workforce, and by the continuous and rigorous building of knowledge, skills and experience within the people employed

by DECS. Our future success will be enhanced and supported by taking opportunities for collaboration, and valuing services to rural and remote locations.

Performance management Performance management provides a means of strengthening the professional capacity of individuals and teams and for building on the effectiveness of DECS as an organisation. It is an essential tool to facilitate processes for clarifying work goals, valuing performance, undertaking review and feedback, and for providing coaching, skills development and recognition.

In 2009, DECS prepared for a number of key initiatives or projects, with a goal of improving performance management systems and structures. Outcomes included:

• scoping the policy review of the performance management policy

• preparing for a 2009-10 quality performance development pilot

• developing a plan for national professional teacher standards consultations

• developing the DECS South Australian executive service performance management approach and template.

Two DECS ‘welcome events’ were held as part of DECS corporate staff induction and support for leaders in managing significant underperformance continued in 2009.

A performance management survey conducted with corporate employees in central and regional offices was completed in June 2009.

Improvements in the rate of reported participation in performance planning and review are summarised below:

• 89 per cent of employees had a current ‘performance’ plan, an increase of four percentage points from the 2008 survey

• 84 per cent of employees had a current performance ‘development’ plan, an increase of five percentage points from the 2008 survey

• 80 per cent of employees had a performance ‘review’ within the previous 12 months, an increase of nine percentage points from the 2008 survey

The most common performance management practices cited were:

• induction process for new employees • regular meetings with supervisors to check

progress and provide feedback • more frequent communication to build

relationships.

At this stage, there has been no collection of performance management data from site-based line managers.

During 2009, workshops and training in performance management and the management of underperformance were facilitated by DECS Workforce Development with approximately 670 employees.

OUR STAFF Goal 4 Build staff workforce capability, flexibility and

resilience Extend and enhance the capabilities of our workforce Develop a culture that values staff wellbeing Responsive systems and processes


Leadership development DECS’ Workforce Development team supports the learning of leaders across DECS sites by providing leadership development strategies and resources.

In 2009, Workforce Development facilitated a suite of 18 leadership development programs for aspiring and newly appointed leaders.

Programs offered in 2009 included:

• a series of six full-day briefings for newly appointed principals and preschool directors including an online leadership coaching program in terms 3 and 4

• a seven-day ‘pre-principalship’ program attended by 17 aspiring principals.

• the introduction of QSchool, for 68 aspiring leaders nominated by regional directors from all regions

• an inaugural Leadership Learning Expo with more than 30 exhibitors and a series of workshops offered throughout the day. More than 160 leaders visited the expo.

The ‘aspiring leaders’ workshops and the Leading, learning and teaching programs were delivered to 76 participants in both metropolitan and country locations.

In addition to the above programs, nine leadership workshops and events for 530 leaders and aspiring leaders at a regional and cluster level were provided. Each of these activities was specifically tailored to meet the needs of the region or cluster.

The International speaker series included:

• Dr Douglas Reeves, the founder of the Leadership and Learning Centre, Boston who delivered a one-day workshop to 275 leaders on leadership and transformational change as key drivers to improving school and student achievement

• Dr Avis Glaze, founding CEO of the Literacy and Numeracy Secretariat, Ontario who delivered seven metropolitan and regional workshops to approximately 100 leaders on leadership and shaping educational change as levers to improve student literacy and numeracy outcomes.

Workforce Development supported the 2009 Adelaide Thinker in Residence, Dr Genevieve Bell. The focus of this residency was on the effective use of information technology to support the professional development of leaders in rural, remote and isolated locations.

Accredited training packages The DECS registered training organisation (RTO), Organisation and Professional Development Services, delivered a range of Certificate III, IV and Diploma courses in the Children’s Services and Public Sector training packages.

Training programs are provided to address DECS workforce development needs and to enable DECS personnel to meet national industry standards through attaining formal accreditation in targeted areas.

A total of 548 staff participated in accredited training programs, of which 396 employees completed full qualification programs.

Programs included:

• Certificate III and IV in Government, (School Support Services) Disability and Finance streams. Certificate IV and Diploma in Government (both Project Management and Management Courses)

• Certificate III and Diploma in Children’s Services.

In addition, 152 DECS employees participated in accredited short-course programs. These programs are offered in response to identified areas of need and develop participants’ skills and knowledge in the following areas:

• Project management • Leadership and managing performance • Site records management • Preschool and school promotional

activities • the use of the Education Department

School Administration System (EDSAS) for managing school finances, staff and student information, and reporting.

In 2009, significant work was undertaken to redevelop and update courses in preparation for the delivery of upgraded or new training package competencies. These packages included both the Children’s Services Certificate III and Diploma materials which have now moved to the national training package.

The public sector package courses, Certificate IV in Government, and the diploma courses in Management and Project Management, were all upgraded with materials, assessment and learning tasks being developed or refined to meet the new standards.


Learning technologies training In 2009 there was an increased focus on delivering professional learning online, although some face-to-face sessions also occurred.

Teachers

There were 1277 teachers in 2009 who participated in 152 courses conducted by 42 Learning and teaching with the internet coaches, and a further 1811 teachers participated in 99 workshops related specifically to online delivery:

• 35 of these workshops attended by 910 teachers were delivered online

• 32 teachers successfully completed three Intel teach thinking with technology courses and trained a further 320 teachers in their schools

• 15 teachers trialled Intel teach essentials online

• 102 preschool teachers participated in 14 KidSmart Early Learning programs

• 38 teachers undertook e-Learning Scholarships with the University of SA

• 2614 teachers completed the online Teacher Educational ICT Capabilities Continuum (EdCap).

Leaders

During 2009:

• 1392 leaders attended six ‘masterclasses’ – 226 face-to-face and 640 via videoconferencing and Centra

• an additional four ‘masterclasses’ were held as part of the online conference LearningSpaces09 and were attended by almost 600 DECS educators and invited guests at 290 sites

• 183 leaders undertook SuperClub training – 15 face-to-face and 168 via Centra

• 342 leaders participated in two Art of facilitation courses – 56 face-to-face and 163 in the related online community

• 58 leaders took part in three one-to-one leadership institutes.

Students

During 2009, 25 eTeachers organised 56 online learning events in which 11 415 students and 441 teachers participated.

Productivity placements Productivity placements are training places for nationally accredited courses in identified industry areas where course fees are subsidised.

In 2009, DECS successfully applied to the Department of Further Education, Employment, Science and Technology for 190 productivity placements for the delivery of targeted education and children’s services nationally accredited training programs to be delivered in 2010.

Australian Government funding to the value of $618 552 was received, which includes funding for an additional 100 diploma-level training places for 2010 for the Diploma in Children’s Services.

This builds on the original 85 places funded for 2009. The diplomas are available to Family Day Care SA care providers to gain essential industry qualifications. All student course fees are fully funded through a combination of Federal and State resources.

4th year early childhood qualification scholarships The universal access to early childhood education initiative aims to deliver 15 hours of preschool per week to all children in the year before school.

As part of this initiative, the South Australian Government has signed up to the national partnerships agreement on early childhood education and by 2013, will deliver 15 hours of preschool per week to all children, in the year prior to school. The program will be delivered by four-year qualified early childhood teachers, 40 weeks a year in the year before formal schooling.

In 2009, in partnership with the University of South Australia, DECS developed a one-year course that will allow three-year trained teachers to move to a four-year standard and teachers who are not early childhood trained to achieve an early childhood qualification – Bachelor of Early Childhood Education (Inservice).

Up to 80 scholarships will be provided to early childhood teachers to undertake this program in 2010 and 2011.


Family day care provider training Certificate III in Children’s Services training

Family Day Care SA continues to provide training on-line towards Certificate III in Children’s Services. This training is accessed by potential care providers.

In 2009, 88 participants completed the course with a further 88 continuing their studies. Thirty-one of these trainees also participated in the English as a Second Language course conducted by DECS in partnership with tafeSA and Family Day Care SA.

Recruitment of Aboriginal staff and care-providers The number of Aboriginal family day care care-providers in South Australia is currently stable. Targeted recruitment of Aboriginal care-providers is being pursued.

A digital story focused on Aboriginal care-providers will be used as a training tool for new trainees and community information on the program.

Out of school hours care quality improvement group Since 2003, the Out of School Hours Care Quality Improvement Group has assisted DECS to promote consistency across jurisdictions around:

• the development of processes relating to annual self-assessment checklists

• design and implementation of processes for managing critical issues

• introduction of the new Australian Government Child Care Management System

• development of fact sheets outlining roles and responsibilities of governing councils and DECS staff on sites that operate out of school hours care.

Aboriginal employment DECS employed 494 Aboriginal staff in 2009 representing two per cent of its employment workforce. This meets South Australia’s Strategic Plan and the DECS Aboriginal Strategy 2005-2010 target of 2.0% representation of Aboriginal people employed across DECS by 2010.

Aboriginal Teacher Recruitment Scheme

DECS has three separate programs to increase the number of Aboriginal teachers in public schools and preschools.

The Aboriginal Teaching Scholarship provides financial support up to the value of $10 000 for Aboriginal university students while studying a teacher education program. The scholarship guarantees permanent employment within DECS at the completion of their teaching degree. In 2009, 22 Aboriginal teacher trainees received financial support.

The Aboriginal Recruitment Guarantee provides eligible Aboriginal teacher education students and qualified teachers with the opportunity for permanent employment within DECS schools and preschools. In 2009, four Aboriginal teachers graduated and five Aboriginal qualified teachers gained permanent positions in DECS schools.

Teaching Practicum Scholarships support students to undertake a practicum in a DECS school. In 2009, financial support was provided for all Aboriginal teacher trainees to undertake a practicum experience in DECS schools.

Initiatives to increase the number of early years Aboriginal teachers in DECS

Aboriginal teacher scholarships are available for Aboriginal early childhood teaching students. Eleven of 19 undergraduates who hold these scholarships are studying towards an early childhood degree.

In 2009, nine DECS employees received scholarships to study early childhood degrees at Macquarie University through the Warawara initiative, a flexible residential study program.


Initiatives to increase the number of Aboriginal employees in leadership positions in DECS

In 2009, the DECS Aboriginal Leadership Register was established for Aboriginal employees interested in short-term, school-based leadership opportunities of three months and up to 12 months. Seven people applied to be on the register and six were successfully placed in short-term positions.

The register will continue to operate in 2010. Further improvements made during 2009 will ensure that all Aboriginal applicants for advertised vacancies are initially shortlisted.

Two Aboriginal preschool directors are steering group members of the Next wave strategy which leads the development and implementation of initiatives to build the leadership capacity of Aboriginal employees.

As part of the Part-time principal and preschool director trials 2009, two Aboriginal preschool leaders shared the directorship role at their site and were supported in their professional development through the South Australian Centre for Leaders in Education.

Aboriginal Traineeship Program

In 2007, the ‘Tarkaritya Tirkandi’ Aboriginal Traineeship Program was initiated as a strategy to increase numbers of Aboriginal people employed within central and regional offices.

In 2009, eight young Aboriginal DECS staff completed the program. In February 2009, the Aboriginal trainee 12-month employment guarantee policy initiative was introduced. The policy guarantees that, at the conclusion of the traineeship, the trainee will have 12 months employment in DECS. All eight trainees were successfully placed in positions during 2009.

Building capacity for inclusion in school-age care settings Building capacity for inclusion in school-age care settings was delivered as a pilot professional development program in June 2009. Twenty-one out of school hours care/vacation care staff from 16 sites with significant numbers of children with complex additional needs enrolled in their services participated in the two-day program.

Each service participating in the training received a once-off $2500 grant to implement a site action plan.

On-line recruitment During 2009, DECS implemented further enhancements to on-line recruitment, including:

• providing teachers with the ability to update their applications and details for employment with DECS

• posting internally advertised leadership positions within schools

• advertising temporary teaching positions and the ability to apply online.

Protection of merit and equity In 2009, the Ethical Standards and Merit Protection Unit conducted 20 workshops in country and metropolitan locations to train employees to confidently participate in merit selection processes for leadership positions across DECS. A total of 636 employees attended these workshops.

Personnel advisory committees contribute to effective human resource management in all DECS schools. They advise the principal and consult with and represent all staff. In 2009, 24 training sessions were conducted for 376 employees to assist them to actively participate on these committees.

Also in 2009 the Ethical Standards and Merit Protection Unit conducted 17 workshops related to DECS complaint resolution for employees’ policy and procedures. The workshops provided 170 leaders with practical assistance in complaint management. In addition 18 leaders attended three advanced complaint resolution training workshops.

Further human resource information: Further human resource reporting can be found in the section of this report on page 63: Management of human resources


Goal 5 Quality teaching

Excellence in learning outcomes for children and students relies on high quality, effective teachers. It is therefore important that our teachers are provided with access to high quality professional development and support so that they provide the highest quality teaching.

DECS focuses on delivering professional development programs, working towards excellence for the profession of teaching. Increasingly we must look to ensure teaching is a rewarding experience and teachers feel valued. A highly qualified, highly motivated teaching workforce is our requirement and our goal.

Improving teacher quality The national partnership on improving teacher quality (ITQ NP) has been established to drive and reward systemic reforms to improve and maintain the quality of teaching and leadership in Australian schools.

South Australia’s implementation plan for the ITQ NP was developed collaboratively by the South Australian government, Catholic and Independent schooling sectors, and endorsed by the Australian Government in December 2009.

The Australian Government has committed both facilitation and reward payments of up to $32 million from 2008-09 to 2012-13.

DECS strategies for 2009 included:

• establishing the Teacher Education Taskforce to identify ways of attracting people to the teaching profession, to review teacher practicum training and to improve cross-sector collaboration in teacher supply

• providing representatives for working groups developing national initiatives including the development of draft national teaching standards and a national teacher workforce dataset

• developing a consultation plan to collate stakeholder feedback on the draft national professional teacher standards

• contributing to a national report on the performance management and development of teachers in Australian schools

• preparing for a 2010 quality performance development pilot for teachers

• contributing funding and participating in a Australian Research Council research project on recruiting and retaining rural teachers coordinated by the University of South Australia

• conducting a series of teacher workforce data surveys to assist with workforce planning

OUR STAFF Goal 5 Quality teaching

Ensure teachers have recognised professional standards Develop the skills and knowledge of our teaching workforce


• undertaking research into the effectiveness of teacher professional learning and assessment practices.

Mathematics and science teachers DECS delivers a range of initiatives to support the attraction and retention of mathematics and science teachers. Initiatives in 2009 included:

• C [career] Change, a financially supported teacher leader program. Nine C-Change teachers are currently located in rural, remote, regional and low socio-economic status metropolitan schools. Their key responsibilities involve mentoring new teachers, providing professional development to cluster schools and supporting practicum students.

• country teaching scholarships that provide support up to $26 000 for targeted pre-service teacher education students. In 2009, eight mathematics and science teaching graduates commenced teaching in a country school through this scheme.

• ‘New beginnings’ scholarships that provide incentives for career change mathematics and science professionals to re-train as teachers through a post graduate qualification. Two ‘New beginnings’ scholars commenced teaching in country schools in 2009.

• country teaching practicum scholarships that provide targeted third and final year pre-service teacher education students with $1250 to support a country practicum. In 2009, 22 mathematics and science pre-service teacher education students received practicum scholarships.

Advanced skills teachers The advanced skills teacher classifications of AST1 and AST2 recognise and acknowledge highly accomplished and lead teachers. An AST1 teacher is an exemplary classroom practitioner who is a role model for other teachers. An AST2 teacher is an exemplary teacher who is able to use their skills, understanding and practice to influence the practice of their colleagues thereby improving the learning outcomes for students.

In 2009, 103 teachers were successfully accredited as AST1 and 28 teachers successfully accredited as AST2. Taking account of retirements and teachers who have

not renewed their AST accreditation, South Australia currently has 1124 teachers accredited at AST1 and AST2 levels.

Teaching for effective learning The South Australian Teaching for Effective Learning (TfEL) pedagogy framework was developed collaboratively with teachers, leaders and an international academic reference group throughout 2008 and 2009.

The TfEL framework has supported sites to implement the DECS Improvement and Accountability Framework focus on learning. During 2009, DECS worked with regional leaders in the Far North and Aboriginal Lands Region, Southern Adelaide Region, Murray Mallee Region, Barossa Region, and the Kumangka Para Cluster of Learning to Learn Schools.

In 2009 a suite of resources was developed to support schools and to provide a frame of reference for improvement. Resources included the:

• South Australian Teaching for Effective Learning resource booklet

• TfEL resource DVD to support teachers R -12

• TfEL review tools and guide.

Peer moderation Peer moderation improves teacher understanding of student learning outcomes and encourages educators to share quality teaching practice and to receive feedback on their assessment judgements.

The 2009 project involved developing moderation practices with 125 teachers and then utilising their expertise to moderate student learning samples from 150 randomly selected schools. The results compared favourably with 2008, as 88 per cent of teacher judgements about student learning standards were confirmed.


Goal 6 Access to integrated services

There is a strong community support for a broad range of community programs and services to be integrated in a single location.

Children, students and families benefit from local clustering of care, education, health and family support services.

Children’s centres for early childhood development and parenting Children’s centres bring together a range of services for children from birth to eight years and their families. Services include high-quality early education and care, child health information, parenting programs, family support, playgroups and play activities.

Twenty children’s centres for early childhood development and parenting for children from birth to age eight and their families are being established in recognition of the vital importance of the early childhood years. Under the SA Government’s Education Works initiative, an additional four integrated centres will be

established (two by the end of 2010, with another two completed by the end of 2011.)

As at 31 December 2009, nine children’s centres were operational in Angle Park (The Parks), Enfield (Café Enfield), Elizabeth Grove, Hackham West, Renmark, Taperoo (Ocean View), Wynn Vale (Keithcot Farm), Port Augusta and Elizabeth (Kaurna Plains).

Children’s centres are staffed by multidisciplinary teams including teachers, child care workers, community development coordinators, allied health workers and family services coordinators.

Community development coordinators are progressively being appointed to assist in establishing connections between various partners at each site. As at December 2009, 17 community development coordinators had been appointed.

Family services coordinators are also being employed in children’s centres where there are high numbers of vulnerable children and families. During 2009, family services coordinators were working in nine centres.

Children’s health needs are being supported through allied health programs in children’s centres for early childhood development and parenting. Pilot projects at Gawler and Elizabeth Grove are providing a mixture of speech pathology and occupational therapy services. Regional allied health positions have been established to support children at The Parks, Cowandilla, Ocean View, Hackham West, O’Sullivan Beach, Renmark and Gawler Children’s Centres.

OUR CHILDREN’S SERVICES, SCHOOLS AND COMMUNITIES Goal 6 Access to integrated services

Increase the responsiveness and integration of support services to children, students and their families


During 2008 and 2009 CanDo4Kids SA conducted a pilot of a new eye health and low-vision initiative for children and their families through children’s centres. Outcomes included:

• identifying child-friendly optometric practices – the Optometrists Association of Australia (SA) are investigating how to promote child-friendly optometric practices among its members

• increases in appropriate referrals by general practitioners and parents to optometrist services

• increases in the number of children accessing glasses and children’s centre staff referring parents to CanDo4Kids to use a new voucher system for children’s glasses established by Onesight.

Local councils and non-government organisations are important partners in the work of the children’s centres and have extended the work of the centres within their community. Participating non-government agencies include Anglicare SA, Australian Refugee Association, Centacare, Good Beginnings, Lutheran Community Care, Relationships Australia SA, Salvation Army, Save the Children, The Smith Family and Uniting Care Wesley.

Preschool support The Preschool support program provides funding for additional staff in preschools to respond to the specific needs of children with disabilities and/or additional needs.

In 2009, Preschool access profile guidelines were developed and trialled across all preschools. These guidelines will be used to identify the functional needs of children who have recognised or suspected additional needs, allocate resources and support for children with additional needs/disabilities and develop a plan for the best use of these resources to meet children’s needs.

Inclusive preschool

There are seven inclusive preschool programs for children with high-support needs and disabilities located in mainstream preschools across the State.

The inclusive preschool program provides a localised and inclusive model of preschool education for children with disabilities and high support needs. Children may have severe multiple disabilities, autism, global

developmental delay, or a combination of physical, social and cognitive needs.

In Term 3 2009, teachers and early childhood workers from the seven programs attended a professional development day in Adelaide and were able to share experiences and discuss issues relating to the very specific needs of the children they work with.

Speech and language programs There are eight speech and language programs in the metropolitan area catering for children with severe speech and language needs. These programs provide a high level of specialised support for children with severe specific speech and/or language impairments and aim to strengthen children’s communication by improving their talking and listening skills and ability to learn and interact with others.

Autism-Specific Early Learning and Care Centre The Autism-Specific Early Learning and Care Centres (ASELCC) are a broad commitment by the Australian Government to support children with autism. A centre has been established at the Anglicare SA Daphne Street Child Care Centre in Prospect.

The centre provides child care for children from birth to six years with an autism spectrum disorder (ASD) and aims to have a positive impact on their long-term life outcomes. DECS is planning to be involved in transition processes for children with autism at the centre and was invited to participate in the Autism National Evaluation and Advisory Committee.

Disability support This program provides support specifically for children and students who have one or more of a set of seven specific disabilities. There are guidelines about eligibility, and children and students are required to meet both impairment and disability criteria to be eligible for support. Information about eligibility criteria is provided on the DECS website under the Special needs programs link at www.decs.sa.gov.au/speced/pages/specialneeds/intro/.

Approximately 1100 children in the early years were verified as eligible to receive support under this program in the past year.


Newborn hearing screening Working with the SA Department of Health, DECS Disability and State-wide Programs has developed a process to ensure all families that have a baby diagnosed with impaired hearing are informed of the value and availability of early intervention support.

This process ensures each child has the best opportunity to develop age-appropriate language, and enter school with adequate learning skills. Unlike screening programs in other jurisdictions, no children are ‘lost’ following diagnosis.

All babies with impaired hearing are tracked from diagnosis to school entry. The process in South Australia for referral and engagement of families with early intervention providers has not yet been achieved in other Australian jurisdictions.

The program was reported upon at the 5th Australasian Newborn Hearing Screening Conference, held in Adelaide in 2009. DECS was the primary sponsor of this conference, which attracted more than 200 participants.

Otitis media Otitis media is an infection within the middle ear that impacts upon hearing, usually accompanied by an accumulation of fluid, bulging of the eardrum, pain in the ear and, if eardrum is perforated, drainage of pus into the ear canal.

In promoting curriculum access and retention of Aboriginal students with otitis media, a cross-agency model for identification and service delivery has been developed with Flinders University. Findings indicate that 35 per cent of Aboriginal children and students in the metropolitan area have impaired hearing.

In 2008–09, 640 Aboriginal children and students underwent a hearing assessment conducted in a local school. Following identification of impaired hearing, support service staff provide training and resources for the teacher and school.

The project is the only Australian longitudinal study of hearing in Aboriginal children in a metropolitan area. Project reports have been provided in journals and at health and education conferences.


Goal 7 An interdependent DECS

The introduction and strengthening of local management across DECS has highlighted the interdependence between local sites, district offices and central office. This interdependence has reinforced the importance of all sections of the department, and our goal of building a shared capacity for delivering

sustainable high achievements for children and students. Through this interdependence between sites, districts and the central office, our standards or practice and anticipated outcomes are collaboratively developed and implemented.

Supporting and building on the governance arrangements in schools and preschools continues to be a priority for DECS. Good governance at the school and preschool level builds upon the aspirations of communities and parents to improve educational outcomes for children and students.

In meeting this goal, information and advice continued to be provided to principals and governing councils throughout 2009 on the specific and individual roles and responsibilities of governing councils to assist them in the discharging of their functions.

Support of learning through information and communication technology and data DECS supported local decision making in 2009 by revising strategic systems such as the revised literacy and numeracy ‘data mart’ that now incorporates national testing results.

Schools are also able to use systems such as the School Performance Reporting System (SPERS) to monitor their performance and take appropriate action.

DECS is building data marts to help report on student attendance and behaviour management, which will provide sites and regions with the data necessary to support local decision-making.

A unique student identifier enables a coordinated, single view of each learner. This allows case management and the sharing of information about students at risk through the student support system. Student safety and wellbeing is better monitored by providing access to performance data and case notes.

Improvement and accountability The DECS Improvement and accountability framework (DIAf) supports DECS children’s centres, preschools and schools to demonstrate their accountability and promotes a whole of system reflection on our professional practices and performance.

In 2009, the DIAf implementation was a key focus of the new regional structures in DECS. Performance, analysis and reporting consultant positions were established in each region to support sites and the region develop their focus on using data to drive and inform improvements.

Regions focused on establishing effective improvement and accountability systems at the regional and site levels. Regional improvement plans and regional self review processes were enacted by all regions. Regional site leader surveys were also conducted, which enabled baseline data and benchmarks to be established.

OUR CHILDREN’S SERVICES, SCHOOLS AND COMMUNITIES Goal 7 An interdependent DECS

Improve the provision of service delivery through local decision making Support and build the interdependence between local sites, district offices and State office


At the site level, all schools and preschools engaged with the DIAf element of self review and the triennial validation processes commenced in all regions. Regional directors/assistant regional directors will validate the site self review processes every three years to monitor the effectiveness of self review processes, outcomes and actions.

Additional resources, in the form of self-review guidelines and rubrics, were distributed to support sites and regions implement DIAf in 2009. A number of diagnostic reviews were conducted in low socio-economic status schools to develop the DECS research and evidence base to support improvement and develop the DIAf element of intervention and support. The DIAf has been a key connector of planning processes in DECS units’ engagement with national partnerships planning.

Prudential Management and Audit Committee The Prudential Management and Audit Committee (PMAC) was reviewed and reformed into a new Audit and Risk Committee (ARC) in 2009. The ARC provides assurance to the Chief Executive (and Corporate Executive Team) on DECS risk, control and compliance environments.

South Australian Government policy and the Treasurer’s Instructions require the Chief Executive to develop risk management standards and practices to protect and enhance the department’s resources and enable the achievement of corporate objectives. It also requires that sound governance and control practices are in place, followed and monitored.

The ARC’s role is to provide advice, review processes, timelines and DECS business procedures. The committee’s forward agenda ensures the committee’s responsibilities outlined in the Audit and Risk Charter are covered.

The ARC has a focus on the following matters:

• Corporate governance frameworks: The committee reviewed and provided advice regarding the DECS policy framework to ensure required strategic policies were addressed and changes to policy direction resulting from COAG agreements were considered.

• Risk management: The committee regularly reviewed that management has in place a current and comprehensive risk management framework, and whether a sound and effective approach has been followed by management in developing strategic risk management plans for major projects and undertakings.

• External accountabilities: The committee reviewed DECS financial statements and management signoff on the statements and the adequacy of the systems of internal controls.

• Legislative compliance: The committee reviewed whether management has appropriately considered legal and compliance risks as part of the DECS risk assessment and management arrangements, and considers the effectiveness of the system for monitoring compliance with relevant laws and associated government policies.

• Internal audit: The committee reviewed the internal audit coverage and the annual work plan to ensure the plan is based on assessed risk. The committee recommends approval of the plan by the Chief Executive. The ARC reviewed all audit reports and provided advice to the Chief Executive on significant issues identified in audit reports and actions taken.

• External audit: The committee oversees the monitoring of the implementation of the Auditor General’s recommendations, and ensures management responses and actions are discussed with the external auditor. Advice is provided to the Chief Executive on action taken regarding any significant issues raised in relevant external audit reports.

The ARC is chaired by the Deputy Chief Executive – Resources, and comprises of the Deputy Chief Executive – Schools and Children’s Services, two members of senior management and two independent external members. Officers from the Auditor-General’s Department attend as observers.

In 2009 the committee met on seven occasions.


Goal 8 A sustainable system

DECS has a well deserved reputation for being a leader in environmental education and environmentally sustainable building design. We will continue to focus on these key areas and influence the attitudes, aspirations, practices and values of our students.

We will ensure our students have a clear understanding of their natural and constructed environment and a stake in sustainable development.

Reporting in this section aligns with South Australia’s Strategic Plan Target T3.13 – Energy efficiency in government buildings.

The early years and sustainable schools The Early Years and the Australian Sustainable Schools Initiative in South Australia (AuSSI-SA) has taken a leading role in Australia by involving preschools and child care centres in education for sustainability. The Australian and State governments jointly fund this program.

The early years program, with its strong focus on outdoor learning and play, provides an ideal time to connect children with their natural world to develop deep understandings and caring attitudes.

By caring for and learning about living things, children develop an awareness of change and growth, and recognise the intrinsic value of the natural environment and their role in sustaining it. There is growing interest in the national Australian Sustainable Schools Initiative (AuSSI) to determine how the early years can be involved in education for sustainability.

The original three sites – Hallett Cove Preschool, Swan Reach Kindergarten and Renmark Children’s Centre – have developed case studies with the support of Dr Julie Davis of the Queensland University of Technology.

South Australia’s experience with these original sites has been a valuable driver in increasing the national interest in this area.

There are 14 preschools and child care centres involved with AuSSI-SA, with further sites to be added in 2010. AuSSI-SA recognises the valuable contribution that preschools and child care centres make in providing a holistic approach to learning to live more sustainably.

Solar schools The South Australian Solar Schools program (SASSP), which concluded in December 2008, supplied 111 DECS sites with 2kW solar power systems, with further sites installing systems using Green School Grants program funding or site-funded works.

OUR CHILDREN’S SERVICES, SCHOOLS AND COMMUNITIES Goal 8 A sustainable system

Foster a culture of sustainability Reduce energy and water consumption Provide more efficient and effective systems


Further solar panels are installed through the Major Capital Works program and Building the Education Revolution (BER) and Australian Government initiatives.

Fact sheets A range of DECS fact sheets are available on the Asset Services website to support water and energy conservation in schools and preschools. These include:

• Energy Smart: Hot water in schools • Energy Smart: School canteens • Energy Smart: Office equipment • Energy Smart: Lighting strategies • Energy Smart: Reading electricity meters • Energy Smart: Cooling strategies • Energy Smart: Conducting a school

electricity audit • National Solar Schools Program • Water Smart: Aquifer storage and recovery • Water Smart: Bore water for irrigation • Water Smart: Auditing water use • Water Smart: Irrigation management and

auditing • Water Smart: Landscape design and

management • Water Smart: Managing water leakages • Water Smart: Monitoring water use • Water Smart: Rainwater tanks for toilet

flushing • Water Smart: Storage tanks for irrigation • Water Smart: Water saving hardware and

equipment • Water Smart: Toilets and urinals.

Education Works As part of the 2006−07 State Budget, the Government announced the delivery of six new schools through Education Works.

Six sites were chosen for the new schools:

• A Birth to Year 12 school at Munno Para West of 1420 students on four campuses including a children’s centre, on the proposed extension of Peachey Road.

• A Birth to Year 7 school on the former Kooranowa Reserve in Smithfield Plains of 620 students including a children’s centre.

• A new site for the Regency Park School adjacent to Ocean View P–12 College in Taperoo for 80 students.

• A Birth to Year 7 school on the Ridley Grove Primary School and Woodville Gardens Preschool site for 710 students including a children’s centre.

• A Birth to Year 7 school on the Gepps Cross Primary School site for 485 students including a children’s centre.

• A multi-campus senior school on State Sports Park on Briens Road comprising a girls only campus of 400 students, a co-educational campus of 800 students, a senior (special) campus of 100 students and a child care facility for 30 children.

The Treasurer announced Pinnacle Education SA as the preferred bidder for the Education Works New Schools Project on 24 March 2009.

Pinnacle Education SA comprises equity from Commonwealth Investments P/L and Lend Lease Corporation Ltd, with Hansen Yuncken as the building contractor and Spotless as the facility manager for the period of the contract.

As part of the 2008–09 Capital Works Program, work continued on:

• the provision of 20 children’s centres for early childhood development and parenting, due for completion in 2010

• the provision of a new child parent centre at Littlehampton Primary School.

As part of Education Works Stage 2, work continued on the provision of a new child parent centre facilities at Elizabeth North Primary School.

The building of a new child parent centre at Nairne Primary School was announced as part of the 2009–10 Capital Works Program.

New early years facilities were also announced as part of State Cabinet approved Education Works Stage 2 projects at the following school campuses:

• Reynella East Schools • Direk Schools • Burton Primary School • Wallara school cluster • Gawler cluster.


Building the Education Revolution The Australian Government announced the Building the Education Revolution (BER) initiative in February 2009 as part of the National Economic Stimulus Package.

There are three components to BER: • Primary Schools for the 21st Century • Science and Language Centres for the

21st Century • National School Pride.

Primary Schools for the 21st Century provides funding for: • new libraries • new multipurpose halls • new classrooms • refurbishment of existing libraries, halls

and classrooms.

Other projects will be considered if a school determines all the above facilities meet contemporary learning standards.

During 2009, 517 DECS schools with a primary or special enrolment were allocated up to $3m in three rounds with projects to be completed by March 2012. DECS will receive total funding of $824m for this program from 2008-09 to 2011-12.

Science and Language Centres for the 21st Century provides funding for contemporary science or language facilities in schools with a secondary enrolment. Schools were invited to apply for funding up to $1.96m and the Australian Government approved 40 DECS projects with funding of $47m. Projects are to be completed by June 2010.

During 2009, 590 schools received funding up to $200 000 for National School Pride, with total funding of $72m allocated to this program. All projects were to be completed within the 2009-10 financial year.

The Australian Government stated the funding was provided for the following types of projects:

• Refurbishment of buildings • Construction or upgrades of fixed shade

structures, covered outdoor learning areas, sporting grounds and facilities

• Green upgrades (water tanks) and insulation (but not air-conditioning or heating)

• Specialised infrastructure support for students with disabilities or special needs.

Outreach education – SA Water In February 2009 the SA Water Learning Centre education program was launched by the Minister for Water Security and the Minister for Education.

At the launch, a memorandum of understanding (MOU) was signed between SA Water and DECS committing both agencies to the delivery of educational programs over three years targeting R-12 students and their teachers.

Programs will include ‘hands on’ science and art workshops, tours of water treatment and wastewater treatment plants, storytelling, school performances, behind the scenes visits to laboratories, online interactive websites, career talks by engineers and scientists visiting schools, with teachers receiving educational resources developed by the DECS consultant teacher and students taking home educational ‘show bags’.

The demand for this initiative in 2009 exceeded expectations:

• 7500 students from 208 different schools accessed the programs in most cases free of charge.

• 1000 students attended in Mount Gambier and Whyalla.

• There were 18 000 visitors to the Interactive house and garden online resource.

• There was a $10 000 subsidy paid to support 30 disadvantaged schools to reimburse travel costs.

Feedback in 2009 from program participants was overwhelmingly positive.

The 2009 program was delivered primarily in Adelaide with regional tours to Whyalla and Mt Gambier allowing a diverse group of students and teachers to explore a range of subject areas and cross disciplinary perspectives. These include a focus on the arts, cultures and Aboriginal perspectives, science, engineering, technology and geography.

Partnerships with organisations such as SciWorld, CSIRO, Flinders University, the vocational education sector, Adelaide Botanic Gardens, RiAus and the Australian Academy of Science will continue.


MANAGEMENT OF HUMAN RESOURCES

This section of the annual report outlines reporting obligations on the management of human resources across DECS and includes information on government reporting requirements, specifically:

• employee numbers, gender and employment status

• executives

• leave management

• workforce diversity

• leadership and management development

• occupational health, safety and welfare (OHSW) and injury management.


Employee numbers, gender and employment status

The DECS workforce at a glance

The following is a profile of employees who were actively employed or on paid leave as at the last pay day in June 2009.

Employees appointed under the Education Act account for the largest number of employees in the department, followed by those appointed under the Children's Services Act, Public Sector Management Act, South Australian Government Services Award, South Australian Government Transport Workers' Award and Government Stores Employees Interim Award.

As at the last pay day in June 2009, the department had 25 310 employees, or 20 264.5 full time equivalents (FTEs).

The profile consists of employees employed under the Education Act, Children's Services Act, Public Sector Management Act, the South Australian Government Services Award, the South Australian Government Transport Workers' Award and Government Stores Employees Interim Award and includes hourly paid instructors, temporary relieving teachers, employees on extended paid leave or work cover, but excludes employees on leave without pay.

The average age of the workforce was 46 years, and 61 per cent of the workforce were aged 45 years and over.

Of the total workforce, 13 757 or 54 per cent worked full-time and 11 553 or 46 per cent were part-time employees.

Female employees made up 75 per cent of employees, while 25 per cent were male.

The following is a profile of employees arranged by the Act or Award they were employed under, as at the last pay day in June 2009.

Children's Services Act

There were 1536 employees employed under the Children's Services Act, located in preschools, occasional care and play centre programs consisting of directors, teachers and early childhood workers. Of the total Children's Services Act workforce, there were 409 full-time and 1127 part-time employees.

Female employees made up 99 per cent, while one per cent were male.

Education Act (excluding school services officers and Aboriginal community education officers [ACEOs])

The profile of Education Act employees consists of school sector teachers including teachers in leadership positions, seconded teachers, Education Act-negotiated appointments (section 101B), temporary relieving teachers (TRTs) and hourly paid instructors based in school and non-school sites, but excludes school services officers and Aboriginal education workers who are reported elsewhere in this summary.

There were 16 116 employees employed under the Education Act (excluding school service officers and ACEOs) consisting of 10 931 full-time and 5185 part- time employees.

Table 19: Workforce profile by gender and legislative act or award as at the last pay day in June 2009

Legislative Act or Award Male Female Total % employed by Act or Award

Education Act 5 494 16 304 21 798 86

Public Sector Management Act 338 967 1 305 5

Children's Services Act 21 1 515 1 536 6

SA Government Services Award, South Australian Government Transport Workers' Award and Government Stores Employees Interim Award 556 115 671 3

TOTAL 6409 18901 25310 100

*excludes employees on leave without pay

Source: DECS VALEO system, DPC Workforce Information Collection 2009


Of the total Education Act workforce (excluding school service officers and ACEOs), 70 per cent were female and 30 per cent were male.

School Services Officers (Government Schools) Award

There were 5447 employees employed under the School Services Officers Award, consisting of 1189 full-time and 4258 part-time employees.

Female employees made up 89 per cent, while 11 per cent were male.

Aboriginal Education Workers (DECS) Award

There were 235 employees employed under the Aboriginal Education Workers Award, consisting of 70 full-time and 165 part-time employees.

Female employees made up 77 per cent of employees, while 23 per cent were male.

Public Sector Management Act

The profile of Public Sector Management Act employees consists of administrative services officers, professional officers, technical services officers, operational services officers and employees classified at the executive level.

There were a total of 1305 employees employed under the Public Sector Management Act, consisting of 991 full time and 314 part-time employees.


South Australian Government Services Award, South Australian Government Transport Workers' Award and Government Stores Employees Interim Award

There were 671 employees employed under the South Australian Government Services Award, South Australian Government Transport Workers' Award and Government Stores Employees Interim Award, consisting of government services employees, bus drivers and storepersons.

Of the total government services employees, bus drivers and storepersons, there were 167 full-time and 504 part-time employees.


Table 20: Employee numbers, gender and status profile of persons, fraction of time (FTE) and gender is as at the last pay day in June 2009 and excludes employees on leave without pay

Persons 25 310 FTEs 20 264.5 Gender % Persons % FTEs

Male 25.3 27.5 Female 74.7 72.5

Number of persons separated from DECS during the 2008-09 financial year 1 942

Number of persons recruited to DECS during

the 2008/2009 financial year 2 101

Number of persons on leave without pay at 30 June 2009

1 150



Table 21: Number of employees by salary bracket as at the last pay day In June 2009 Salary bracket Male Female Total $0 - $47 999 1 543 6 186 7 729 $48 000 - $60 999 940 3 469 4 409 $61 000 - $78 199 2 560 7 078 9 638 $78 200 - $98 499 1 225 1 987 3 212 $98 500 plus 141 181 322 TOTAL 6 409 18 901 25 310 Note: excludes employees on leave without pay Source: DECS VALEO system, DPC Workforce Information Collection 2009 Table 22: Status of current appointment (position) held by employee as at the last pay day In June 2009

Persons

Gender Ongoing

Short- term

contract

Long- term

contractCasual Total

Female 7 607 7 385 2 065 1 844 18 901 Male 2 633 1 901 1 165 710 6 409 TOTAL 10 240 9 286 3 230 2 554 25 310

FTE

Gender Ongoing

Short- term

contract

Long- term

contractCasual Total

Female 6 648.1 5 376.1 1 952.7 711.6 14 688.4 Male 2 525.3 1 609.2 1 135.2 306.5 5 576.1 TOTAL 9 173.3 6 985.3 3 087.9 1 018.0 20 264.5 Notes: The terms ongoing, contract and casual relate to the appointment that the employee is holding at a particular date in time and is not a reflection of whether an employee is permanent or temporary. Profile excludes employees on leave without pay. Source: DECS VALEO system, DPC Workforce Information Collection 2009


Executives Table 23: All executives by status in current position, gender and classification as at the last pay day In June 2009

Ongoing Contract tenured

Contract untenured Total

Classification Male Female Male Female Male Female Male Female Total

PSM Act Executive Level F 0 0 0 0 1 0 1 0 1 Executive Level C 0 0 1 0 0 0 1 0 1 Executive Level B 0 0 1 1 0 1 1 2 3 Executive Level A 0 0 0 1 0 0 0 1 1 SA Executive Service Level 1 0 0 0 0 5 13 5 13 18 SA Executive Service Level 2 0 0 0 0 2 5 2 5 7Sub-Total 0 0 2 2 8 19 10 21 31 ED Act Principal PCO8 0 0 12 13 1 1 13 14 27 Principal PCO7 0 0 14 17 1 0 15 17 32 Principal PCO6 0 0 15 13 1 0 16 13 29 Principal PCO5 0 0 41 64 3 1 44 65 109 Superintendent 0 0 3 4 0 0 3 4 7 Curriculum Superintendent 0 0 1 3 0 0 1 3 4 Regional Director 0 0 7 5 0 0 7 5 12 Assistant Regional Director 0 0 10 8 0 0 10 8 18 Education Act negotiated conditions 2 0 20 29 0 3 22 32 54Sub-total 2 0 123 156 6 5 131 161 292 GRAND TOTAL 2 0 125 158 14 24 141 182 323Note: Executives are defined as employees who receive a total salary equivalent to $98,996 per annum or more (equating to EL1 minimum under the public service structure). Excludes employees on leave without pay.



Figure 8: All executives by age and gender as at the last pay day in June 2009

0

10

20

30

40

50

60

70

80

90

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f Exe

cutiv

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All Executives age and gender profile

Males 1 9 69 62

Females 0 11 83 88

LT 35 35 - 44 45 - 54 55 +

Notes: Executives are defined as employees who receive a total salary equivalent to $98 996 per annum or more (equating to EL1 minimum under the Federal public service structure). Excludes employees on leave without pay. Source: DECS VALEO system, DPC Workforce Information Collection 2009 Figure 9: Employees – Age profile as at the last pay day in June 2009

0

1000

2000

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4000

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6000

15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65+

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0.0

5.0

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% o f Sout hA ust ralianW o rkf orce


Leave management

Table 23: Sick leave, family carers leave and special leave with pay (financial years) Financial year

2005-2006 2006-2007 2007-2008 2008-2009 Average number of sick leave days

taken per full-time equivalent employee 5.7 5.6 5.9 5.9

Average number of family carer leave days taken per full-time equivalent 0.1 0.2 0.3 0.4

Average number of special leave with

pay days taken per full-time equivalent 5.0* 5.2* 5.3* 5.6*

Notes: *Data is not comparable with 2004-05 financial year due to system changes in 2005. The sick leave days category does not include sick leave taken as part of family carer's leave. Family carer's leave taken as sick leave is reported in the family carers leave category. Special leave with pay excludes leave for sickness, industrial disputes, workers compensation, maternity leave, adoption leave and family carers leave. Source: DECS VALEO system, DPC Workforce Information Collection 2009

Workforce diversity

Table 25: Number of Aboriginal employees as at the last pay day in June 2009

Salary Bracket Aboriginal staff Total staff Percentage

Aboriginal % Strategic benchmark*

$0 - $47 999 274 7 729 3.5 2.0$48 000 - $60 999 117 4 409 2.7 2.0$61 000 - $78 199 63 9 638 0.7 2.0$78 000 - $98 499 35 3 212 1.1 2.0$98,500 plus 5 322 1.6 2.0TOTAL 494 25 310 2.0 2.0

Notes: *Benchmark from South Australia’s Strategic Plan. For the first time in 2007 Aboriginal employees (Ancillary paid by the school) have been included, therefore data is not comparable prior to 2007. Excludes employees on leave without pay.


Table 26: Cultural and linguistic diversity of the workforce as at the last pay day In June 2009

Male Female Total % of Agency % SA Community*

Number of employees born overseas

291 872 1 163 4.6 20.3

Number of employees who speak language(s) other than English at home

6 9 15 0.1 16.6

Notes: * Benchmarks from ABS Publication Basic Community Profile (SA) Cat No. 2001.0. Data have been generated from 2003 OCPE survey and has not been updated since this time, hence figures will decrease from year to year.



Table 27: Number of employees with ongoing disabilities requiring workplace adaptation as at the last pay day in June 2009

Male Female Total % of Agency

113 206 319 1.3 Source: DECS VALEO system, DPC Workforce Information Collection 2009

Table 28: Employees – Age profile as at the last pay day In June 2009 Number of employees

(persons) Age group Male Female Total

% of DECS employees

% of South Australian Workforce*

15-19 28 41 69 0.3 6.5

20-24 212 664 876 3.5 10.3

25-29 411 1 383 1 794 7.1 11.1

30-34 474 1 331 1 805 7.1 10.7

35-39 528 1 888 2 416 9.5 11.7

40-44 513 2 302 2 815 11.1 11.4

45-49 661 2 887 3 548 14.0 11.9

50-54 1 266 3 623 4 889 19.3 10.3

55-59 1 486 3 070 4 556 18.0 8.2

60-64 640 1 357 1 997 7.9 5.3

65+ 190 355 545 2.2 2.6

Total 6 409 18 901 25 310 Notes: *Australian Bureau of Statistics Australian Demongraphic Statistics, 629.0.55.001 Labour Force Status (ST LM8) by sex, age, state, marital status - employed - total from FEB78 Supertable, South Australia at May 2009. Excludes employees on leave without pay. Source: DECS VALEO system, DPC Workforce Information Collection 2009

Leadership and management development

Executive leadership development

In 2009, the XCELLerate Executive Leadership Development Program provided the opportunity for 32 executive and school leaders to participate in a series of interactive workshops Leading strategically – Making the difference.

This program enabled participants to explore contemporary issues and topics, including the impact of the Australian Government’s directions and policies on education, what government wants from its executives and senior leaders, managing and motivating clever people, and strategic resource management.

Leadership and management development: Public Sector Management Act staff

DECS provided two nationally accredited training programs targeted to building leadership development:

• Diploma of Government (Management, and Project Management)

• Building Your Leadership Capability short course.

These programs were targeted to aspiring and current leaders in DECS and included participants from corporate, district office and site support staff. The program focused on consolidating and developing the key skills and knowledge for leading and influencing people and change, managing staff performance, effective client service delivery, accountability and ethical conduct.


Occupational health, safety and welfare (OHSW) and injury management

The Department of Education and Children’s Services Safety Plan 2007-2010 continues to be implemented with initiatives across the four key objectives of Sustainable commitment, Integrated risk management, Financial accountability and Rigorous evaluation.

Sustainable commitment

DECS maintains a well integrated system of policy, procedures and plans for the safety and injury management system that is well communicated, accessible and reviewed. DECS is able to demonstrate that workplace safety is considered in policy development across the organisation.

Integrated risk management

DECS identifies and integrates both local and organisation safety risks into relevant risk management plans. In 2009, particular and emerging risks such as bush fire management and those associated with the outbreak of swine flu were coordinated and managed both across relevant government agencies and within.

Financial accountability

DECS has established organisational policies and procedures that define responsibilities and accountabilities for workplace safety and injury management. These responsibilities and accountabilities provide clarity for both leadership and employees and help drive the creation of an effective safety culture for DECS.

Rigorous evaluation

DECS continues to implement and refine the safety and injury management internal audit program. A number of sites, based on the nature of the site and risk profile, have received an evaluation of the local safety and injury management system. This information is used to both improve performance at the local level but continues to be used to identify trends and subsequent strategies for whole of system improvements. This program forms the basis of regular reports to various consultative committees across the organisation and

leadership groups for information, decision making and system improvements.

The DECS commitment to safety is reflected in the DECS Statement of Directions 2005-2010, specifically Goal 4, Building workforce capability, flexibility and resilience.

DECS continues its commitment to the continuous improvement of its safety and injury management system and is well positioned for the planned WorkCoverSA evaluation against the performance standards for self insurers in 2010.

Performance and achievements

In line with the objectives of South Australia’s Strategic Plan Target 2.11 – Greater safety at work, and the Safety in the sector 2007-2010 strategy, DECS continues its strong performance in OHSW and injury management, in particular, performance in the area of new claim and new psychological claim number reductions.

DECS is exceeding seven out of the 11 Safety in the public sector targets and is close to exceeding another. In particular, in the areas of new claims and new psychological claims the reductions are trending down and more than 15 per cent below the notional target. These reductions are related to:

• a comprehensive and multi-modal training and awareness programs for leaders, employees, new employees, health and safety representatives and OHSW committees

• a well developed hazard management program aimed at the early identification and resolution of workplace hazards

• a confidential and free employee assistance program for employees and their immediate families

• an in-house early intervention program where employees can receive early intervention and support for an incident that has occurred in the workplace.


Table 29: OHS notices and corrective action taken Number of notifiable occurrences pursuant to OHS&W Regulations Division 6.6*

8

Number of notifiable injuries pursuant to OHS&W Regulations Division 6.6*

12

Number of notices served pursuant to OHS&W Act s35, s39 and s40 (default, improvement and prohibition notices)

6

*Data source: DECS IRMS database

Table 30: DECS 2007-08 – 2008-09 Workers compensation expenditure

EXPENDITURE 2008-09 2007-08

Variation + (-)

% Change + (-)

Income maintenance

$10 424 294 $12 327 987 -$1 903 693 -15.44%

Lump sum settlement Sect.42 $3 904 080

$3 200 890 $703 190 21.96%

Lump sum settlements permanent disability – Sect. 43

$1 863 322 $1 438 209 $425 113 29.55%

Medical/hospital costs combined

$3 376 975 $4 294 274 -$917 299 -21.36%

Other

$775 024 $1 027 403 -$252 379 -24.56%

Total claims expenditure

$20 343 695 $22 671 546 -$2 327 851 -10.27%

Data source: SIMS database

A continued focus on early intervention and return to work risk management processes contributed to the decrease in income maintenance payments impacting on the total claims expenditure


Table 31: Annual progress report – public sector safety performance targets

Base: 2005-06

Performance: 12 months to end of June 2009 *

Final target

Numbers or %

Actual Notional quarterly target**

Variation Numbers or %

1. Workplace fatalities

0 0 0 0 0

2. New workplace injury claims

1 094 789 930 -141 875

3. New workplace injury claims frequency rate 32.98 23.63 28.03 -4.40 26.38

4. Lost time injury frequency rate ***

14.23 11.59 12.04 -0.45 11.34

5. New psychological injury claims 208 152 179 -27 169 6. Rehabilitation and return to work:

6a. Early assessment within 2 days 33.09% 12.34% 80.00% -67.66% 80% or

more 6b. Early intervention within 5 days

86.09% 94.87% 80.00% 14.87% 80% or more

6c. RTW within 5 business days 75.25% 74.23% 75% -0.77% 75% or more

7. Claim determination: 7a. Claims determined in 10 business days

64.81% ****61.84% 75% -13.16% 75% or more

7b. Claims still to be determined after 3 months

10.51% ****18.24% 3.00% 15.24% 3% or less

8. Income maintenance Payments for recent injuries:

2007-08 Injuries (at 24 months development) $3 837 925.09 $4 669 277.00 -$831 351.91

Below previous 2 years average

2008-09 Injuries (at 12 months development) $1 348 998.60 $1 559 033.09 -$210 034.49

Below previous 2 years average

*Except for Target 8, which is YTD. For Targets 5, 6c, 7a and 7b, performance is measured up to the previous quarter to allow reporting lag. **Based on cumulative reduction from base at a constant quarterly figure. ***Lost time injury frequency rate – Injury frequency rate for new lost-time injury/disease for each one million hours worked. This frequency

rate is calculated for benchmarking and is used by WorkCoverSA. Lost time injury frequency rate (new claims) is the number of new cases of lost-time injury/disease for year x 1 000 000 number of hours worked in the year

**** These results have been skewed by legislative changes which have impacted on the claim determination process Data source: SIMS database For 2008-09, DECS met Targets 1, 2 3, 4 5, 6b, and 8. Strategies are in place in an endeavour to improve performance in Targets 6a, 6c, 7a and 7b.


STATUTORY REPORTING This section includes the following mandatory reporting requirements: • Materials and services charges • Urban design charter • Energy efficiency action plan report • Asbestos management report • Freedom of information statement • Reconciliation statement • Disability action plan • Report against the Carers Recognition Act • Gender report.


Materials and services charges The materials and services charges set by each governing/school council is intended to cover the costs of those essential materials and services used or consumed by individual students during the course of their study and must reflect the actual cost of the materials and services provided.

For 2009, the standard sum that schools were able to recover was $194 for primary students and $259 for secondary students.

In addition, 87 schools, on application by the governing/school council to the Chief Executive, received approval to recover an amount greater than the standard sum.

In 2009, the total Materials and Services Charges invoiced by schools was $46.5 million, and included $10.4 million of School Card assistance for low-income families.

Energy efficiency action plan report The annual energy efficiency report specifically reports on DECS progress towards South Australia’s Strategic Plan Target 3.13: Improve the energy efficiency of Government buildings by 25 per cent from 2000-01 levels by 2014.

DECS experienced an improvement in its building energy efficiency of 8.11 per cent between 2000-01 and 2008-09. This is primarily a result of an improvement in school (primary and secondary) building energy efficiency, which constitutes approximately 97 per cent of the portfolio’s energy consumption.

The 2008-09 Annual Energy Report also outlines significant energy management achievements in DECS and proposed initiatives for 2009-10 and beyond.

Figure 10: DECS Building Energy Efficiency Improvement 2000-01 to 2008-09

Urban design charter In 2009, DECS continued to engage with local and State planning authorities to progress the ideals embodied in the Charter.

The Education Works stage I initiative involves the building of six new schools. Contracts for the schools have now been let to Pinnacle Education SA. Education Works is working closely with local government, businesses and school communities in planning for the new schools in order to maximise community ownership and pride in the new school.

The project contributes to the regeneration of neighbourhoods in Smithfield Plains (in Adelaide’s north) and The Parks (in the north western suburbs) and new schools in the inner north and western suburbs.

Priority is being given to designing buildings that are safe and welcoming, connected to adjacent built and natural spaces, and ecologically sustainable.

0 10 20 30 40 50 60 70 80

Per cent improvement

DECS Corporate

High schools, primary schools and some pre-schools

Total DECS


Asbestos management report 2008-09 Table 32

Number of sites Category At start

of year At end of year

Category description

Interpretation - One or more item(s) at these sites…

1 5 4 Remove should be removed promptly.

2 161 165 Remove as soon as practicable

should be scheduled for removal at a practicable time.

3 253 227 Use care during maintenance

may need removal during maintenance works.

4 307 250 Monitor condition has asbestos present. Inspect according to legislation and policy

5 143 77

No asbestos identified / identified asbestos has been removed

(All asbestos identified as per OHS&W 4.2.10(1) has been removed)

6 18 122 Further information required

(These sites not yet categorised)

Definitions:

Category: The site performance score, determined by the lowest item performance score at each site.

Number of sites in category: A count of how many sites have the corresponding site performance score, with separate counts done at the start and the end of each year.

Category description: Indicates the recommended action corresponding to the lowest item performance score (recorded in the asbestos register by a competent person, as per OHS & W Regulations (SA) 1995, 4.2.10).

Interpretation: A brief real-world example of what each category implies for a site.

This year agency asbestos reports were generated by the Department of Transport Energy and Infrastructure (DTEI) via their SAMIS system.


Freedom of information statement

The Freedom of Information Act 1991 confers on each member of the public a legally enforceable right to be given access to documents held by the government, subject only to such restrictions as are reasonably necessary for the proper administration of the government. It also enables each member of the public to apply for the amendment of records concerning his/her personal affairs if the records are incomplete, incorrect, out of date or misleading.

The functions of the department affect the public through the direct delivery of the education services provided, and also through the purchase of such services from private providers. The public participates in the department’s policy development in a number of ways. These include membership of school governing councils, preschool management committees, volunteer parent organisations, and of other boards and committees, as well as by responding to calls for public consultation on particular issues.

The department holds correspondence and administrative records, personnel records, accounts records, payroll records, supply and transport records, facilities management records, students’ and children’s records in schools and preschools, student services records, licensing and standards records for child care, and records regarding the administration of family day care services. Records are held in a variety of media, including paper, electronic data and microfiche.

Public access to documents

Applications must be made in writing, specify that they are made under the Freedom of Information Act, include an address in Australia to which correspondence may be sent, be accompanied by either the prescribed application fee or proof of financial hardship, and be addressed to:

Project Officer, Freedom of Information Legislation and Legal Services Department of Education and Children’s Services GPO Box 1152 ADELAIDE SA 5001

Telephone enquiries can be made on (08) 8226 1607. Access requested in 2009

During 2009, the department received 139 applications under the Freedom of Information Act and 12 were carried forward from 2008. Of these, 119 were completed within that period, 6 were withdrawn, 8 were transferred to another agency and 18 were carried forward.

Policy documents

Departmental policy documents are available via the internet at www.decs.sa.gov.au/ (select Policies—A-Z Topics). Hard copies of documents available on the internet can be obtained at schools, preschools, children’s centres, district offices or from the department’s Public Relations Unit.

Contact addresses

Policy documents and information statements are available for inspection and purchase from the following departmental officers at the stated locations and times.

Strategic Communications Unit 8th Floor 31 Flinders Street Adelaide SA 9.00am–4.45pm Monday to Friday Project Officer, Freedom of Information Legislation and Legal Services 8th Floor 31 Flinders Street Adelaide SA 9.00am–6.00pm Monday to Friday


Reconciliation statement The Department of Education and Children’s Services is committed to reconciliation as reflected in its reconciliation statement and in the South Australian Curriculum, Standards and Accountability Framework that requires all teachers to incorporate Aboriginal peoples’ perspectives into their daily teaching. As an organisation, DECS is committed to contributing in a practical way to reconciliation through: • supporting and improving the learning

outcomes of Aboriginal children and students

• ensuring that all students in care and at all stages of schooling undertake studies to celebrate, value and learn from and about Aboriginal peoples, including diversity of histories, cultures, languages, achievements and issues, past and present

• incorporating Aboriginal perspectives throughout the curriculum where appropriate

• improving the recruitment, retention, and career pathways of Aboriginal people.

DECS Aboriginal Strategy 2005–2010 The DECS Aboriginal Strategy (2005–2010) is the key instrument developed to create and embed systemic change across DECS. The strategy is organised under four key focus areas: • More innovative and cohesive services • Participation, retention and attendance • Literacy and numeracy • Culturally appropriate curriculum and

teaching.

DECS approach to achieving reconciliation Reconciliation is a core aspect of the operation of the Chief Executive’s team (CET) business. In 2009, the CET maintained its focus on renewed effort to support the work of sites, regional offices and the central office in the implementation of the DECS Aboriginal Strategy (2005–2010). Progress is reported annually to the Minister for Education. Underpinning the implementation of the strategy, the Chief Executive has incorporated Aboriginal education accountability requirements into the DECS executive performance processes. During 2009, the CET supported the DECS central office and regional staff, preschool and school staff, children, students and school communities in implementing reconciliation initiatives, including: • the celebratory ‘Big Black Barbecue’ • a ‘Hands for Unity’ activity • a short film competition for Years 8-13 • Calico Square competition for Years R-7.

The calico squares submitted to schools were made up into a banner and table cloth and presented on 1 June 2009 to the Minister for Education and the DECS Chief Executive, Mr Chris Robinson

• distribution to all DECS schools of the reconciliation pack ’55,000 years and counting: Celebrating our shared history’.

These initiatives have assisted non-Aboriginal employees, students and the wider community to understand the discrimination experienced by Aboriginal people; Aboriginal people’s experiences from colonisation to current times; and the significant contribution of Aboriginal people to Australian society.


Disability action plan The DECS Disability action plan represents the department’s commitment to ensuring that those with disabilities are not treated less favourably than those without a disability. The plan was developed within the context of Australian and State Government legislation, and State Government priorities and objectives to ensure DECS complies with the Australian Government’s Disability Discrimination Act 1992 and Disability Discrimination and Other Human Rights Legislation Amendment Act 2009 and Standards 2005 and the South Australian Government Equal Opportunity Act 1984 and 2009. The State Government strategy, Promoting independence: Disability action plans for South Australia assists DECS to meet these legislative requirements. In the 2008-09 report, DECS showed improved outcomes across all target areas. The Director, Disability and State-wide Programs has responsibility for the monitoring and review of the disability action plan. The principles of the plan are reflected in other documents, including: • DECS Statement of Directions 2005–2010 • Students with disabilities policy 2006 • Supporting and managing children’s

behaviour: An early childhood resource, 2004

• South Australian Curriculum, Standards and Accountability framework, 2001

• A flying start: The early years strategy, 1999

• Managing diversity, 1999 • Including children with disabilities and/or

developmental delay in preschools, 1999 • Merit selection policy and procedures:

school sector, 1997. In late 2007, DECS launched On the same basis: implementing the disability discrimination act education standards, which provides guidelines for preschools and schools on the implementation of the education standards which flow from the Disability Discrimination Act

1992. It is a supporting document for the disability action plan, and includes an action plan for preschools and schools which has been made available to all DECS staff. The Disability Discrimination and Other Human Rights Legislation Amendment Act 2009 now adds significant information to On the same basis and an appendix containing these changes will be added in 2010. Strategies within the DECS disability action plan for 2008-09 are grouped under four goals. Outcomes are listed below. Goal 1: Access to services and options for people with disabilities 1. Strengthened provision of special options

for learners with disabilities

The Special Options State-wide Committee completed extensive surveys of special schools and special classes providing information for the planning of resourcing, program development and staff training needs. This information is now guiding the location, resourcing and management of new special options.

The Special Options State-wide Committee completed a review of the processes applied when determining eligibility to a Communication Class or Language Class. Greater consistency across regions is expected to result from this review.

Revised entry criteria and processes for special classes were completed and published by the Special Options State-wide Committee. Regions are now trialling the revised entry criteria and processes.

Two new special classes were opened in 2009 at Noarlunga Downs Primary School and Le Fevre High School, better catering for demographic developments among students with additional needs.

Funding support provided for deaf students who access curriculum through Auslan (Australian sign language) continues to be extended to include preschool children. During 2009, 65 children and students were provided with additional support to ensure curriculum access through Auslan.


Fifty-four children received support from the Early Intervention Service: Hearing Impairment in December.

As part of the Newborn Screening Program conducted with SA Health, a total of 100 newborns and young children were referred to the DECS educational psychologist, Hearing Impairment as part of the process of ensuring each family engages with an early intervention service during 2009. This continues a trend of increasing referrals (75 in 2008 and 100 in 2009).

In conjunction with SA Health, DECS developed protocols to ensure that all families with newborns diagnosed with impaired hearing are provided with counselling and support. This includes engagement with an early intervention service provider to ensure there are minimal delays to the development of language and cognition prior to school engagement.

Conductive Education provides an educational approach for children and students with physical and multiple disabilities. Enrolments in the early intervention and school-based Conductive Education programs continued to increase in 2009 through country outreach.

A total of $7.343 million was allocated to schools in 2009 in learning difficulties grants, $4.56 million of which was the Borderline Cognitive Learning Difficulties component.

Early Intervention Consultancy is a specialised service provided by staff from the Briars Special Early Learning Centre. It has been developed to support preschool sites where there are children with significant disabilities including autism, severe multiple disabilities and/or complex syndromes and health needs.

The Special Needs Education Helpline (FREECALL 1800 222 696) continued to respond to enquiries from families of children and students with disabilities in 2009.

2. Improved inclusion and participation

In 2009, Musica Viva in Schools, special access kits were made available to schools, providing a range of teaching activities suitable for students with a range

of disabilities. The materials required for the activities were made available for loan through the Special Education Resource Unit (SERU). A successful presentation of the kits was included in the program of the Special Education Expo in July 2009.

The Swimming and Aquatics Unit provided additional support to 2840 students with disabilities to enable participation in a swimming/aquatics program alongside peers. Four hundred instructors received training to support their work with students with additional needs, each of whom can access an additional 30 hours of instruction per year.

Improved access to the SERU services for families and school staff with children and students with special needs was achieved through publication of brochures and posters. In collaboration with the Early Childhood Services, SERU is developing ‘family mornings’ for families of children with disabilities. This initiative will begin in 2010 to further engage families in the services available through SERU.

Ongoing collaboration with Novita is addressing access to adjustable equipment that meets new standards and provides for an increased range of applications identified to enable improved access to curriculum for students with physical impairments.

The Early intervention: Hearing impairment project officers have introduced additional training for hearing services coordinators from country regions to support their work with families who have newborns with impaired hearing. This included the development of a pack of teaching resources to share with families.

Ongoing training in Auslan was provided to early childhood educators and preschool support personnel to improve curriculum access and communication interaction for deaf preschool children. Training courses were provided in Crystal Brook, Klemzig and Brighton.

Targeted funding amounting to $800 000 for students with challenging behaviours was allocated to support 114 students with disabilities in 75 schools across South Australia.


Forty-five ‘soundfield’ systems were provided for trialling to assist sites determine if a room’s acoustics are suitable for amplification prior to installation of a system. The Early intervention Service, Hearing impairment project provided another eight systems for use in preschools. Preschools and schools were supported with trials, installation and staff training.

The six language and communication classes are now successfully using new interactive whiteboards and ‘soundfield’ systems to improve student engagement and curriculum access. Staff training and an evaluation of implementation were also provided.

3. Developing a cohesive health, education and family support approach for Aboriginal children with additional needs

An increase in the Aboriginal Lands regional support services staff resulted in an increase in the numbers of students with additional needs being identified and allocated additional support, from 98 students in 2008 to 128 students in 2009.

In promoting curriculum access and retention of Aboriginal students with otitis media (see page 57 for a definition of this condition), a cross-agency model for identification and service delivery has been developed with Flinders University. Data indicates that 355 of Aboriginal students in the metropolitan area have impaired hearing. In 2009, 500 Aboriginal students underwent hearing assessment in a local school. Twenty-five per cent of these students had hearing outside the norm. Following identification of impaired hearing, support service staff provided training and resources for the teacher and the school. Five hundred and fifty Aboriginal children and students were assessed in the Anangu Pitjantjatjara Yankunytjatjara Lands (APY Lands) and 74 per cent had hearing outside the norm.

As part of the DECS Aboriginal Students Strategy, preschools and schools with significant Aboriginal enrolments were supported with the purchase of ‘soundfield’ systems. Soundfields overcome the problems of background noise and distance from the teacher by amplifying the teacher’s

voice through speakers around the room. They provide surround sound, amplifying a teacher's voice by about 4-8 decibels to create an improved voice signal.

Soundfields benefit all students, especially those with a mild/moderate hearing loss, specific auditory and other special needs.

A program for Aboriginal preschool children in the northern suburbs that focuses upon ear health is under development, in conjunction with the local health services.

Transport to preschools and schools by taxi or bus was provided on a daily basis, for 1610 children and students with additional needs, accessing special options in 2009. This service involved coordination of 364 separate school runs. Another 800 families with children with special needs received car reimbursement assistance and a further 100 students received public bus transport grants. Parents and caregivers who use transport services were surveyed in 2009, providing generally positive feedback about the service. Project work is currently underway to explore ways of managing students who put themselves and others at risk while using this transport service.

4. The development of policies and standards for building facilities for learners with additional needs

Through the Education Works initiative, Morphett Vale High School was closed at the end of 2008 and the special class was successfully relocated to Reynella East High School at the start of 2009, following negotiations with stake holders.

An acoustic policy relating to building provisions for learners with impaired hearing was implemented by Asset Services. This was the first such policy implemented by an education authority in Australia.

A paper to provide building standards when establishing options for students with disabilities has been developed by Asset Services and is being implemented in 2010.

6. Improved curriculum access for children and students with autism included the following achievements The production and distribution of 800 Helping children with autism packages to special classes, special schools and


regional support staff. Other States and service providers continue to request copies of this package. In collaboration with the Catholic and Independent sectors, and under the guidance of the Australian Autism Education Training Consortium, DECS is supporting the implementation of Positive partnerships: supporting school aged students on the autism spectrum. To date, workshops have been held in metropolitan and country areas targeting 35 DECS sites with up to 86 DECS participants completing the four day face-to-face and online training. The Australian Autism Education Training Consortium provide a one-day introduction to Positive partnerships: supporting school aged students on the autism spectrum to 97 staff from regional support services.

Goal 2: Disability awareness and discrimination training for staff

Following publication of On the same basis: Implementing the disability discrimination act education standards, which supports implementation of the Disability Discrimination Act education standards, extensive ongoing training of regional and school staff was provided. The Disability Discrimination Amendment Act 2009 will ensure further focus on this publication through the new requirements of this legislation.

DECS has complied with the national testing guidelines developed for the National Assessment Program Literacy and Numeracy (NAPLAN), which includes practices related to participation, exemption and accommodations for students with additional needs.

Regional support services staff members were provided with an awareness session and state guidelines regarding compliance with NAPLAN national testing parameters. The Statewide Verification and Professional Support Team and the Learning Difficulties Team established a ‘hot-line’ to respond to queries from schools and regional support services.

Professional development programs were made available to region, school, preschool and central staff:

• Seventy three staff participated in the Certificate III in Government (School Support Services Disability Work) in 2009.

• Twenty DECS officers have undertaken study towards a Masters in Educational Studies (Hearing Impairment) in 2009.

• A Graduate Certificate in Disability Studies: Transition is currently being undertaken by twelve DECS officers through Flinders University. This course will be completed at the end of Semester 1, 2010.

• The Special Education Expo was held at the Education Development Centre and provided training for approximately 700 people. The expo was expanded for three to four days to meet increased demand from pre-schools and schools. Workshop presenters were from a range of settings with interstate, regional, school, preschool and central office staff representation. A number of workshop presentations were recorded to enable participants to access them after the Expo through the Special Education Resource Unit website. http://web.seru.sa.edu.au

Using a train-the-trainer model, professional development on the implications of the Disability Discrimination Act education standards continues to be provided for central, regional, school and preschool personnel.

The training resource for preschool, junior primary school and regional support services staff, Supporting children’s behaviour in the early years was trialled in 2009. It provides a framework for thinking about behaviour and its functions, and recommends strategies to assist preschool children to develop more appropriate behaviours.

A rigorous module training course for class teachers, ‘Inclusive education; teaching students with learning difficulties and disabilities in mainstream classrooms’ was developed and released during 2009. Using a train-the-trainer model, the first five-day tutor training course was completed by seventeen DECS regional staff. The course is now being marketed across Australia and overseas.

The capacity of staff to cater for children and students with special needs and learning difficulties was improved through the following achievements:

• Professional development sessions by SERU staff

• Early Intervention Hearing Impairment team


• Communication language service team • Learning Technologies project officer • Conductive Education team • Learning Difficulties team • Publication of SERUpdate and Current

Awareness-continue to explore ways for meeting needs through topic exploration

• Auslan Early Learning Program, based at Klemzig Primary School

Goal 3: Participation and achievement data for learners with disabilities The State-wide database covering students with disabilities is available online to regional offices. Each school was provided with a report from the Students with disabilities database in preparation for a census in Week 4 of Term 1 and Week 2 of Terms 2, 3 and 4 2009.

Students with disabilities were included in NAPLAN, and resources provided for staff supporting students with disabilities and learning difficulties. The ‘cross matching’ of data from the national Years 3, 5, 7 and 9 literacy and numeracy tests to identify the special provisions and achievements of learners continues to be under trial. Inclusive national test administration guidelines that support preschools and schools in complying with the Disability Discrimination Act and education standards were implemented. The ‘Indicators of learning’ tool to support teachers assess, monitor and report on the progress of students with significant cognitive delays/intellectual disability has been trialled in a number of school sites. The Educational Support Matrix has been developed for trialling by Regional Support Services. This profiling tool summarises the

supports, interventions and programs and services which are in place for students with disabilities and brings together diagnostic information and the student’s Negotiated Education Plan within a resourcing framework. The Preschool access profile guidelines were developed and trialled across the State in 2009. The guidelines will assist regional support services and preschool staff to more clearly identify and document children’s needs/disabilities, and will be used to determine equitable funding for preschool children with disabilities, against set criteria. The guidelines will be provided to all preschool sites and regional offices in January 2010. Goal 4: Employment of people with disabilities 1. DECS achieved the State employment

target in Promoting Independence.

The department continues to review its human resources policies, practices and strategies to meet South Australia’s Strategic Plan (SASP) target 6.22: ‘To double the number of people with disabilities employed in the public sector by 2014’.

In 2008-09, 739 managers and human resources personnel received training in recruitment and selection, including appointment of people with disabilities.

In 2009, key DECS Human Resources and Workforce Development staff held a half-day workshop to develop a specific Disability Employment Action Plan for the office. This will be implemented in 2010.

Compliance with Outcome 6 of the Promoting independence strategy resulted in DECS rating improving from 60 per cent to 90 per cent in line with SASP target of 6.22.


Carers Recognition Act 2005 – Reporting for 2008-09

The Carers Recognition Act 2005 requires relevant state government agencies to report their compliance with Section 6 of the Act. For the purposes of legislation, carers are defined as: “the family and friends who provide ongoing care or assistance to someone who has a disability or a chronic illness, including a mental illness, or who is frail.”

Please list relationships, partnerships and networks with organisations which represent carers

DECS actively participates in:

o the Young Carers Australian Research Council (ARC) Linkage Project

o Young Carers in Education Working Group

o Young Carer Mental Health Schools Liaison Project

o SA Carers Reference Group o Whole of Government Carers

Implementation Group o Grandparents for Grandchildren

networks o school counsellor networks.

At individual school sites young carers are encouraged to access support and be involved in decision-making via:

o student representative councils o pastoral care programs o student voice activities o student counsellors.

Please list relationships, partnerships and networks with communities or organisations that represents or provides services to Aboriginal carers.

Please include the nature of the relationship eg formalised, funder etc

• The Young Carers ARC Linkage Project (Research Partner)

• Young Carers in Education Working Group (Partner)

• Young Carer Mental Health Schools Liaison Project (Partner)

• SA Carers Reference Group (DECS representative)

• Whole of Government Carers Implementation Group (DECS Representative)

• School Counsellor Networks (DECS Central Office representative/Professional Support))

• Grandparents for Grandchildren networks (DECS representative)

• Student representative councils (school-based)

• Pastoral care programs (school-based) • Student voice activities (school-based) • Student counsellors (school-based)

Legislated Obligation 1:

There is a system to ensure officers, employees and agents have an awareness and understanding of the Carers’ Charter. Does the division have guiding documents to ensure all officers, employees and agents have the capacity to inform customers and clients of their rights within the carers’ charter?

The DECS Statement of Directions 2005–2010 represents the department’s plan for action for education and children’s services. Policies embedded in the key focus areas strengthen the purpose and priorities of the Statement of Directions, and assist in dealing with emerging national early childhood and educational issues including young carers.

DECS policies are in place to ensure information and communication is provided to all members of the school community, including carers who are consumers. These policies assist them to make education-related choices during the continuum of their caring role.

“Young carers can be supported to reach their potential and live fulfilling, enjoyable lives by DECS supporting and encouraging them to attend school and to engage in relevant educational programs.” DECS Annual Report 2007

Examples:

• Attendance policy • School discipline policy • Child protection guidelines • Mandatory notification training • Responding to abuse and neglect update

training


Has the division delegated responsibility for implementing the requirements of the Carers Recognition Act 2005 as it relates to the provision of services?

DECS has an ongoing commitment to the development of policies and initiatives to support the needs of young carers. Working with, and involving young carers and carer networks in decision-making, to achieve relevant outcomes is an important part of this process.

DECS is committed to providing a school environment where it is safe and supportive for young carers to identify themselves or be identified to enable improved service provision to maintain/improve engagement in school programs.

Examples:

• Individual school sites monitor involvement and engagement of students where identified.

• Student counsellor networks are encouraged to monitor and promote carer issues.

• DECS Child & Student Wellbeing has a role to monitor and be actively involved in young carer initiatives and policy development.

Does the division communicate information regarding the Carer Charter and divisional policies to recipients of services?

DECS is involved in a number of research activities and committees through state-wide carers’ committees, including the Young Carers Network. Involvement in these activities contributes to policy development impacting on young carers.

The expected outcomes are innovative contributions to theories of care; evidence about the diverse socio-economic and demographic characteristics of young carers and care recipients, and development of supportive policies and services.

Informal information and resource sharing occurs between:

o individual sites o school counsellor networks o relevant regional and state personnel.

Formal information and resource sharing occurs via:

o regional and State announcements/newsletters

o involvement in the young carers research project

o involvement in State-wide carers committees.

Examples:

• Awareness-raising, through training and development sessions, are conducted by Child and Student Wellbeing, regional and site-based personnel.

• Promotion of the Young Carers Association is conducted by Child and Student Wellbeing personnel.

• Mandatory pre-service teacher training includes understanding of child protection initiatives and discussion about vulnerable groups, one of which is young carers and the implications of the Carers Act in education. This training is required to be updated by each teacher every three years.

• Ongoing school counsellor State-wide training and induction initiatives that are, in turn, promoted throughout the school community

• Inviting carer organisations into schools to inform school communities regarding support and respite options.

• Inclusion of young carers information in DECS staff and teacher training packages such as ‘Your classroom – safe, caring, orderly and productive’ and ‘Contributing to a safe and positive learning community’.

• The DECS annual report, which is available on-line in the DECS public web page, includes formal ‘Reporting against the Carers Recognition Act in relation to carers who are consumers’.

• Ongoing involvement with young carers to investigate support for a program that seeks to provide carers, schools, families and mental health care providers with accessible pathways and supports as well as improved learning outcomes for young carers.


• Dissemination of the Grandparents Raising Grandchildren Advice Package and links to information on the DECS intranet.

• Referring grandparents/other relative carers to community groups for support.

• Collection of ‘Informal Relative Caregivers Statutory Declaration’ in the 2009 Term 3 census.

• Planning is underway to provide a link to carers Information on the DECS website.

Does the division have a mechanism to monitor and evaluate customer/client awareness and understanding of the Carer Charter?

DECS staff members are committed to continuous reflection on practices and refining of processes which support all students, including young carers.

Examples:

• Individual school sites monitor involvement and engagement of students.


• Child and Student Wellbeing has a role to monitor and be actively involved in young carer initiatives and policy development.

• Informal consultation is undertaken via: o individual sites o school counsellor networks o regional and state personnel.

• Formal consultation is undertaken via: o involvement in the Young Carers

Research Project o involvement in State-wide carers’

committees.

• EDSAS data systems will be able to capture Informal Relative Caregiver Statutory Declaration (IRCSD) information as of Term 3, 2009.

Activities the division has implemented in this reporting period that demonstrates good practice against Legislated Obligation 1

Informal Relative Caregivers Statutory Declaration data will be collected centrally, via the DECS census, once every year in Term 3 from 2009 onwards. Child and Student

Wellbeing personnel will support the collection of this data and further promote the initiative.

South Australia’s Keeping Safe child protection curriculum was rolled out to the State’s schools and preschools in 2008. Every teacher was required to undergo training before the program was taught in the classroom.

The update to the DECS mandatory notification training ‘Responding to abuse and neglect’ training was conducted for all staff in 2009. This includes discussion on vulnerable groups including carers.

‘Information sharing guidelines’ induction, which applies to all government and relevant non-government agencies, has been implemented in 2009 in a:

o universal format via DECS Responding to abuse and neglect/mandatory notification updates

o targeted format via corporate and regional support staff.

Legislated Obligation 2

There is a system to ensure consultation with carers, or persons or bodies that represent carers, in the development of strategic and business plans and policies and procedures.

DECS has an ongoing commitment to the development of policies and initiatives to support the needs of all students to actively participate in education, including young carers. Working with, and involving young carers and carer networks in decision-making, to achieve relevant outcomes is an important part of this process.

Involvement in carer groups and activities contributes to policy development impacting on young carers. The expected outcomes are innovative contributions to theories of care; evidence about the diverse socio-economic and demographic characteristics of young carers and care recipients, and development of supportive policies and services.

DECS is involved in a number of research activities and committees through state-wide carers’ committees, including the Young Carers Network. Involvement in these activities contributes to policy development impacting on young carers. The expected outcomes are innovative contributions to theories of care; evidence about the diverse socio-economic


and demographic characteristics of young carers and care recipients, and development of supportive policies and services.

Examples:

• Informal information and resource sharing occurs between:

o individual sites o school counsellor networks o relevant regional and state personnel.

• Formal information and resource sharing occurs via:

o regional and State announcements/newsletters

o involvement in the Young Carers research project

o involvement in State-wide carers’ committees.

• DECS is involved in a number of research activities and committees through state-wide carers’ committees, including the:

o Young Carers Network o the Young Carers ARC Linkage Project o Young Carer Mental Health Schools

Liaison Project.

Has the division delegated responsibility to engage carers and external stakeholders in developing plans and policies and procedures?

Individual school sites monitor involvement and engagement of students

Student counsellor networks are encouraged to monitor and promote carer issues

Child and Student Wellbeing has a role to monitor and be actively involved in young carer initiatives and policy development

Involvement in the Young Carers Mental Health Schools Liaison Project has raised education and health care system awareness of the needs of young carers who are caring for a family member with a mental health issue

Young carers are encouraged to give feedback through their student representative council, the pastoral care system, peer support programs, student counsellors and the regional support services teams.

DECS Child and Student Wellbeing has representation on a number of committees representing carers to ensure clear feedback

is received from the community of carers and fed back to relevant units within DECS.

Does the division inform carers and external stakeholders of consultation processes and support participation?

Young carers are encouraged to give feedback through their student representative council, the pastoral care system, student counsellors, school governing councils and the regional support services teams.

DECS encourage collaborative practices, including developing stronger links with other services, to involve and support carers in the community

Does the division monitor and evaluate the effectiveness of its carer consultation framework?

DECS staff members are committed to continuous reflection on practices and refining of processes which support all students, including young carers.

Examples:

• Individual school sites monitor involvement and engagement of students.


• Child and Student Wellbeing has a role to monitor and be actively involved in young carer initiatives and policy development.

• ‘Informal Relative Caregivers Statutory Declaration’ data will be collected centrally, via the DECS census, once every year in Term 3 from 2009 onwards. Child and Student Wellbeing personnel will support the collection of this data and further promote the initiative.

• Informal consultation is undertaken via:

o individual sites o school counsellor networks o regional and state personnel.

• Formal consultation is undertaken via:

o involvement in the Young Carers Research Project



Activities the division has implemented in this reporting period that demonstrates good practice against Legislated Obligation 2

A joint initiative funded by DECS with Carers SA will develop, manage and trial a model a pilot project, which aims to support young carers and thereby maintain or enhance their participation in schooling.

Ongoing involvement with Young Carers Networks will investigate support for a wider model of support that can be adapted for use in local communities in order to provide carers, schools and families with accessible pathways and supports as well as improved learning outcomes for young carers.

Legislated Obligation 3

There is a system to ensure the principles of the Carers Charter are reflected in divisional practices. Does the division reflect the (7) principles of the Carers Charter (7) in guiding documents that support the provision of services?

The DECS Statement of Directions 2005–2010 represents the department’s plan for action for education and children’s services. Policies embedded in the key focus areas strengthen the purpose and priorities of the Statement of Directions, and assist in dealing with emerging national early childhood and educational issues including young carers.

Young carers can be supported to reach their potential and live fulfilling, enjoyable lives by DECS supporting and encouraging them to attend school and to engage in relevant educational programs.

DECS guiding documents include:

o attendance policy o school discipline policy o child protection guidelines o mandatory notification training.

Has the division delegated responsibility to ensure the principles of the Carers Charter are included in the provision of services?

Students who are carers are encouraged to identify themselves to school staff such as Counsellors and/or class teachers and seek support to manage their education whilst fulfilling the caring role.

All students are able to be supported through sensitive management of their school program through personalised education plans. These can be developed to suit the specific needs of each student (this includes learning programs, timetabling, curriculum selection and support mechanisms).

For students, depending on their age, options provided by school sites may include:

o development of personalised education plans

o flexible timetabling and assessment expectations

o alternative programs o open access o after hours tutoring o curriculum selection o mentoring o school counsellor support o Year 11-12 SACE - Special Provisions

(‘Schooling interrupted by family responsibilities or cultural obligations’) – eg extensions of time for work; altered work requirements; special arrangements during exams

o SSABSA ‘Community Learning’ accreditation which includes recognition of the skills learned through the caring role

o advocacy and support through school counsellors.

Referral of students through interagency collaboration and by schools to DECS Regional Support Services and/or other agencies helps support students at risk, including carers.

Does the division communicate the principles of the Carers’ Charter as part of service provision?

DECS communicates the principles of the Carers’ Charter by:

• distributing Grandparents Raising Grandchildren: IRCSD information

• referring grandparents/other relative carers to community groups for support

• inviting carer organisations into schools to inform school communities regarding support and respite options

• mandatory pre-service teacher training and development includes training in child


protection initiatives and support for vulnerable groups, one of which is young carers

• State-wide training promoting supportive practices for teachers and students eg ‘Your classroom: Safe, orderly and productive’

• State-wide training promoting supportive practices for school support officers and Aboriginal community education officers eg ‘Contributing to a safe and positive learning community’.

Does the division monitor and evaluate the effectiveness of its service provision practices against the Carers Charter?

Informal Relative Caregivers Statutory Declaration data will be collected, in relation to the DECS census, once a year in Term 3.

The DECS Annual Report, which is available on-line in the DECS public web page, includes formal ‘Reporting against the Carers Recognition Act in relation to carers who are consumers’.

List evidence and actions in this reporting period against each of the principles within the Carers’ Charter*

1. Carers have a choice in their caring role

All students are able to be supported through sensitive management of their school program through personalised education plans. These can be developed to suit the specific needs of each student (this includes learning programs, timetabling, curriculum selection and support mechanisms).

Students who are carers are encouraged to identify themselves to school staff such as counsellors and/or class teachers and seek support to manage their education whilst fulfilling the caring role.

For students, depending on their age, options can include:

o development of personalised education plans

o flexible timetabling and assessment expectations

o alternative programs o open access college enrolment o after hours tutoring o curriculum selection

o mentoring o school counsellor support o Year 11-12 SACE – special provisions

(‘Schooling interrupted by family responsibilities or cultural obligations’) eg extensions of time for work; altered work requirements; special arrangements during exams

o SSABSA ‘Community Learning’ accreditation which includes recognition of the skills learned through the caring role

o advocacy and support through school counsellors.

2. Carers health and well being is critical to the community

Young carers can be supported to reach their potential and live fulfilling, enjoyable lives by DECS supporting and encouraging them to attend school and to engage in relevant educational programs.

DECS guiding documents include:

o attendance policy o school discipline policy o child protection guidelines o mandatory notification training o responding to abuse and neglect

update training.

DECS has health support planning processes in place to support all students, including young carers.

3. Carers play a critical role in maintaining the fabric of the community

DECS recognises the role of carers by:

o inviting carer organisations into schools to inform school communities regarding support and respite options

o distributing Grandparents Raising Grandchildren: IRCSD information

o referring grandparents/other relative carers to community groups for support.

4. Service providers work in partnership with carers

DECS is committed to providing a school environment where it is safe and supportive for young carers to identify themselves or be identified to enable improved service provision to maintain/improve engagement in school programs, which is demonstrated by:


o individual school sites monitoring involvement and engagement of students

o student counsellor networks are encouraged to monitor and promote carer issues

o DECS Child & Student Wellbeing has a role to monitor and be actively involved in young carer initiatives and policy development

o young carers are encouraged to give feedback through their student representative council, the pastoral care system, peer support programs, student counsellors and the regional support services teams

DECS encourages collaborative practices, including developing stronger links with other services, to involve and support carers in the community

o Informal consultation is undertaken via:

o individual sites o school counsellor networks o regional and state personnel.

Formal consultation is undertaken via:

o involvement in the Young Carers Research Project


Ongoing involvement in carer programs will investigate support for a wider program that seeks to provide carers, schools families and mental health care providers with accessible pathways and supports as well as improved learning outcomes for young carers.

Informal Relative Caregivers Statutory Declaration data will be collected, in relation to the DECS census, once a year in Term 3.

5. Carers in Aboriginal communities need specific consideration

DECS is committed to providing a school environment where it is safe and supportive for all young carers to identify themselves or be identified to enable improved service provision to maintain/improve engagement in school programs.

DECS Regional Support Services, including Aboriginal education support staff, work collaboratively with schools and/or refer through interagency collaboration to other agencies to support all students, including carers.

6. All children and young people have the right to enjoy life and reach their potential

All students are able to be supported through sensitive management of their school program through personalised education plans. These can be developed to suit the specific needs of each student (this includes learning programs, timetabling, curriculum selection and support mechanisms). Students who are carers are encouraged to identify themselves to school staff such as counsellors and/or class teachers and seek support to manage their education whilst fulfilling the caring role.

7. Resources are available to provide timely, appropriate and adequate assistance to carers

Referral of students through interagency collaboration and by schools to DECS Regional Support Services and/or other agencies helps support students at risk including carers.


Section B: Reporting in relation to carers who are employees Consultations with carers – on program or policy development; on strategic or operational planning Have you consulted carers who are employees of your agency on workplace policies and practices which affect them? DECS’ Human Resources and Workforce Development consults with the Australian Education Union and the Public Sector Association who represent the rights of members including carers. These unions consult with members who are carers to influence the policy directions in the Department of Education and Children’s Services. Consultation also occurs with Principal and Preschool Director Associations and or their nominee through written correspondence, meetings and reference groups. Associations represent their members and influence policy and planning impacting on employees, including Carers at school and preschool sites. Has there been allocation of staff and/or resources to undertake these processes?

These processes are undertaken as part of normal business practice Have you developed information about the rights of carers who are employees?

Human Resources and Workforce Development has developed a booklet, Finding the balance, which provides information including case studies to support employees in better balancing work and life. The Carers Recognition Act and charter are highlighted in the beginning of the booklet and within the DECS work-life balance approach, both of which will be on the DECS website in early 2010. A copy of the booklet will also be distributed to every DECS site. Has the Carers Charter and the Carers Recognition Act been promoted and distributed across your organisation? A circular was sent from the Chief Executive’s office on 21 September 2009 to all staff in support of Carers Recognition Week. This circular alerted staff to the Act and the charter and provides a link to the Office for Carers’ website. Do you provide training to managers to raise awareness about carers who are employees and their needs? DECS has ongoing: • awareness raising through training and development sessions facilitated by Child & Student

Wellbeing • links to carers’ networks • awareness raising through the school counsellor networks.

Do you have a corporate strategy in place to ensure information and communication is provided to carers who are employees which will assist them to make choices in relation to employment arrangements? DECS policies are in place to ensure information is disseminated to school and preschool staff at individual sites and personnel in regional and state offices to enable relevant and updated information and support for Carers. These policies assist employees to make work choices during the continuum of their caring role. Has your agency consulted carers who are employees on their needs for information and preferred means of distribution? Yes, see over page.


Do you provide information which is specific to carers who are employees of your organisation?

Yes, see below. Do you have information for employees eg young carers, Aboriginal carers, carers of culturally and linguistically diverse backgrounds? (Note: DECS HR department cannot answer this question) Information regarding a range of carers’ topics is disseminated to school staff at individual sites and personnel in regional offices to enable relevant and updated support for carers. This information is made available to both carers who are consumers as well as carers who are employees, and includes: • referral processes for students through the interagency process to DECS social workers and/or

other agencies • ongoing promotion of Grandparents Raising Grandchildren: An Informal Relative Care Statutory

Declaration (IRCSD) process and information resource • referring information for grandparents/other relative carers to community groups for support • invitations for carer organisations to visit schools to inform the school community of their work • links to relevant carer information available on the internet • contact details for relevant DECS support personnel and other agencies • information promotion through counsellor networks, DECS publications and individual school

newsletters. Do you have strategies for carers who are your employees, which will support them to maintain their health and wellbeing? DECS has developed an overarching work-life balance policy which is supported by an information booklet including case studies. The booklet provides information on the Carers Recognition Act and the Charter for Carers. DECS regards its family-friendly and flexible work provisions as a key mechanism for assisting employees who are also carers to balance the demands of their work, life and caring roles. The DECS Employee Assistance Program (EAP) provides counselling and support services to all DECS staff and their immediate family members for both work and non work issues. The EAP also provides the Manager Assist support service which enables line managers to discuss issues impacting on individual, team or site health and wellbeing with a trained counsellor.


Gender report DECS Women’s Charter – Report against priority actions in 2009 Action Progress

Undertake a State-wide consultation titled ‘What women want’ to gather information directly with staff to inform the development of a Women’s Strategy to assist DECS to be an exemplary employer.

• Results of the survey are being analysed and a report will be prepared for release in mid 2010.

Establish a high-profile Women’s Board to advise on and advance strategic issues for women in DECS.

• In 2009 the Board met four times and the following areas were included in Board work:

- Participation in consultation process for next five year DECS strategic plan

- Supporting DECS achievement of the SASP target 6.23

- DECS awards for women

- Merit selection review consultation

- Part-time leadership

- Career pathways for school services officers

Review and report on the take-up of flexible and family friendly work practices, and market their benefits across DECS.

• Further trials of part-time/job sharing employment opportunities for preschool directors and principal positions were conducted in 2009 and 11 sites participated.

• A review has been completed and a set of guidelines is being drafted to facilitate job sharing from 2010 by principals and preschool directors who wish to reduce in time on a temporary basis.

• The Griffith University partnership to research work-life balance issues within the Sea and Vines District completed the Phase 1 and 2 surveys in 2007 and 2008, with the Phase 3 survey to be conducted in February/March 2010.

• A work-life balance report will be prepared by Griffith University following completion of surveys and analysis of results.


FINANCIAL REPORTING This section outlines the department’s statutory financial reporting and includes: • Fraud report • Accounts payable performance • Consultancies • Contractual agreements • Overseas travel report • Financial statements.


This section outlines the department’s statutory financial reporting. Table 33: Accounts payable performance

Particulars Number of accounts paid

% of accounts paid (by number)

Value in $A of accounts paid

% of accounts paid (by value)

Paid by due date*

97 841 90.74% 1 437 913 219 97.78%

Paid late but paid within 30 days of the due date

6 673 6.19% 18 915 732 1.29%

Paid more than 30 days from the due date

3 311 3.07% 13 742 538 0.93%

*The due date is defined as per 11.7 of Treasurer’s Instruction 11 Payment of Creditors’ Accounts. Generally, unless there is a discount or a written agreement between the public authority and the creditor, payment should be within thirty days of the date of the invoice or claim.

Table 34: Consultancies

Financial year Number of consultancy contracts entered

Value of consultancy contracts entered (GST exclusive)

Estimated number of consultants to be paid

Year-to-date consultancy expenditure

2008-09 (estimated)

2 $34 181.82 4 $830 904.42

The consultancy details for 2008-09 were: Consultant: Aurecon (previously called Connell Wagner Pty Ltd - contract entered into in 2006-07). YTD expenditure -

$776 668.42 (to 30 June 2009) Service: Advice and assistance in establishing a services infrastructure Public Private Partnership (PPP). Consultant: Charles Sturt University (contract entered 2007/08). Expenditure - $20 000 Service: Academic Support Services for the Early Years Numeracy Project. Consultant: +ve Results Practical Solutions (contract entered 2008-09). Expenditure - $16 000. Contract value

$16 000. Service: Review of Computer Recycling Scheme. Consultant: PKF Accounting (SA) Pty Ltd (contract entered 2008-09). Expenditure - $18 236. Contract value

$18 181.82. Service: Investigation into the devolution of operational asset management to sites and the development of a best

value solution within an acceptable risk management framework Table 35: Contractual agreements

Contract Purpose of contract Total

Telstra Corporation Project: Telecommunication Services (Voice and Data Carriage Services) Agreement: Customer Agreements under Whole of Government Telecommunication Services Panel (as established by OCIO) Business Unit: Technology and Knowledge Management Services Execution date: 15 November 2009, Completion date:15 November 2012

$24 000 000


Table 36: Fraud report 2009

Number of cases

Nature of audit inquiry

Administrative disciplinary measures

Referred to other agencies/ units

Resulted in prosecution

Recovery

Case 1: Case closed, employee no longer in the system.

Special Investigations Unit

No Full amount recovered

2 Potential misuse of funds

Case 2: Under investigation

Special Investigations Unit, Regional Office

Case 1: Under investigation

SAPOL, Special Investigations Unit

2 Potential theft

Case 2: Case closed

SAPOL No

Cases 1-4: Cases closed, amounts recovered

No Amounts recovered

Case 5: Case closed, licence revoked

No No

11 Potential fraudulent claim of childcare benefit

Cases 6-11: Under investigation by Family Day Care

1 Misappro-priation of documents

Case closed

SAPOL, Australian Government

Yes Full amount recovered

1 Potential theft of OSHC funds

Case closed SAPOL, Special Investigations Unit

Police intending to prosecute

1 Potential fraudulent procure-ment transactions and other issues

Under investigation

Special Investigations Unit, Site Financial Resources, Regional office, SAPOL

1 Potential fraudulent claims

Under investigation Special Investigations Unit, Regional Office


Table 37: Overseas travel, DECS staff 2009

Reasons for travel Destinations Number of employees

Total cost to DECS

Business development/marketing

China, Brazil, Hong Kong, South Korea, Singapore, Vietnam, Japan, Germany

19 $295,541.74

Professional development

China, Singapore, Canada, Belgium,

France, South Africa, Denmark,

Germany, India, Italy, Japan, Malaysia,

USA, South Korea, Spain

88 $824,730.23

Professional development (International Baccalaureate)

China, Singapore, Canada 3 $15,121.11

Professional development (Teacher Exchanges)

Canada, United Kingdom, Denmark, USA

12 $800,562.33

Student excursions Vietnam, Canada, China, France, Germany, Greece, Ireland, Italy, Japan, South Korea, Malaysia, New Caledonia, Singapore, Spain, United Kingdom, USA

94 $723,298.47

Conduct of official DECS business

China, Solomon Islands, Spain 5 $34,534.30


FINANCIAL STATEMENTS


STATEMENT OF COMPREHENSIVE INCOME for the year ended 30 June 2009

Note No.

Consolidated 2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Expenses

Employee benefit expenses 5 1,583,639 1,552,771 1,557,796 1,530,326

Supplies and services 6 547,876 536,175 320,108 294,153

Grants and subsidies 7 15,083 16,320 126,498 123,390

Depreciation and amortisation expense 8 69,547 62,439 66,756 59,423

Borrowing costs 96 187 35 183

Other expenses 9 3,468 14,356 1,215 11,728

Total expenses 2,219,709 2,182,248 2,072,408 2,019,203

Income

Commonwealth revenues 10 323,438 248,544 323,438 248,544

Student and other fees and charges 11 119,969 110,933 19,181 19,326

Other grants and contributions 44,251 62,148 13,969 18,213

Interest revenues 12 4,458 11,968 454 432

Net gain / (loss) from disposal of non-current assets 13 273 (954) 220 (1,007)

Other income 14 51,023 50,026 17,720 22,181

Total income 543,412 482,665 374,982 307,689

Net cost of providing services 1,676,297 1,699,583 1,697,426 1,711,514

Revenues from / payments to SA Government

Revenues from SA Government 15 1,753,739 1,740,400 1,753,739 1,740,400

Payments to SA Government 15 (8,881) (16,498) (8,881) (16,498)

Net result 68,561 24,319 47,432 12,388

Other Comprehensive Income

Gain on revaluation on property, plant and equipment

63,710 401,325 63,695 401,287

Total comprehensive result 132,271 425,644 111,127 413,675

The net result and comprehensive result are attributable to the SA Government as owner

The above Statement should be read in conjunction with the accompanying notes.


STATEMENT OF FINANCIAL POSITION as at 30 June 2009

Note No.



DECS 2009 $’000

DECS 2008 $’000

Current assets

Cash 16 481,725 385,877 279,170 200,876

Receivables 17 29,305 32,046 29,964 30,798

Inventories 18 4,023 3,807 181 118

Other financial assets 19 93 6,178 - -

Other current assets 148 352 - 94

Non-current assets classified as held for sale 20 9,188 11,529 9,188 11,529

Total current assets 524,482 439,789 318,503 243,415

Non-current assets

Receivables 17 257 269 6,366 6,872

Other financial assets 19 498 658 - -

Property, plant and equipment 21 2,736,582 2,686,840 2,724,744 2,675,039

Intangible assets 22 871 1,742 871 1,742

Total non-current assets 2,738,208 2,689,509 2,731,981 2,683,653

Total assets 3,262,690 3,129,298 3,050,484 2,927,068

Current liabilities

Payables 23 58,913 80,266 67,617 76,071

Borrowings 24 206 926 - 926

Employee benefits 25 143,619 134,049 142,902 133,347

Provisions 26 19,162 21,199 19,354 21,873

Other current liabilities 27 25,058 29,173 15,962 20,971

Total current liabilities 246,958 265,613 245,835 253,188


STATEMENT OF FINANCIAL POSITION (cont)

as at 30 June 2009

Note No.



DECS 2009 $’000

DECS 2008 $’000

Non-current liabilities

Payables 23 26,501 25,216 26,459 25,125

Borrowings 24 406 121 121 121

Employee benefits 25 339,591 316,859 337,919 315,407

Provisions 26 79,489 84,053 79,489 84,053

Other non-current liabilities 27 1,598 1,560 360 -

Total non-current liabilities 447,585 427,809 444,348 424,706

Total liabilities 694,543 693,422 690,183 677,894

Net assets 2,568,147 2,435,876 2,360,301 2,249,174

Equity

Retained earnings 28 1,248,676 1,174,494 1,040,883 987,830

Asset revaluation reserves 28 1,319,471 1,261,382 1,319,418 1,261,344

Total equity 2,568,147 2,435,876 2,360,301 2,249,174

Total equity is attributable to the SA Government as owner

Unrecognised contractual commitments 29

Contingent assets and liabilities 30


STATEMENT OF CHANGES IN EQUITY for the year ended 30 June 2009

CONSOLIDATED DECS

Note Asset Revaluation

Reserves $’000

Retained Earnings$’000

Total $’000

Asset Revaluation Reserves

$’000

Retained Earnings $’000

Total $’000

Balance at 30 June 2007 871,976 1,138,256 2,010,232 871,976 963,523 1,835,499

Net result for 2007-08 - 24,319 24,319 - 12,388 12,388

Gain on revaluation of property during 2007/08 401,325 - 401,325 401,287 - 401,287

Transfer asset revaluation reserve on disposal of property, plant and equipment

(11,919) 11,919 - (11,919) 11,919 -

Total comprehensive result for 2007-08 389,406 36,238 425,644 389,368 24,307 413,675

Balance at 30 June 2008 28 1,261,382 1,174,494 2,435,876 1,261,344 987,830 2,249,174

Net result for 2008-09 - 68,561 68,561 - 47,432 47,432 Gain on revaluation of property during 2008/09 63,710 - 63,710 63,695 - 63,695

Transfer asset revaluation reserve on disposal of property, plant and equipment

(5,621) 5,621 - (5,621) 5,621 -

Total comprehensive result for 2008-09 58,089 74,182 132,271 58,074 53,053 111,127

Transactions with SA Government as owner

Net assets transferred as a result of an administrative restructure 31 - - - - - -

Balance at 30 June 2009 28 1,319,471 1,248,676 2,568,147 1,319,418 1,040,883 2,360,301

All changes in equity are attributed to the SA Government as owner


STATEMENT OF CASH FLOWS For the year ended 30 June 2009

Note No.



DECS 2009 $’000

DECS 2008 $’000

Cash flows from operating activities Inflows / (Outflows)

Inflows / (Outflows)



Cash outflows

Employee benefit payments (1,555,646)

(1,528,92

0) (1,530,029)

(1,506,717)

Payments for supplies and services (571,402) (521,

106) (332,875) (280,683)

Payments of grants and subsidies (15,717) (18,6

73) (120,944) (128,923)

Interest paid (61) (4) - -

GST payments on purchases (56,859) (55,4

28) (31,716) (30,390)

Other payments (1,225) (1,38

3) (1,205) (1,372)

Cash used in operations (2,200,910)

(2,125,51

4) (2,016,769)

(1,948,085)

Cash inflows

Receipts from Commonwealth 320,940 251,520 320,940 251,520 Student and other fees and charges 122,148 104,249 16,548 20,686 Other grants and contributions received 44,208 62,199 13,926 18,265 Interest received 4,464 11,967 457 426 GST recovered from the ATO 48,944 47,613 27,290 26,000 GST received on receivables 7,323 6,738 3,911 3,324 Other receipts 48,285 43,179 14,983 15,190

Cash generated from operations 596,312 527,465 398,055 335,411

Cash flows from SA Government Receipts from State Government 1,753,739 1,740,400 1,753,739 1,740,400 Payments to SA Government (8,881) (16,498) (8,881) (16,498)

Cash generated from SA Government 1,744,858 1,723,902 1,744,858 1,723,902

Net cash provided by operating activities 33 140,260 125,853 126,144 111,228


STATEMENT OF CASH FLOWS (cont.) For the year ended 30 June 2009

Note No.



DECS 2009 $’000

DECS 2008 $’000

Cash flows from investing activities Inflows / (Outflows)




Cash outflows

Purchase of property, plant and equipment (54,907) (81,074) (51,871) (77,225)

Purchase of investments - (114) - -

Loans advanced - - - (3,083)

Cash used in investing activities (54,907) (81,188) (51,871) (80,308)

Cash inflows

Proceeds from sale of property, plant and equipment 4,683 1,784 4,407 1,478

Proceeds from sales/maturities of investments 6,244 2,181 - -

Receipt of loan repayments 3 - 540 408

Cash generated from investing activities 10,930 3,965 4,947 1,886

Net cash used in investing activities (43,977) (77,223) (46,924) (78,422)

Cash flows from financing activities

Cash Outflows Repayment of Capital Contributions from SA Government

- - - -

Repayment of Borrowings (926) (1,455) (926) (1,200)

Cash used in financing activities (926) (1,455) (926) (1,200)

Net cash used in financing activities (926) (1,455) (926) (1,200)

Cash inflows

Loans received 491 - - -

Cash generated from financing activities 491 - - -

Net cash used in financing activities (435) (1,455) (926) (1,200)

Net increase in cash held 95,848 47,175 78,294 31,606

Cash at the beginning of the financial year 385,877 338,702 200,876 169,270

Cash at the end of the financial year 481,725 385,877 279,170 200,876


DISAGGREGATED DISCLOSURES - EXPENSES AND INCOME For the year ended 30 June 2009 – CONSOLIDATED

Early Years Education and Care (Birth to Preschool)

Education: Early Years Education Education: Primary and Secondary Education Total

Early Childhood Education and Care (Birth -

Preschool)

Preschool Services Reception to Year 2 Education

Year 3 to Year 7 Education


Year 11 to Year 12+ Education

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

Expenses

Employee benefit expense 10,739 10,600 85,056 80,490 349,676 343,850 510,673 502,067 375,909 369,579 251,586 246,185 1,583,639 1,552,771 Supplies and services 27,427 27,439 9,247 8,147 118,021 116,845 175,143 172,633 126,948 125,489 91,090 85,622 547,876 536,175 Grants and subsidies 799 789 4,221 3,985 1,559 2,076 2,283 3,104 1,682 2,229 4,539 4,137 15,083 16,320 Depreciation and amortisation 9 10 81 87 16,432 14,749 23,968 21,515 17,648 15,840 11,409 10,238 69,547 62,439 Borrowing costs - - - - 23 44 32 64 25 48 16 31 96 187 Other expenses 201 233 220 233 721 3,287 1,052 4,793 774 3,529 500 2,281 3,468 14,356 Total Expenses 39,175 39,071 98,825 92,942 486,432 480,851 713,151 704,176 522,986 516,714 359,140 348,494 2,219,709 2,182,248 Income Commonwealth revenues 28,282 29,244 127 1,164 75,688 51,611 110,396 75,279 65,422 55,428 43,523 35,818 323,438 248,544 Student and other fees and charges 1,327 925 304 197 28,011 25,981 40,856 37,894 30,083 27,904 19,388 18,032 119,969 110,933

Other grants and contributions 1,552 1,323 33 (9) 9,715 13,835 14,171 20,179 10,435 14,858 8,345 11,962 44,251 62,148

Interest revenues - - - - 1,055 2,831 1,538 4,131 1,133 3,041 732 1,965 4,458 11,968 Net (loss) / gain from disposal of assets - - (22) (1,041) (251) (48) 172 (69) 227 124 147 80 273 (954)

Other income 140 106 518 324 11,638 11,466 17,764 16,964 12,499 12,317 8,464 8,849 51,023 50,026

Total Income 31,301 31,598 960 635 125,856 105,676 184,897 154,378 119,799 113,672 80,599 76,706 543,412 482,665

Net Cost of providing Services 7,874 7,473 97,865 92,307 360,576 375,175 528,254 549,798 403,187 403,042 278,541 271,788 1,676,297 1,699,583

SA Government Revenues from SA Government 8,113 7,860 101,125 98,657 383,800 381,055 549,362 561,240 419,921 409,650 291,418 281,938 1,753,739 1,740,400 Payments to SA Government (41) (75) (512) (935) (1,944) (3,612) (2,782) (5,320) (2,126) (3,883) (1,476) (2,673) (8,881) (16,498) Net Result 198 312 2,748 5,415 21,280 2,268 18,326 6,122 14,608 2,725 11,401 7,477 68,561 24,319


DISAGGREGATED DISCLOSURES - EXPENSES AND INCOME For the year ended 30 June 2009 – DECS

Early Years Education and Care (Birth to Preschool)

Education: Early Years Education Education: Primary and Secondary Education Total


Preschool)





2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

Expenses Employee benefit expense

10,739 10,600 85,056 80,490 343,559 338,540 501,756 494,319 369,343 363,876 247,343 242,501 1,557,79

6 1,530,32

6 Supplies and services 27,427 27,439 9,247 8,147 64,132 59,583 96,540 89,112 69,072 63,991 53,690 45,881 320,108 294,153 Grants and subsidies 799 789 4,221 3,985 33,827 31,917 36,924 37,706 27,869 28,181 22,858 20,812 126,498 123,390 Depreciation and amortisation 9 10 81 87 15,772 14,036 23,005 20,473 16,939 15,074 10,950 9,743 66,756 59,423 Borrowing costs - - - - 8 43 12 63 9 47 6 30 35 183 Other expenses 201 233 220 233 188 2,665 274 3,887 202 2,861 130 1,849 1,215 11,728

Total Expenses 39,175 39,071 98,825 92,942 457,486 446,784 658,511 645,560 483,434 474,030 334,977 320,816 2,072,40

8 2,019,20

3 Income Commonwealth revenues 28,282 29,244 127 1,164 75,687 51,611 110,396 75,279 65,423 55,428 43,523 35,818 323,438 248,544 Student and other fees and charges 1,327 925 304 197 4,165 4,307 6,074 6,281 4,473 4,626 2,838 2,990 19,181 19,326 Other grants and contributions 1,552 1,323 33 (9) 2,551 3,440 3,720 5,016 2,740 3,694 3,373 4,749 13,969 18,213 Interest revenues - - - - 108 102 156 149 115 110 75 71 454 432 Net (loss) / gain from disposal of assets - - (22) (1,042) (264) (60) 154 (86) 214 110 138 71 220 (1,007) Other income 140 106 518 324 3,759 4,878 6,272 7,355 4,036 5,241 2,995 4,277 17,720 22,181 Total Income 31,301 31,598 960 634 86,006 64,278 126,772 93,994 77,001 69,209 52,942 47,976 374,982 307,689

Net Cost of providing Services 7,874 7,473 97,865 92,308 371,480 382,506 531,739 551,566 406,433 404,821 282,035 272,840 1,697,42

6 1,711,51

4 SA Government

Revenues from SA Government 8,113 7,860 101,125 98,657 383,800 381,055 549,362 561,240 419,921 409,650 291,418 281,938 1,753,73

9 1,740,40

0 Payments to SA Government (41) (75) (512) (935) (1,944) (3,612) (2,782) (5,320) (2,126) (3,883) (1,476) (2,673) (8,881) (16,498) Net Result 198 312 2,748 5,414 10,376 (5,063) 14,841 4,354 11,362 946 7,907 6,425 47,432 12,388


DISAGGREGATED DISCLOSURES - ASSETS AND LIABILITIES As at 30 June 2009

CONSOLIDATED Early Years Education and Care (Birth

to Preschool) Education: Early Years Education Education: Primary and Secondary Education


Preschool)





Total

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

Assets

Cash 1,575 2,501 10,756 10,179 116,469 87,438 170,884 129,794 109,125 93,891 72,916 62,074 481,725 385,877 Receivables 43 30 285 624 6,394 6,880 9,620 10,056 6,852 7,387 6,368 7,338 29,562 32,315 Inventories - - - - 952 900 1,388 1,314 1,022 968 661 625 4,023 3,807 Other financial assets - - - - 140 1,618 204 2,359 150 1,737 97 1,122 591 6,836 Other assets - - - - 34 84 43 122 43 90 28 56 148 352 Non-current assets classified as held for sale - - 1,710 1,727 2,704 3,573 3,944 5,212 504 618 326 399 9,188 11,529 Property, plant and equipment 34,231 34,056 99,849 101,272 539,454 526,801 1,032,522 1,007,778 627,889 619,626 402,637 397,307 2,736,582 2,686,840 Intangibles 6 12 48 92 191 385 281 563 207 414 138 276 871 1,742 Total Assets 35,855 36,599 112,648 113,894 666,338 627,679 1,218,886 1,157,198 745,792 724,731 483,171 469,197 3,262,690 3,129,298 Liabilities Payables 607 694 4,513 4,735 18,256 23,031 27,237 34,342 19,637 24,759 15,164 17,921 85,414 105,482 Borrowings - - - - 145 248 211 361 155 266 101 172 612 1,047 Employee benefits 3,329 3,108 25,354 23,603 106,911 99,783 156,108 145,698 114,913 107,251 76,595 71,465 483,210 450,908 Provisions 685 734 5,185 5,571 21,826 23,274 31,868 33,983 23,458 25,015 15,629 16,675 98,651 105,252 Other liabilities 2 2 13 13 6,302 7,268 9,193 10,600 6,769 7,805 4,377 5,045 26,656 30,733 Total Liabilities 4,623 4,538 35,065 33,922 153,440 153,604 224,617 224,984 164,932 165,096 111,866 111,278 694,543 693,422


DISAGGREGATED DISCLOSURES - ASSETS AND LIABILITIES As at 30 June 2009

DECS Early Years Education and Care (Birth to

Preschool) Education: Early Years Education Education: Primary and Secondary Education

Early Childhood Education and Care (Birth - Preschool)





Total

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

2009 $’000

2008 $’000

Assets Cash 1,575 2,501 10,756 10,179 68,544 43,667 100,983 65,950 57,656 46,882 39,656 31,697 279,170 200,876 Receivables 43 30 285 621 7,994 8,149 11,947 11,908 8,578 8,748 7,483 8,214 36,330 37,670 Inventories - - - - 43 28 62 41 46 30 30 19 181 118 Other assets - - - 3 - 21 - 28 - 25 - 17 - 94 Non-current assets classified as held for sale - - 1,710 1,727 2,704 3,573 3,944 5,212 504 618 326 399 9,188 11,529 Property, plant and equipment 34,231 34,056 99,849 101,272 536,653 524,009 1,028,437 1,003,706 624,881 616,627 400,693 395,369

2,724,744 2,675,039

Intangibles 6 12 48 92 192 385 280 563 207 414 138 276 871 1,742

Total Assets 35,855 36,599 112,648 113,894 616,130 579,832 1,145,653 1,087,408 691,872 673,344 448,326 435,991 3,050,48

4 2,927,068 Liabilities Payables 607 694 4,514 4,735 20,305 22,017 30,226 32,863 21,838 23,670 16,586 17,217 94,076 101,196 Borrowings - - - - 28 248 42 361 31 266 20 172 121 1,047 Employee benefits 3,329 3,108 25,354 23,603 106,346 99,274 155,283 144,955 114,306 106,703 76,203 71,111 480,821 448,754 Provisions 685 734 5,185 5,571 21,870 23,433 31,934 34,216 23,508 25,187 15,661 16,785 98,843 105,926 Other liabilities 2 2 13 13 3,857 4,958 5,627 7,232 4,143 5,324 2,680 3,442 16,322 20,971 Total Liabilities 4,623 4,538 35,066 33,922 152,406 149,930 223,112 219,627 163,826 161,150 111,150 108,727 690,183 677,894


NOTES TO AND

FORMING PART OF THE FINANCIAL

STATEMENTS



NOTE INDEX

Objectives of the Department of Education and Children’s Services Note 1 Summary of significant accounting policies Note 2 Changes in accounting policies Note 3 Activities of the department Note 4 Expense Notes Employee benefit expenses Note 5 Remuneration of employees and TVSP disclosure Note 5 Supplies and services Note 6 Grants and subsidies Note 7 Depreciation and amortisation Note 8 Other expenses Note 9 Income Notes Commonwealth revenues / conditions over revenue Note 10 Student and other fees and charges Note 11 Interest revenues Note 12 Net gain / loss from disposal of assets Note 13 Other income Note 14 Revenues from / payments to SA Government Note 15 Asset Notes Cash and cash equivalents Note 16 Receivables Note 17 Inventories Note 18 Financial assets Note 19 Non-current assets classified as held for sale Note 20 Property, plant and equipment Note 21 Intangible assets Note 22 Liabilities Notes Payables Note 23 Borrowings Note 24 Employee benefits Note 25 Provisions Note 26 Other liabilities Note 27 Equity Note Equity Note 28

Other Notes Unrecognised contractual commitments Note 29 Contingent assets and contingent liabilities Note 30 Transferred functions Note 31 Remuneration of board and committee members Note 32 Cash flow reconciliation Note 33 Financial instruments / financial risk management Note 34 Events after the end of the reporting period Note 35 Administered Items financial statements


Note 1 Objectives of the Department of Education and Children’s Services

1. Objectives of the Department Legislation The Department of Education and Children’s Services (DECS) operates within the:

• Education Act 1972 and the Education Regulations 1997; • Children’s Services Act 1985 and the Regulations under the Children’s Services Act 1985; • Public Sector Management Act 1995.

Purpose The department’s purpose is to engage every child and student so that they achieve at the highest possible level of their learning and wellbeing through quality care and teaching. Key Functions

Set the directions for education and care in South Australia The department ensures the state’s education system is well positioned to deliver high quality education and care through strategic and coordinated leadership in implementing South Australia’s Strategic Plan, developing integrated policy in collaboration with key stakeholders, and planning for an effective workforce to meet current and future requirements. Provide and regulate children’s services DECS is the South Australian government’s provider of public early childhood services and schooling. It plans, administers, coordinates and supports early childhood services and is also responsible for a range of associated government services including the licensing of child care providers. Manage the State’s education system DECS delivers high quality primary and secondary education to school students across the state. DECS is responsible for the education of children and students across all areas of the curriculum and for preparing young people to be active and productive members of a democratic society. DECS involves parents and local communities in the education of children and students.

Goals and key objectives

Strong beginnings for all children Strengthen and integrate Early Childhood Services. Improve the capacity and quality of Early Childhood Services. Increase the number of young children experiencing successful learning and development.

Excellence in learning: provision, achievement and pathways Improve overall student achievement. Provide engaging, stimulating and flexible learning programs and pathways. Support students to be equipped to respond to changing employment markets. Increase the number of international students.

Engagement and wellbeing Improve levels of child and student attendance, retention and engagement in learning programs. Improve child and student wellbeing.

Build workforce capability, flexibility and resilience Extend and enhance the capabilities of our workforce. Develop a culture that values staff wellbeing. Responsive systems and processes.

Quality teaching Ensure teachers have recognised professional standards. Develop the skills and knowledge of our teaching workforce.

Access to integrated services Increase the responsiveness and integration of support services to children, students and their families.

An interdependent DECS Improve the provision of service delivery through local decision making. Support and build the interdependence between local sites, district offices and state office.


A sustainable system Foster a culture of sustainability. Reduce energy and water consumption. Provide more efficient and effective systems.

Note 2 Summary of significant accounting policies

a) Statement of compliance The financial statements are general purpose financial statements. The accounts have been prepared in accordance with relevant Australian Accounting Standards, Treasurer’s Instructions and Accounting Policy Statements promulgated under the provision of the Public Finance and Audit Act 1987. Except for the amendments to AASB 101 Presentation of Financial Statements (September 2007 version) including AASB 2007-08 and AASB 2007-10 (these standards make consequential amendments to other standards as a result of the revised AASB 101), which the department has early adopted, Australian Accounting Standards and interpretations that have recently been issued or amended but are not yet effective have not been adopted by the department for the reporting period ending 30 June 2009. These are outlined in Note 3.

b) Basis of preparation The department’s Statement of Comprehensive Income, Statement of Financial Position, and Statement of Changes in Equity have been prepared on an accrual basis and are in accordance with historical cost convention, except for certain assets that were valued in accordance with the valuation policy applicable. The Statement of Cash Flows has been prepared on a cash basis. The financial statements have been prepared based on a twelve month period and presented in Australian currency. The accounting policies set out below have been applied in preparing the financial statements for the year ended 30 June 2009 and the comparative information presented.

c) Reporting entity The department is a government department of the State of South Australia, established pursuant to the Public Sector Management Act 1995, and is an administrative unit acting on behalf of the Crown. The financial statements and the accompanying notes include all the controlled activities of the Department of Education and Children’s Services. Transactions and balances relating to administered resources are not recognised as departmental income, expense, assets and liabilities. As administered items are significant in relation to the department’s overall financial performance and position, they are disclosed in the administered financial statements at the back of the controlled General Purpose Financial Statements. Except as otherwise disclosed, administered items are accounted for on the same basis and using the same accounting policies as for departmental items. The Department of Education and Children’s Services economic entity comprises:

• the corporate department including its operational units; • government schools (including school councils, canteens, out of school hours care and vacation care

programs); • other non-corporate operational units viz:

• preschools; • long day care centres (those referred to as ‘Bowen Funded Centres’ only); • neighbourhood houses; • toy libraries; • child parent centres.

The values in the Consolidated columns in the financial statements incorporate the activities of the corporate department and government schools but exclude funds separately generated by the other non-corporate operational units. As a consequence, the financial statements treat any transactions with these units as transactions with third parties. All material transactions between the corporate department and schools have been eliminated, as required by Australian Accounting Standards.


The values in the DECS columns in the financial statements incorporate the activities of the corporate department but exclude funds separately generated by government schools and other non-corporate operational units. As a consequence, the DECS columns in the financial statements treat any transactions with these sites as transactions with third parties. The amounts reported in the DECS columns in the financial statements do include material expenses paid on behalf of schools and preschools (ie salaries and wages, salary related oncosts and utilities expenses), and major assets and liabilities (ie land and buildings, employee benefits). Financial data was collected from government schools for the school year ended 31 December 2008 for the purpose of consolidating it with data from the corporate department. Where material, adjustments have been made to the consolidated figures to take into account the effect of schools having a different reporting period to the corporate department. It is not intended that data for other non-corporate operational units be included in the financial statements, as it is not considered material. The department is responsible for the administration of specific funds on behalf of the Minister for Education and the Minister for Early Childhood Development. The department does not have control over how these funds are to be spent and operates in the capacity as an agent responsible for the administration of the transfer process to third parties. The Administered financial statements include the income, expenses, assets and liabilities of these funds. The main administered funds are: • Minister for Education and the Minister for Early Childhood Development

Funds are appropriated to the Minister for Education and Minister for Early Childhood Development and are disbursed at the discretion of the Ministers. The principal payments are: • the State Government contribution to the operation of the SACE Board; • payments to the Department for Transport, Energy and Infrastructure for the purposes of student travel; • the State Government contribution to the operation of non-government schools, organisations and

services to students with disabilities. • the Commonwealth Government contribution to the operation of non-government schools,

organisations and services to students with disabilities.

• Minister’s salary and allowances The Minister’s salary and allowances are funded by specific legislation and the Department has no control over this part of the annual appropriation.

• Minister’s borrowings

The Minister for Education is liable for funds borrowed from the Department of Treasury and Finance. The funds were loaned to the department and various schools by the Minister to undertake capital works projects.

d) Transferred functions On 15 October 2007 Cabinet approved the transition of accounts payable, accounts receivable and payroll services to Shared Services SA: • Accounts payable and accounts receivable from the Resources Directorate transitioned to Shared Services

SA on 23 July 2008. • Payroll services from the Resources Directorate transitioned to Shared Services SA on 13 October 2008. On 8 December 2008 Cabinet approved the transition of certain financial accounting and taxation services to Shared Services SA: • Financial accounting and taxation services from the Resources Directorate transitioned to Shared Services

SA on 9 June 2009. Refer Note 31 for detailed information.

e) Comparative information The presentation and classification of items in the financial statements are consistent with prior periods except where adjusted to reflect the early adoption of AASB 101 Presentation of Financial Statements and specific revised accounting standards and accounting policy statements. Comparative figures have been adjusted to conform to changes in presentation in these financial statements where required eg. preparation of a single Statement of Comprehensive Income. The restated comparative amounts do not replace the original financial statements for the preceding period.


f) Rounding All amounts in the financial statements and accompanying notes have been rounded to the nearest thousand dollars ($’000).

g) Taxation The department is not subject to income tax. The department is liable for payroll tax, fringe benefits tax, goods and services tax (GST), and emergency services levies. Income, expenses and assets are recognised net of the amount of GST except: - when the GST incurred on a purchase of goods or services is not recoverable from the Australian Taxation

Office, in which case the GST is recognised as part of the cost of acquisition of the asset or as part of the expense item applicable; and

- receivables and payables, which are stated with the amount of GST included. The net amount of GST recoverable from, or payable to, the Australian Taxation Office is included as part of receivables or payables in the Statement of Financial Position. Cash flows are included in the Statement of Cash Flows on a gross basis and the GST component of cash flows arising from investing and financing activities, which is recoverable from, or payable to, the Australian Taxation Office is classified as part of operating cash flows. Unrecognised contractual commitments and contingencies are disclosed net of the amount of GST recoverable from, or payable to the Australian Taxation Office. If GST is not payable to, or recoverable from the Australian Taxation Office, the commitments and contingencies are disclosed on a gross basis.

h) Events after the end of the reporting period Adjustments are made to amounts recognised in the financial statements, where an event occurs after 30 June and before the date the financial statements are authorised for issue, where those events provides information about conditions that existed at 30 June. Note disclosure is made about events between 30 June and the date the financial statements are authorised for issue where the events relate to a condition which arose after 30 June and which may have a material impact on the results of subsequent years.

i) Income Income is recognised to the extent that it is probable that the flow of economic benefits to the department will occur and can be reliably measured. Income has been aggregated according to its nature and has not been offset unless required or permitted by a specific accounting standard, or where offsetting reflects the substance of the transaction or other event. The notes accompanying the financial statements disclose income where the counterparty / transaction is with an entity within the SA Government as at the reporting date, classified according to their nature. The following are specific recognition criteria: Fees and charges Revenues from fees and charges are derived from the provision of goods and services to other SA government agencies and to the public. This revenue is recognised upon delivery of the service to the clients or by reference to the stage of completion. Contributions received Contributions are recognised as an asset and income when the department obtains control of the contributions or obtains the right to receive the contributions and the income recognition criteria are met (ie the amount can be reliably measured and the flow of resources is probable). Generally, the department has obtained control or the right to receive for: • Contributions with unconditional stipulations - this will be when the agreement becomes enforceable ie the

earlier of when the department has formally been advised that the contribution (eg grant application) has been approved; agreement/contract is executed; and/or the contribution is received.

• Contributions with conditional stipulations - this will be when the enforceable stipulations specified in the agreement occur or are satisfied; that is income would be recognised for contributions received or receivable under the agreement.


All contributions received by the department have been contributions with unconditional stipulations attached and have been recognised as an asset and income upon receipt. Other grants and contributions includes $12 million received from other SA Government agencies. Resources received free of charge Resources received free of charge are recorded as revenue in the Statement of Comprehensive Income at their fair value. Contributions of services are recognised only when a fair value can be determined reliably and the services would be purchased if they had not been donated. Revenues from SA Government Appropriations for program funding are recognised as revenues when the department obtains control over the funding. Control over appropriations is normally obtained upon receipt. Where money has been appropriated in the form of a loan, the department has recorded a loan payable. Net gain on non-current assets Income from the disposal of non-current assets is recognised when the control of the asset has passed to the buyer and determined by comparing proceeds with carrying amount. When revalued assets are sold, the revaluation reserve is transferred to retained earnings. Other income Other income consists of fundraising and donations, forgiveness of liabilities, de-recognition of intangible assets, assets recognised for the first time, and recoveries.

j) Expenses Expenses are recognised to the extent that it is probable that the flow of economic benefits from the department will occur and can be reliably measured. Expenses have been aggregated according to their nature and have not been offset unless required or permitted by a specific accounting standard, or where offsetting reflects the substance of the transaction or other event. The notes accompanying the financial statements disclose expenses where the counterparty/ transaction is with an entity within the SA Government as at the reporting date, classified according to their nature. The following are specific recognition criteria: Employee benefit expenses Employee benefit expenses includes all cost related to employment including wages and salaries, non-monetary benefits and leave entitlements. These are recognised when incurred. Superannuation The amount charged to the Statement of Comprehensive Income represents the contributions made by the department to the superannuation plan in respect of current services of current departmental staff. The Department of Treasury and Finance centrally recognises the superannuation liability in the whole-of-government financial statements. Depreciation and amortisation of non-current assets All non-current assets, having a limited useful life, are systematically depreciated / amortised over their useful lives in a manner that reflects the consumption of their service potential. Amortisation is used in relation to intangible assets such as software, while depreciation is applied to tangible assets such as property, plant and equipment. Assets’ residual values, useful lives and amortisation methods are reviewed and adjusted if appropriate, on an annual basis. Changes in the expected useful life or the expected pattern of consumption of future economic benefits embodied in the asset are accounted for prospectively by changing the time period or method, as appropriate, which is a change in accounting estimate. The value of leasehold improvements is depreciated over the estimated useful life of each improvement, or the unexpired period of the relevant lease, whichever is shorter. Land and assets held for sale are not depreciated.


Depreciation / amortisation is calculated on a straight-line basis over the estimated useful life of the following classes of assets as follows: Class of asset Useful life (years) Buildings and Improvements 25 to 106 Leasehold Improvements life of lease Buses / Motor Vehicles 12 to 20 Computing, Communication Equipment, Furniture and Equipment 3 to 15 Intangible Assets 5 Other Assets 7 to 10 Grants and subsidies For contributions payable, the contribution will be recognised as a liability and expense when the entity has a present obligation to pay the contribution and the expense recognition criteria are met. All contributions paid by the department have been contributions with unconditional stipulations attached. Resources provided free of charge Resources provided free of charge are recorded as expenditure in the Statement of Comprehensive Income at their fair value; and in the expense line items to which they relate. Borrowing costs All borrowing costs are recognised as expenses. Payments to SA Government Payments to the SA Government include the return of surplus cash pursuant to the cash alignment policy paid directly to the Consolidated Account.

k) Current and non-current classification Assets and liabilities are characterised as either current or non-current in nature. Assets and liabilities that are sold, consumed or realised as part of the normal operating cycle even when they are not expected to be realised within twelve months after the reporting date have been classified as current assets or current liabilities. All other assets and liabilities are classified as non-current. Where asset and liability line item combine amounts expected to be realised within twelve months and more than twelve months, the department has separately disclosed the amounts expected to be recovered or settled after more than twelve months.

l) Assets Assets have been classified according to their nature and have not been offset unless required or permitted to by a specific accounting standard, or where offsetting reflects the substance of the transaction or other event. Where an asset line item combine amounts expected to be settled within twelve months and more than twelve months, the department has separately disclosed the amounts expected to be recovered after more than twelve months. The notes accompanying the financial statements disclose financial assets where the counterparty / transaction is with an entity within the SA Government as at the reporting date, classified according to their nature. Cash Cash in the Statement of Financial Position includes cash at bank and on hand and in other short-term, highly liquid investments with maturities of three months or less that are readily converted to cash and which are subject to insignificant risk of changes in value. For the purpose of the Statement of Cash Flows, cash is as defined above. Cash is measured at nominal value. In October 2003 the Government introduced a policy with respect to aligning agency cash balances with appropriation and expenditure authority. During this financial year the department was required to transfer $8.881 million of its cash balance to the Consolidated Account as a Payment to SA Government.


Receivables Receivables include amounts receivable from goods and services, GST input tax credits recoverable, prepayments and other accruals. Receivables arise in the normal course of selling goods and services to other government agencies and to the public. Receivables are generally due within 30 days after the issue of an invoice or the goods/services have been provided under a contractual arrangement. Collectability of receivables is reviewed on an ongoing basis. An allowance for doubtful debts is raised when there is objective evidence that the department will not be able to collect the debt. Bad debts are written off when identified. Other financial assets The department measures financial assets and debt at historical cost, except for interest free loans (measured at the present value of expected repayments). Inventories Inventories include goods and other property either held for sale or distribution at no or nominal cost in the course of business. Inventories held for distribution at no or nominal consideration, are measured at cost and adjusted when applicable for any loss of service potential. Inventories held for sale are measured at the lower of cost or their net realisable value. Bases used in assessing loss of service potential for inventory held for distribution at no or minimal cost include current replacement cost and technological or functional obsolescence. Cost for inventory is measured on the basis of the first-in, first-out method. Net realisable value is determined using the estimated sales proceeds less costs incurred in marketing, selling and distribution to customers. The amount of any inventory write-down to net realisable value or inventory losses are recognised in the Statement of Comprehensive Income as an expense in the period the write-down or loss occurred. Any write-down reversals are also recognised in the Statement of Comprehensive Income. Inventories include canteen stock, uniforms and stationery at school sites, and reference material and resources at corporate office. Non-current assets held for sale Non-current assets (or disposal groups) are classified as held for sale and stated at the lower of their carrying amount and fair value less costs to sell if their carrying amount will be recovered principally through a sale transaction rather than through continuing use. This condition is regarded as met only when the sale is highly probable and the asset’s sale is expected to be completed one year from the date of classification. Non-current assets classified as held for sale and the assets of a disposal group classified as held for sale are presented separately from the other assets in the Statement of Financial Position. Non-current asset acquisition and recognition Non-current assets are initially recorded at cost or at the value of any liabilities assumed, plus any incidental cost involved with the acquisition. Non-current assets are subsequently measured at fair value less accumulated depreciation. Where assets are acquired at no, or minimal cost, they are recorded at their fair value in the Statement of Financial Position. However, if the assets are acquired at no or minimal cost as part of a restructure of administrative arrangements then the assets are recorded at the book value. ie: the amount recorded by the transferor public authority immediately prior to the restructure. All non-current tangible assets with a value equal to or in excess of $5,000 are capitalised. Componentisation of complex assets is only performed when the complex asset’s fair value at the time of acquisition is equal to or in excess of $5 million for infrastructure assets and $1 million for other assets. Land Land valuations reflect the Valuer-General’s values (for rating purposes) as at 30 June 2009. The Valuer-General’s values are deemed to be fair value for financial reporting purposes.


Buildings and improvements Information was obtained from the Strategic Asset Management Information System (SAMIS), maintained by the Department for Transport, Energy and Infrastructure. Buildings and improvements are valued at current replacement cost less accumulated depreciation. Replacement costs have been established by reference to Quantity Surveyors estimates and updated through the application of a relevant building index. The valuations for buildings are current as at 30 June 2008, asphalt paved areas are current as at 30 June 2007 and swimming pools are current as at 30 June 2009. The building data provided in the statements relates specifically to buildings, paved areas and swimming pools. The building data excludes landscaping, infrastructure, pergolas, playground equipment, sheds and some paving, fencing and leasehold improvements because they either cannot be reliably measured or no information is centrally recorded. Buildings under construction are reported as work in progress and are valued at cost. Where buildings and improvements are destroyed by fire during the year, the written down value of the buildings and improvements is treated as an expense in the Statement of Comprehensive Income. Buses Buses are recorded at current replacement cost as at 30 June 2009. Plant and equipment Items within administrative sites of the department acquired prior to 1 July 1997 are recorded at current replacement cost as at 1 July 1997 less accumulated depreciation. Items acquired after 1 July 1997 are recorded at historical cost less accumulated depreciation. Revaluation of non-current assets All non-current tangible assets are valued at written down current cost (a proxy for fair value); and revaluation of non-current assets or group of assets is only performed when its fair value at the time of acquisition is greater than $1 million and estimated useful life is greater than three years. Every three years, the Department revalues its land, buildings and improvements and bus fleet. However, if at any time management considers that the carrying amount of an asset materially differs from its fair value, then the asset will be revalued regardless of when the last valuation took place. Non-current tangible assets that are acquired between revaluations are held at cost until the next valuation, where they are revalued to fair value. Any revaluation increment is credited to the asset revaluation reserve, except to the extent that it reverses a revaluation decrease of the same asset class previously recognised as an expense, in which case the increase is recognised as income. Any revaluation decrease is recognised as an expense, except to the extent that it offsets a previous revaluation increase for the same asset class, in which case the decrease is debited directly to the asset revaluation reserve to the extent of the credit balance existing in the revaluation reserve for that asset class. Any accumulated depreciation as at the revaluation date is eliminated against the gross carrying amounts of the assets and the net amounts are restated to the revalued amounts of the asset. Upon disposal or derecognition, any revaluation reserve relating to that asset is transferred to retained earnings. Impairment All non-current tangible and intangible assets are tested for indication of impairment at each reporting date. Where there is an indication of impairment, the recoverable amount is estimated. An amount by which the asset’s carrying amount exceeds the recoverable amount is recorded as an impairment loss. For revalued assets, an impairment loss is offset against the respective asset revaluation reserve. Intangible assets An intangible asset is an identifiable non-monetary asset without physical substance. Intangible assets are measured at cost. Following initial recognition, intangible assets are carried at cost less any accumulated amortisation and any accumulated impairment losses. The useful lives of intangible assets are assessed to be either finite or indefinite. The department only has intangible assets with finite lives. The amortisation period and the amortisation method for intangible assets is reviewed on an annual basis. The acquisition or internal development of software is capitalised only when the expenditure meets the definition criteria (identifiability, control and the existence of future economic benefits) and recognition criteria


(probability of future economic benefits and cost can be reliably measured) and when the amount of expenditure is greater than or equal to $10,000. All research and development costs that do not meet the capitalisation criteria outlined in AASB 138 are expensed. Subsequent expenditure on intangible assets has not been capitalised. This is because the department has been unable to attribute this expenditure to the intangible asset rather than to the department as a whole.

m) Liabilities Liabilities have been classified according to their nature and have not been offset unless required or permitted by a specific accounting standard, or where offsetting reflects the substance of the transaction or other event. Where a liability line item combines amounts expected to be settled within twelve months and more than twelve months, the department has separately disclosed the amounts expected to be settled after more than twelve months. The notes accompanying the financial statements disclose financial liabilities where the counterparty / transaction is with an entity within the SA Government as at the reporting date, classified according to their nature. Payables Payables include creditors, accrued expenses and employment on-costs. Creditors represent the amounts owing for goods and services received prior to the end of the reporting period that are unpaid at the end of the reporting period. Creditors include all unpaid invoices received relating to the department’s normal operations. Accrued expenses represent goods and services provided by other parties during the period that are unpaid at the end of the reporting period and where an invoice has not been received. All payables are measured at their nominal amount, are unsecured and are normally settled within 30 days from the date of the invoice or date the invoice is first received. Employee benefit on-costs include payroll tax, WorkCover and superannuation contributions with respect to outstanding liabilities for salaries and wages, long service leave and annual leave. The department makes contributions to several State Government and externally managed superannuation schemes. These contributions are treated as an expense when they occur. There is no liability for payments to beneficiaries as they have been assumed by the respective superannuation schemes. The only liability outstanding at reporting date relates to any contributions due but not yet paid to the South Australian Superannuation Board. Borrowings The Department measures financial liabilities including borrowings / debt at historical cost, except for interest free loans (measured at the present value of expected repayments). Leases The determination of whether an arrangement is or contains a lease is based on the substance of the arrangement. The corporate department has entered into operating leases, but no finance leases. Operating Leases Operating lease payments are recognised as an expense in the Statement of Comprehensive Income on a straight-line basis over the lease term. The straight-line basis is representative of the pattern of benefits derived from the leased assets. Employee benefits These benefits accrue for employees as a result of services provided up to the reporting date that remain unpaid. Long-term employee benefits are measured at present value and short-term employee benefits are measured at nominal amounts. Wages, salaries, annual leave and sick leave The liability for salary and wages are measured as the amount unpaid at the reporting date at remuneration rates current at reporting date.


The annual leave liability is expected to be payable within twelve months and is measured at the undiscounted amount expected to be paid. No provision has been made for sick leave as all sick leave is non-vesting and the average sick leave taken in future years by employees is estimated to be less than the annual entitlement for sick leave. Long service leave The liability for long service leave is recognised after an employee has completed six years and six months of service (previously seven years and six months). An actuarial assessment of long service leave undertaken by the Department of Treasury and Finance based on a significant sample of employees throughout the South Australian public sector determined that the liability measured using the short hand method was not materially different from the liability measured using the present value of expected future payments. This calculation is consistent with the department’s experience of employee retention and leave taken. Country incentive leave Permanent teachers that commenced in designated country schools prior to the end of 2002 school year are entitled to country incentive leave after completing six years of continuous service at that school pursuant to the South Australian Education Staff (Government Preschools, Schools and TAFE) Enterprise Agreement 2006. The liability is recognised when the qualifying criteria has been met, and is measured at substantive remuneration rates current at reporting date. Provisions A liability has been reported to reflect unsettled workers compensation claims. The workers compensation provision is based on an actuarial assessment performed by the Public Sector Workforce Relations Division of the Department of the Premier and Cabinet. A provision is also raised to reflect the liability for outstanding (unsettled) vicarious liability claims. Provisions for outstanding fire claims yet to be settled as at balance date are also reported, as required by AASB137 ‘Provisions, Contingent Liabilities and Contingent Assets’. This provision is between the corporate department and schools, therefore is eliminated on consolidation.

n) Insurance The Department has insured for risks through the South Australian Government Finance Authority SAICORP Division. Under these insurance arrangements the department will meet the first $200,000 (except for fire claims $1,000,000) deductible of a loss or claim arising from property damage or civil liability (including public liability, products liability, professional indemnity and Directors’ and Officers’ liability).

o) Unrecognised contractual commitments and contingent assets and liabilities Commitments include operating, capital and outsourcing arrangements arising from contractual or statutory sources and are disclosed at their nominal value. Contingent assets and contingent liabilities are not recognised in the Statement of Financial Position, but are disclosed by way of a note and, if quantifiable, are measured at nominal value. Unrecognised contractual commitments and contingencies are disclosed net of the amount of GST recoverable from, or payable to the Australian Taxation Office. If GST is not payable to, or recoverable from the Australian Taxation Office, the commitments and contingencies are disclosed on a gross basis. Note 3 Changes in accounting policies

Details of the accounting policies that the department has changed during 2008-09 are detailed below. In addition, details of the impact, where significant, on the department’s financial statements from new and amended Australian accounting standards that are applicable for the first time in 2008-09 are also detailed below. 3.1 Restructure of Administrative Arrangements

In accordance with the revised AASB 1004 Contributions, the department records restructures of administrative arrangements as transactions with owners in their capacity as owners rather than recording these events as a revenue/expense item.

3.2 Other The department has early adopted the September 2007 version of AASB 101 Presentation of Financial Statements including AASB 2007-8 and AASB 2007-10 (these standards make consequential amendments to other standards as a result of the revised AASB 101) – this includes the preparation of a


single Statement of Comprehensive Income. In accordance with the new accounting standard AASB 1052 Disaggregated Disclosures, the amounts of assets and liabilities reliably attributable to each activity has been disclosed. In addition, Note A5 provides the identity of the recipient of the transfer payments classified as administered expenses consistent with the requirement of AASB 1050 Administered Items.

Issued or amended but not yet effective Except for the amendments to AASB 101 Presentation of Financial Statements, which the department has early adopted, the Australian accounting standards and interpretations that have recently been issued or amended but are not yet effective, have not been adopted by the department for the period ending 30 June 2009. The department has assessed the impact of the new and amended standards and interpretations and considers there will be no impact on the accounting policies or the department’s financial statements. Note 4 Activities of the Department

In achieving its objectives, the department provides a range of services classified into the following activities: Activity 1: Early Years Education and Care (Birth to Preschool) Provision of a flexible range of high quality programs and services which meet the changing needs of families and enhance children’s development in the critical early years, including the provision of child care centres, preschools, family day care, out of school-hours care and occasional care.

Sub-activity 1.1 Early Childhood Education and Care (Birth – Preschool) Provision of a flexible range of high quality programs and services which meet the changing needs of families and enhance children’s development, including child care centres, family day care, out of school-hours care and occasional care. Sub-activity 1.2 Preschool Services Provision of early childhood education through preschools, child-parent centres and the purchase (coordination, policy, planning, curriculum, quality regulation and funding) of preschool positions through independent community organisations.

Activity 2: Education - Early Years Education (R - 2) Provision of early years education. Activity 3: Education - Primary and Secondary Education (3 - 12) Provision of Primary and Secondary Education.

Sub-activity 3.1 Year 3 to Year 7 Education Provision Delivery of Year 3 to Year 7 educational programs. Sub-activity 3.2 Year 8 to Year 10 Education Provision Delivery of Year 8 to Year 10 educational programs. Sub-activity 3.3 Year 11 to Year 12 Education Provision Delivery of Year 11 to Year 12+ educational programs.


Note 5 Employee benefit expenses

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Salaries and wages (including annual leave) 1,281,828 1,251,767 1,258,666 1,231,783

Employment on-costs - superannuation 144,687 143,559 142,645 141,626

Employment on-costs - payroll tax 73,734 75,702 73,734 75,702

Long service leave 60,981 63,205 60,445 62,794

Workers compensation 14,240 16,236 14,240 16,236

Other employee related expenses 2,623 2,294 2,520 2,177

Board fees 18 8 18 8

Country incentive leave 5,528 - 5,528 -

Total employee benefit expenses 1,583,639 1,552,771 1,557,796 1,530,326

Targeted Voluntary Separation Packages (TVSP) No employees were paid TVSP’s during the reporting period.


Note 5 Employee benefit expenses (cont)

Remuneration of Employees

2009

2009

2008

2008

The number of employees whose remuneration received falls within the following bands:

Number of Executives*

Number of Employees

Number of Executives*

Number of Employees

$100 000 to $109 999 - 477 - 480

$110 000 to $119 999 3 250 2 203

$120 000 to $129 999 - 112 4 91

$130 000 to $139 999 3 52 3 37

$140 000 to $149 999 5 43 3 31

$150 000 to $159 999 2 16 3 18

$160 000 to $169 999 5 16 4 8

$170 000 to $179 999 4 11 2 4

$180 000 to $189 999 - 1 3 5

$190 000 to $199 999 - - 3 4

$200 000 to $209 999 1 1 1 2

$210 000 to $219 999 4 6 - 1

$220 000 to $229 999 1 1 - -

$230 000 to $239 999 - 2 - 1

$240 000 to $249 999 1 1 - -

$260 000 to $269 999 - - 2 2

$270 000 to $279 999 - 1 - -

$290 000 to $299 999 2 2 - -

$310 000 to $319 999 1 1 1 1

$370 000 to $379 999 1 1 - -

$410 000 to $419 999 1 1 - -

Total Number of Executives / Employees 34 995 31 888

* Based on the Department's Executive Organisation Structure. The table includes all employees who received remuneration of $100,000 or more during the year. The remuneration includes salary, employer's superannuation costs and use of motor vehicle in accordance with prescribed conditions and associated fringe benefits tax. This number of employees includes 129 (79) who received country incentive payments and 71 (63) persons that retired at the over $100,000 remuneration level. Remuneration received or due and receivable by the above employees was $117 million (2008: $102.3 million), which is included in employee expenses. Salary rates during 2008-09 have increased by an interim rate of 3.75% for Education Act employees, 3.5% for Public Sector Management (PSM) Act employees, and 3.5% for Executives due to enterprise agreements. Number of employees as at the reporting date As at 30 June, the Department employed 20,264 (20,234) full time equivalents.


Note 6 Supplies and services

Supplies and services provided by entities within the SA Government



DECS 2009 $’000

DECS 2008 $’000

Minor works, maintenance and equipment 70,897 66,969 82,669 70,397

Rentals and leases 15,999 15,596 16,023 15,618

Management fees, fees and charges 10,654 10,261 10,919 10,308

Computer communications 658 755 668 765

Utilities 6,468 6,239 6,471 6,244

Vehicle and travelling expenses 5,686 5,225 6,410 7,894

Insurance (including self insurance) 3,552 3,219 4,330 3,641

Telecommunications 1,826 2,121 1,791 2,127

Security 4,484 3,879 4,490 3,881

Legal 1,389 1,450 1,395 1,450 Contractors and other outsourced services 2,658 946 6,382 4,184

School card and other allowances - - 10,574 10,295

Other 5,383 789 6,270 1,696

Total supplies and services – SA Government entities 129,654 117,449 158,392 138,500

Supplies and services provided by entities external to the SA Government Printing, postage and consumables 71,228 67,858 5,602 5,952 Minor works, maintenance and equipment 55,464 57,199 8,184 6,185 Child care assistance, school card and other

allowances 29,330 29,384 29,330 29,384

Cleaning 29,194 27,871 3,301 2,953 Student learning materials 24,900 24,663 - - Utilities 19,556 18,205 18,413 17,047 Cost of goods sold 16,280 16,916 - - Vehicle and traveling expenses 22,165 20,953 18,375 17,419 Bus contractors 18,548 17,596 18,548 17,596 Telecommunications 13,148 10,964 11,834 9,485 Consultants, contractors and other

outsourced services 19,873 17,806 18,977 16,766

Excursions and camps 16,812 16,172 - - Security 987 2,129 551 1,918 Computer communications 10,465 13,514 9,068 11,937 Training and development 5,410 5,135 2,097 2,248 Rentals and leases 3,134 3,721 1,353 1,768 Other 61,728 68,640 16,083 14,995 Total supplies and services – non SA Government entities 418,222 418,726 161,716 155,653

Total supplies and services 547,876 536,175 320,108 294,153

The total supplies and services amount disclosed includes GST amounts not-recoverable from the ATO due to the department not holding a valid tax invoice or payments relating to third party arrangements.


Note 6 Supplies and services (cont)

The number and dollar amount of consultancies paid/payable (included in supplies and services expense) that fell within the following bands:

2009 Number of Consultants

2009 $’000

2008 Number of Consultants

2008 $’000

Between $10,000 and $50,000 3 51 3 69 Above $50,000 1 868 2 1,320 Total paid/payable to the consultants engaged 4 919 5 1,389

Note 7 Grants and subsidies

Grants and subsidies paid / payable to entities within the SA Government



DECS 2009 $’000

DECS 2008 $’000

Recurrent grants paid to schools and units - - 109,527 105,397 Capital grants paid to schools and units - - 1,888 1,673 Recurrent grants paid to preschools 3,652 4,922 3,652 4,922 Recurrent grants paid to other organisations 1,338 1,933 1,338 1,933 Total grants and subsidies – SA Government entities 4,990 6,855 116,405 113,925

Grants and subsidies paid / payable to entities external to the SA Government

Grants paid to other organisations 10,093 9,465 10,093 9,465 Total grants and subsidies – non SA Government entities 10,093 9,465 10,093 9,465

Total grants and subsidies 15,083 16,320 126,498 123,390 Note 8 Depreciation and amortisation

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Depreciation Buildings and improvements 60,029 52,763 60,015 52,597 Computing, communication equipment,

furniture and equipment 4,587 4,665 2,551 2,577

Buses / motor vehicles 2,205 2,250 1,742 1,783 Leasehold improvements 1,313 1,313 1,313 1,313 Other 542 577 264 282 Total depreciation 68,676 61,568 65,885 58,552 Amortisation Intangible assets 871 871 871 871 Total amortisation 871 871 871 871 Total depreciation and amortisation 69,547 62,439 66,756 59,423


Note 9 Other expenses

Consolidated

2009 $’000

Consolidated 2008

$’000

DECS 2009 $’000

DECS 2008

$’000 Other expenses paid/payable to entities within the SA Government

Auditor’s remuneration – Auditor General’s Department 395 520 395 520

Total other expenses – SA Government entities 395 520 395 520

Other expenses paid/payable to entities external to the SA Government

Auditor’s remuneration – school/ preschool auditors 830 863 810 852

Allowance for doubtful debts and debt write offs 2,149 4,613 (84) 1,996

Non-current assets written off 94 5,569 94 5,569 Write-down of other assets - 2,791 - 2,791 Total other expenses – non SA Government entities 3,073 13,836 820 11,208

Total other expenses 3,468 14,356 1,215 11,728

Other services No other services were provided by the Auditor-General’s Department.

Note 10 Commonwealth revenues



DECS 2009 $’000

DECS 2008 $’000

Recurrent revenue 295,141 225,318 295,141 225,318 Capital revenue 28,297 23,226 28,297 23,226

Total Commonwealth revenues 323,438 248,544 323,438 248,544


Note 11 Student and other fees and charges



DECS 2009 $’000

DECS 2008 $’000

Fees and charges received/receivable from entities within the SA Government

Sales / fee for service revenue 367 408 1,285 905 Other user fees and charges 952 1,340 2,883 3,895 Total fees and charges – SA Government entities

1,319 1,748 4,168 4,800

Fees and charges received/receivable from entities external to the SA Government

Sales / fee for service revenue 12,669 13,594 3,514 3,456 Student enrolment fees and charges 78,952 67,026 1,820 2,228 Other user fees and charges 9,679 8,744 9,679 8,842 School canteen sales 17,350 19,821 - - Total fees and charges – non SA Government entities 118,650 109,185 15,013 14,526

Total student and other fees and charges 119,969 110,933 19,181 19,326

Note 10 Commonwealth revenues (cont)

The following revenues were recognised at year end with the condition that they be expended in a particular manner, but had yet to be applied in that manner at year end:

2009

$’000 2008

$’000 Building Education Revolution 35,332 - Trade Training Centre 3,827 - Solar Schools Program 2,772 - SILA Literacy in SA 2,000 - Reading Assistance Voucher 1,496 - Futures Connect 1,246 - Policy 600 - Local School – Community Drug Summits 364 4 Languages Plan Implementation 336 - Accelerated Literacy Program 90 373 Universal Preschool Access 85 990 Values Education 31 32 SA Indigenous Ed Consultative 26 254 History Project 25 - Quality Teacher Program 23 213 ATAS – Wiltja Program - 2,974 Post Primary APY Review - 60 ESL-ILSS - 167 Working Together Indigenous Youth - 4 Family Day Care Scheme - 1,992 Indigenous Tutorial Assistance - 1,174 Digital Education Revolution - 4,309 Total conditions over revenue 48,253 12,546


Note 12 Interest revenues



DECS 2009 $’000

DECS 2008 $’000

Interest from entities within the SA Government 3,902 11,381 409 370

Other 556 587 45 62 Total interest revenue received 4,458 11,968 454 432

Note 13 Net gain / loss from disposal of non current assets



DECS 2009 $’000

DECS 2008 $’000

Land and buildings Proceeds from disposal 4,407 1,331 4,407 1,331 Less net book value of assets disposed 4,187 2,289 4,187 2,289

Net gain / (loss) from disposal of land and buildings 220 (958) 220 (958)

Plant and equipment

Proceeds from disposal 276 452 - 147 Less net book value of assets disposed 223 448 - 196

Net gain/ (loss) from disposal of plant and equipment 53 4 - (49)

Total assets

Total proceeds from disposal 4,683 1,783 4,407 1,478 Less total value of assets disposed 4,410 2,737 4,187 2,485

Total net gain / (loss) from disposal of assets 273 (954) 220 (1,007)

Note 14 Other income

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Recoveries - other 1,548 2,413 2,013 2,746 Assets recognised for the first time 369 3,509 369 3,509 Other income 41,952 36,668 15,338 15,926 Fundraising revenue 7,154 7,436 - - Total other income 51,023 50,026 17,720 22,181


Note 15 Revenue from / payments to SA Government

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Revenues from SA Government Appropriations from the Consolidated

Account pursuant to the Appropriation Act

1,746,547 1,738,690 1,746,547 1,738,690

Transfers from contingencies 7,192 1,710 7,192 1,710 Total revenues from SA Government 1,753,739 1,740,400 1,753,739 1,740,400

Payments to SA Government Return of surplus cash pursuant to cash

alignment policy (8,881) (16,498) (8,881) (16,498)

Total payments to SA Government (8,881) (16,498) (8,881) (16,498) Note 16 Cash



DECS 2009 $’000

DECS 2008 $’000

Deposits with the Treasurer - at call 88,423 34,127 88,423 34,127 Deposits with the Treasurer (AAEFA) 189,896 165,924 189,896 165,924 SA School Investment Fund (SASIF)* 184,386 169,221 - - Cash at bank and on hand 18,670 16,262 501 482 Section 21 Deposit accounts 350 343 350 343 Total cash 481,725 385,877 279,170 200,876

Deposits with the Treasurer

Includes funds held in the Accrual Appropriation Excess Funds Account (AAEFA). The balance of these funds is not available for general use, i.e. funds can only be used in accordance with the Treasurer’s approval.

SA School Investment Fund * Represents the amount held in schools SASIF accounts at 31 December 2008.

The amount held in schools and units SASIF accounts as at 30 June 2009 was $248.4 million (2008: $231.1 million) and does not include $16.4 million (2008: $17 million) held in the account for preschools and some units as these have been treated as transactions with third parties refer Note 2c Reporting Entities.


Note 17 Receivables

Consolidated

2009 $’000

Consolidated2008

$’000

DECS 2009 $’000

DECS 2008 $’000

Current Receivables 26,334 30,964 22,103 25,861 Less allowance for doubtful debts (9,948) (9,626) (1,978) (2,092) GST recoverable from the ATO 8,184 7,593 6,082 5,567 Accrued revenues 3,432 2,102 3,202 900 Prepayments 1,303 1,013 68 31 Loan receivables 64 64 551 595 Less allowance for doubtful debts loans (64) (64) (64) (64) Total current receivables 29,305 32,046 29,964 30,798

Non-current Workers compensation receivable 229 238 229 239 Loan receivables 28 31 6,137 6,633 Total non-current receivables 257 269 6,366 6,872 Total receivables 29,562 32,315 36,330 37,670

Government / non government receivables Receivables from SA Government entities Fees, charges and other receivables 3,165 10,069 9,936 15,637 Less allowance for doubtful debts - - (1,381) (1,536) Loan receivables - - 6,596 7,133 Accrued revenues 64 148 489 159 Total receivables from SA Government entities 3,229 10,217 15,640 21,393

Receivables from non SA Government entities

Fees, charges and other receivables 23,169 20,895 12,167 10,224 Less allowance for doubtful debts (9,948) (9,626) (597) (556) GST recoverable from the ATO 8,184 7,593 6,082 5,567 Workers compensation receivable 229 238 229 239 Accrued revenues 3,368 1,954 2,713 741 Prepayments 1,303 1,013 68 31 Loan receivables 92 95 92 95 Less allowance for doubtful debts loans (64) (64) (64) (64) Total receivables from non SA Government entities 26,333 22,098 20,690 16,277

Total receivables 29,562 32,315 36,330 37,670


Note 17 Receivables (cont)

Movement in the allowance for doubtful debts The allowance for doubtful debts (allowance for impairment loss) is recognised when there is objective evidence that a receivable is impaired. An allowance for impairment loss has been recognised in ‘other expenses’ in the Statement of Comprehensive Income for specific debtors and debtors assessed on a collective basis for which such evidence exists. Movements in the provision for doubtful debts (impairment loss):

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Carrying amount at the beginning of the period 9,690 8,390 2,156 485Increase / (decrease) in the provision 2,149 4,613 (84) 1,996Amounts written off (1,827) (3,313) (30) (325)Carrying amount at the end of the period 10,012 9,690 2,042 2,156 Interest rate and credit risk Receivables are raised for all goods and services provided for which payment has not been received. Receivables are normally settled within 30 days. Receivables, prepayments and accrued revenues are non-interest bearing. Other than as recognised in the allowance for doubtful debts, it is not anticipated that counterparties will fail to discharge their obligations. The carrying amount of receivables approximates net fair value due to being receivable on demand. There is no concentration of credit risk

Note 18 Inventories



DECS 2009 $’000

DECS 2008 $’000

Current Materials at net realisable value 4,023 3,807 181 118 Total current inventories 4,023 3,807 181 118 Total inventories 4,023 3,807 181 118

Note 19 Other financial assets



DECS 2009 $’000

DECS 2008 $’000

Current Term deposits 93 6,178 - - Total current investments 93 6,178 - - Non-current Term deposits 498 658 - - Total non-current investments 498 658 - - Total other financial assets 591 6,836 - -

The term deposits are carried at cost and are to be held to their maturity.


Note 20 Non-current assets classified as held for sale

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Current Land 7,140 8,712 7,140 8,712 Buildings and improvements 1,636 2,785 1,636 2,785 Buses 412 32 412 32 Total current non-current assets held for sale 9,188 11,529 9,188 11,529

Note 21 Property, plant and equipment

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Land

Land at valuation 1,125,664 1,057,432 1,125,525 1,057,308 Land at cost 5,910 11,323 5,784 11,197 Total land 1,131,574 1,068,755 1,131,309 1,068,505

Buildings and improvements Buildings and improvements at valuation 4,295,791 4,303,918 4,295,791 4,303,918 Accumulated depreciation (2,830,645) (2,777,742) (2,830,645) (2,777,742) Buildings and improvements at cost 58,458 6,299 57,808 5,249 Accumulated depreciation (504) (135) (392) (45) Total buildings and improvements 1,523,100 1,532,340 1,522,562 1,531,380

Leasehold improvements Leasehold improvements at cost 13,331 13,331 13,331 13,331 Accumulated depreciation (6,496) (5,183) (6,496) (5,183) Total leasehold improvements 6,835 8,148 6,835 8,148

Construction work in progress Construction work in progress at cost 46,940 48,661 46,940 48,661 Total construction work in progress 46,940 48,661 46,940 48,661

Buses / motor vehicles Buses at valuation 58,743 53,392 58,743 53,392 Accumulated depreciation (47,215) (44,044) (47,215) (44,044) Buses at cost 8,054 8,618 102 1,246 Accumulated depreciation (4,433) (4,056) (1) (42) Total buses / motor vehicles 15,149 13,910 11,629 10,552


Note 21 Property, plant and equipment (cont)

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Computing, communication equipment, furniture and equipment

Computing, communication equipment, furniture and equipment at valuation 1,835 1,868 1,835 1,868

Accumulated depreciation (1,835) (1,868) (1,835) (1,868) Computing, communication equipment, furniture

and equipment at cost 36,314 34,813 17,769 17,399

Accumulated depreciation (25,482) (22,105) (13,363) (10,813) Total computing, communication equipment, furniture and equipment 10,832 12,708 4,406 6,586

Other assets Other assets at cost 7,233 6,953 4,303 4,181 Accumulated depreciation (5,081) (4,635) (3,240) (2,974) Total other assets 2,152 2,318 1,063 1,207 Total property plant and equipment 2,736,582 2,686,840 2,724,744 2,675,039

Valuation of non-current assets - valuation of land and swimming pools were performed at 30 June 2009, buildings 30 June 2008, and paving 30 June 2007. The land valuation was performed by the Valuer-General and the buildings, paving and swimming pools were valued by the Department for Transport, Energy and Infrastructure. Valuations of computing and communication equipment, furniture and equipment, and buses are based on current replacement cost. Schools’ plant and equipment is recorded at cost.


RECONCILIATION OF NON-CURRENT ASSETS – This table shows the movement of non-current assets

DECS 2008-09 Land Buildings Leasehold

Improvements

Computing, Communication

Equipment, Furniture and

Equipment

Buses / Motor Vehicles

Construction Work in Progress

Other Assets Tangible asset total

Internally developed computer software

Intangible asset total

$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 Carrying Amount at the Beginning 1,068,505 1,531,380 8,148 6,586 10,552 48,661 1,207 2,675,039 1,742 1,742

Additions 594 612 - 371 2,391 50,004 120 54,092 - - Disposals (810) (651) - - - - - (1,461) - Reclassified held for sale - (4) - - (380) - - (384) - - Transfer to/(from) WIP - 51,725 - - - (51,725) - - - - Revaluation increment/

(decrement) 63,373 (485) - - 808 - - 63,696 - -

Depreciation - (60,015) (1,313) (2,551) (1,742) - (264) (65,885) (871) (871) Other movements (353) - - - - - - (353) - - Carrying Amount at End of Financial Year 1,131,309 1,522,562 6,835 4,406 11,629 46,940 1,063 2,724,744 871 871

DECS 2007-08 Land Buildings Leasehold

Improvements

Computing, Communication

Equipment, Furniture and

Equipment

Buses / Motor Vehicles

Construction Work in Progress

Other Assets Tangible asset total

Internally developed computer software

Intangible asset total

$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 Carrying Amount at the Beginning 903,698 1,276,253 9,461 8,831 11,531 57,019 1,369 2,268,162 2,612 2,612

Additions 13,748 2,778 - 332 925 59,510 120 77,413 - - Disposals (1,066) (2,358) - - (123) (3,787) - (7,334) - - Reclassified held for sale (4,073) (5,376) - - 2 - - (9,447) - - Transfer to/(from) WIP - 64,081 - - - (64,081) - - - - Revaluation increment/

(decrement) 156,005 245,283 - - - - - 401,288 - -

Depreciation - (52,597) (1,313) (2,577) (1,783) - (282) (58,552) (870) (870) Other movements 193 3,316 - - - - - 3,509 - - Carrying Amount at End of Financial Year 1,068,505 1,531,380 8,148 6,586 10,552 48,661 1,207 2,675,039 1,742 1,742


Note 22 Intangible assets



DECS 2009 $’000

DECS 2008 $’000

Computer software Internally developed computer software 4,354 4,354 4,354 4,354 Accumulated amortisation (3,483) (2,612) (3,483) (2,612) Total computer software 871 1,742 871 1,742

The internally developed computer software relates to the Department’s Human Resource Management System (VALEO) with a remaining useful life of 1 year and carrying amount of $871,000. Prior to June 2003 costs associated with the development of VALEO were expensed, and after that date capitalised.

Note 23 Payables Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Current Creditors 34,524 55,561 45,126 53,489 Accrued expenses 5,329 6,533 3,455 4,474 Employment on-costs 19,039 18,119 19,036 18,108 Lease payables 21 53 - - Total current payables 58,913 80,266 67,617 76, 071 Non-Current Employment on-costs 26,459 25,125 26,459 25,125 Lease payables 42 91 - - Total non-current payables 26,501 25,216 26,459 25,125 Total payables 85,414 105,482 94,076 101,196 Government / non government payables Payables to SA Government entities

Creditors 14,942 24,610 17,842 26,172 Accrued expenses 1,435 2,475 1,844 2,468 Total Payables to SA Government entities 16,377 27,085 19,686 28,640

Payables to non SA Government entities Creditors 19,582 30,951 27,284 27,317 Accrued expenses 3,894 4,058 1,611 2,006 Employment on-costs 45,498 43,244 45,495 43,233 Lease payables 63 144 - - Total payables to non SA Government entities 69,037 78,397 74,390 72,556 Total payables 85,414 105,482 94,076 101,196

Note 23 Payables (cont)

As a result of an actuarial assessment performed by the Department of Treasury and Finance, the average factor for the calculation of employer superannuation on-cost has changed from the 2008 rate 11% to 10.5%. This rate is used in the employment oncost calculation. The net financial effect of this change in the current financial year is a decrease in the employment on-cost and employee benefit expense of $1.033 million. Interest rate and credit risk - creditors and accruals are raised for all amounts billed but unpaid. Sundry creditors are normally settled within 30 days. Employment on-costs are settled when the respective employee benefit that they relate to is discharged. All payables are non-interest bearing. The carrying amount of payables represents fair value due to the amounts being payable on demand.


Note 24 Borrowings



DECS 2009 $’000

DECS 2008 $’000

Current Borrowings from SA Government (1) 206 926 - 926 Total current borrowings 206 926 - 926 Non-current Borrowings from SA Government(1) 285 - - - Advances (2) 121 121 121 121 Total non-current borrowings 406 121 121 121 Total borrowings 612 1,047 121 1,047

(1) This loan is interest bearing and unsecured. The terms of the loan were agreed by the Minister at the time the

loan was provided. (2) The advance was to establish the imprest account and is non-interest bearing.

Borrowings are recognised at cost and have no maturity date. The interest rate is determined by the Treasurer. The average rate was 5.94% in 2009 (6.69% in 2008). Note 25 Employee benefits

Current



DECS 2009 $’000

DECS 2008 $’000

Annual leave 77,163 74,080 76,947 73,974 Accrued salaries and wages 19,162 12,863 18,795 12,384 Long service leave 45,156 47,106 45,022 46,989 Country incentive leave 2,138 - 2,138 - Total current employee benefits 143,619 134,049 142,902 133,347 Non-current Long service leave 336,200 316,859 334,528 315,407 Country incentive leave 3,391 - 3,391 - Total non-current employee benefits 339,591 316,859 337,919 315,407 Total employee benefits 483,210 450,908 480,821 448,754

Note 25 Employee benefits (cont)

Based on an actuarial assessment performed by the Department of Treasury and Finance, the benchmark for the measurement of the long service leave liability has been calculated at 6 years and 6 months (the benchmark applied in 2007-08 was 7 years and 6 months). The result of this has been an increase to the provision of $6.616 million. In addition, the actuarial assessment performed by the Department of Treasury and Finance also revised the salary inflation rate down by 0.5% from the 2008 rate 4.5%. The net financial effect of the changes in the current financial year are decreases in the employee benefit liabilities of $0.397 million, employment on-cost liabilities of $0.061 million and employee benefit expense of $0.458 million.


Note 26 Provisions



DECS 2009 $’000

DECS 2008 $’000

Current Provision for Workers Compensation 18,386 20,612 18,386 20,612 Provision for Vicarious Liability Claims 764 586 764 586 Provision for Fire Claims 12 1 204 675 Total current provisions 19,162 21,199 19,354 21,873 Non-current Provision for Workers Compensation 77,166 81,834 77,166 81,834 Provision for Vicarious Liability Claims 2,323 2,219 2,323 2,219 Total non-current provisions 79,489 84,053 79,489 84,053 Total provisions 98,651 105,252 98,843 105,926

Movements in provisions Provision for workers compensation: Carrying amount at the beginning of the period 102,446 107,528 102,446 107,528 Reductions arising from payments/other sacrifice of future economic benefits (20,160) (16,436) (20,160) (16,436)

Additional provision recognised 13,266 11,354 13,266 11,354 Carrying amount at the end of the period 95,552 102,446 95,552 102,446 A liability has been reported to reflect unsettled workers compensation claims. The workers compensation provision is based on an actuarial assessment performed by the Public Sector Workforce Relations Division of the Department of the Premier and Cabinet. These claims are expected to be settled within the next financial year. Provision for vicarious liability claims: Carrying amount at the beginning of the period 2,805 2,404 2,805 2,404 Reductions arising from payments/other sacrifice of future economic benefits (863) (660) (863) (660)

Additional provision recognised 1,145 1,061 1,145 1,061 Carrying amount at the end of the period 3,087 2,805 3,087 2,805 Provision for fire claims: Carrying amount at the beginning of the period 1 - 675 658 Reductions arising from payments/other sacrifice of future economic benefits - - (709) (446)

Additional provision recognised 11 1 238 463 Carrying amount at the end of the period 12 1 204 675

Note 27 Other Liabilities



DECS 2009 $’000

DECS 2008 $’000

Current: Deposits 15,280 15,637 14,699 14,901 Unearned revenue 5,793 9,684 1,042 5,473 Other liabilities 3,985 3,852 221 597 Total current other liabilities 25,058 29,173 15,962 20,971 Non-current Deposits 1,094 1,401 - - Other liabilities 504 159 360 - Total non-current other liabilities 1,598 1,560 360 - Total other liabilities 26,656 30,733 16,322 20,971


Note 28 Equity



DECS 2009 $’000

DECS 2008 $’000

Retained earnings 1,248,676 1,174,494 1,040,883 987,830 Asset revaluation reserve 1,319,471 1,261,382 1,319,418 1,261,344 Total equity 2,568,147 2,435,876 2,360,301 2,249,174

The asset revaluation reserve is used to record increments and decrements in the fair value of land, buildings and plant and equipment to the extent that they offset one another. Relevant amounts are transferred to retained earnings when an asset is disposed of or assets are transferred to another SA Government entity upon an administrative restructure.

Note 29 Unrecognised contractual commitments



DECS 2009 $’000

DECS 2008 $’000

Capital commitments Capital expenditure contracted for at the reporting date but are not recognised as liabilities in the financial report, are payable as follows:

Within one year 294,200 39,995 294,200 39,995

Later than one year but not later than five years 196,496 19,302 196,496 19,302

Total capital commitments 490,696 59,297 490,696 59,297

The department’s capital commitments are for capital works projects involving the construction or upgrade of school buildings and facilities. Capital commitments for 2008-2009 include commitments for projects associated with Commonwealth Government Building Education Revolution Program. Note 29 Unrecognised contractual commitments (cont)

Consolidated

2009 $’000


DECS 2009 $’000

DECS 2008 $’000

Remuneration commitments Commitments for the payment of salaries and other remuneration under fixed term employment contracts in existence at the reporting date but not recognised as liabilities are payable as follows:

Within one year 5,083 5,004 5,083 5,004

Later than one year but not later than five years 10,958 11,706 10,958 11,706 Total remuneration commitments 16,041 16,710 16,041 16,710 Amounts disclosed include commitments arising from executive service contracts. The department does not offer fixed-term remuneration contracts greater than five years.



DECS 2009 $’000

DECS 2008 $’000

Operating lease commitments for vehicles Within one year

4,342 3,813 4,342 3,813

Later than one year but not later than five years 5,049 2,849 5,049 2,849 Total motor vehicle operating lease commitments 9,391 6,662 9,391 6,662 The department has non-cancellable operating lease commitments for the provision of vehicles to senior executive officers or sections (ie: pool vehicles) with Fleet SA. There are no purchase options available to the Department.




DECS 2009 $’000

DECS 2008 $’000

Operating lease commitments for accommodation and facilities Commitments in relation to operating leases contracted for at the reporting date but not recognised as liabilities are payable as follows:

Within one year 7,828 7,617 7,828 7,617 Later than one year but not later than five years 13,063 19,939 13,063 19,939 Later than five years 28 - 28 -

Total accommodation and facilities operating lease commitments 20,919 27,556 20,919 27,556

The department has entered into a number of operating leases for the provision of office accommodation and facilities used for the delivery of educational services. Office accommodation is leased from the Department for Transport, Energy and Infrastructure. The property leases include both cancellable and non-cancellable leases and are for varied terms. Contingent rentals are based upon changes in market rental rates, the Consumer Price Index or a specified rate of increase in the rental payments. Options exist to renew the leases at the end of the lease term. Some leases have no option to renew. Rent is payable in arrears.

Note 30 Contingent Assets and Liabilities

The Department is presently a party to a claim in the Industrial Relations Court of South Australia seeking an interpretation of the allowable break in service (3 months or 2 years) for accrual of Long Service Leave (LSL) for contract teachers and temporary relieving teachers under the Education Act 1972. Although hourly paid instructors are not formally part of the arbitration, the Court’s decision may also have similar implications for these employees. On the 29 May 2009 a Full Court of the Industrial Relations Court of SA found in favour of the Department’s position. The Australian Education Union applied for permission to appeal the decision to the Full Court of the Supreme Court of SA. On 16 July 2009 the permission was granted. Hearing dates of the appeal have yet to be set. Depending on the outcome of the legal process, the department may have a liability to provide new rules retrospectively to the 1 January 1978 or to an alternative date set by the Court. The Department has received advice from the Crown Solicitor that departmental bus drivers were eligible for LSL under the Public Sector Management Act 1995 from 10 March 1994. Therefore payment from this date is being applied to each application for LSL that is received.

Note 31 Transferred functions

Transferred Out In September 2006 the South Australian Government announced a shared services initiative to streamline and simplify internal corporate and business support services to deliver savings. In late 2007 State Cabinet approved the shared services model developed by the Shared Services Reform Office for the creation of Shared Services SA in the Department of Treasury and Finance. The business services of South Australian Government Agencies are transferring to Shared Services SA in a series of transition programs known as Tranches. In most cases, these services transition in their current state with the current employees, who have been providing these services within the Agencies. Cabinet approved Tranche 1 services on 15 October 2007, which comprised Accounts Payable, Accounts Receivable and Payroll services. The next Tranche of services to transition was approved by Cabinet on 8 December 2008 and comprised of certain financial and taxation services, ICT services and Support, Contract Services and Purchase card administration. As part of this reform:

• From 21 July 2008, the Accounts Payable and Accounts Receivable services from the Resources Directorate transitioned to Shared Services SA.

• From 13 October 2008, the Payroll Services from the Resources Directorate transitioned to Shared Services SA.

• From 9 June 2009, certain financial accounting and taxation services from the Resources Directorate transitioned to Shared Services SA.

87 employees of the Resources Directorate, budget funding of $4.812 million and the following assets and liabilities were transferred to Shared Services SA.


Tranche 1

July and October

2008 $’000

Tranche 2

June 2009

$’000

Cash 1,007 205 Total assets 1,007 205 Employee benefits 1,007 205 Total liabilities 1,007 205 Total net assets transferred - - Net assets transferred by the department as a result of the administrative restructure were at the carrying amount. The net assets transferred were treated as a distribution to the Government as owner. Note 32 Remuneration of board and committee members

Members that were entitled to receive remuneration for membership during the 2008-09 financial year were: Animal Ethics Committee Ms Anne Clark Mr Manfred Heide Mr Steve Lawrie

Ms Kay McGrath Mr Steve Thompson Ms Pat Sprague

DECS Prudential Management and Audit Committee Ms Yvonne Sneddon The number of members whose remuneration received or receivable falls within the following bands:

2009 2008

$0 18 19 $1 - $ 9,999 6 5

$10,000 - $19,999 1 - Total number of members 25 24

Remuneration of members reflects all costs of performing board/committee member duties including sitting fees, superannuation contributions, fringe benefits tax and any other salary sacrifice arrangements. The total remuneration received or receivable by members was $12,145 ($8,670). *In accordance with the Department of Premier and Cabinet Circular No. 016, government employees did not receive any remuneration for board/committee duties during the financial year. Unless otherwise disclosed, transactions between members are on conditions no more favourable than those that it is reasonable to expect the entity would have adopted if dealing with the related party at arm’s length in the same circumstances.


Note 33 Cash Flow Reconciliation



DECS 2009 $’000

DECS 2008 $’000

Reconciliation of cash at the end of the reporting period: Cash disclosed in the Statement of Financial Position 481,725 385,877 279,170 200,876

Balance as per the Statement of Cash Flows 481,725 385,877 279,170 200,876

Reconciliation of net cash provided by operating activities to net cost of providing services:

Net cash provided by operating activities 140,260 125,853 126,144 111,228 Less net revenues from SA Government (1,744,858) (1,723,902) (1,744,858) (1,723,902) Add / less non cash items Depreciation and amortisation expense of non-current assets (69,547) (62,439) (66,756) (59,423)

Bad and doubtful debts (2,149) (4,613) 84 (1,996) Non-current assets derecognised / written off (94) (5,569) (94) (5,569) Write-down of other assets - (2,791) - (2,791) Assets recognised for the first time 369 3,509 369 3,509 Assumption of liabilities - 144 - 144 Gain / (loss) on sale or disposal of non-current assets 273 (954) 220 (1,007)

Changes in assets / liabilities Increase / (decrease) in receivables (1,426) 15,847 (1,269) 6,430 Increase / (decrease) in GST receivable 591 1,077 515 1,066 Increase / (decrease) in other assets 586 1,183 100 (166) (Increase) / decrease in employee benefits (32,302) (26,658) (32,067) (26,436) (Increase) / decrease in provisions 5,267 4,216 7,083 4,664 (Increase) / decrease in payables 22,536 (18,665) 8,672 (12,189) (Increase) / decrease in other liabilities 4,197 (5,821) 4,431 (5,076) Net cost of providing services (1,676,297) (1,699,583) (1,697,426) (1,711,514)


Note 34 Financial instruments / financial risk management

Table 34.1 Categorisation of financial instruments Details of the significant accounting policies and methods adopted including the criteria for recognition, the basis of measurement, and the basis on which income and expenses are recognised with respect to each class of financial asset, financial liability and equity instrument are disclosed in Note 2 Summary of Significant Accounting Policies.

Category of financial asset and financial liabilities Note

Carrying amount

2009 $’000

Fair value 2009 $’000

Carrying amount

2008 $’000

Fair value 2008 $’000

DECS Financial assets Cash and cash equivalents 16,33 279,170 279,170 200,876 200,876 Receivables (1) 17 23,542 23,542 24,939 24,939 Loan receivables 17 6,624 6,624 7,164 7,164 Total financial assets 309,336 309,336 232,979 232,979 Financial liabilities Payables (1) 23 93,721 93,721 100,820 100,820 Borrowings 24 121 121 1,047 1,047 Other liabilities 27 16,322 16,322 20,971 20,971 Total financial liabilities 110,164 110,164 122,838 122,838 (1) Australian accounting standards exclude from the definition of financial instruments, assets and liabilities resulting from statutory requirements imposed by governments. Credit risk Credit risk arises when there is a possibility of the department’s debtors defaulting on their contractual obligations resulting in financial loss to the department. The department measures credit risk on a fair value basis and monitors risk on a regular basis. The department has minimal concentration of credit risk. The department has policies and procedures in place to ensure that transactions occur with customers with appropriate credit history. The department does not engage in high risk hedging for its financial assets. Allowances for impairment of financial assets are calculated on past experience and current and expected changes in client credit rating. Currently the department does not hold any collateral as security to any of its financial assets. Other than receivables, there is no evidence to indicate that financial assets are impaired. Refer to note 18 for information on the allowance for impairment in relation to receivables. The following table discloses the aging of financial assets, past due, including impaired assets past due.


Note 34 Financial instruments / financial risk management (cont)

Table 34.2 Ageing analysis of financial assets

DECS Overdue for

< 30 days Overdue for 30 – 60 days

Overdue for > 60 days

Total

$’000 $’000 $’000 $’000 2009 Not impaired Receivables (1) 3,602 1,495 4,807 9,904 Impaired Receivables (1) - - (1978) (1978) Other financial assets - - (64) (64) 3,602 1,495 2,765 7,862 2008 Not impaired Receivables (1) (1,646) 846 3,573 2,773 Impaired Receivables (1) - - (2,092) (2,092) Other financial assets - - (64) (64) (1,646) 846 1,417 617 (1) Australian accounting standards exclude from the definition of financial instruments, assets and liabilities resulting from statutory requirements imposed by governments. The following table discloses the maturity analysis of financial assets and financial liabilities. Table 34.3 Maturity analysis of financial assets and liabilities Carrying Contractual Maturities DECS amount < 1 year 1 – 5 years > 5 years $’000 $’000 $’000 $’000 2009 Financial assets Cash 279,170 279,170 - - Receivables 23,542 23,542 - - Loan receivables 6,624 487 2,086 4,051 Total financial assets 309,336 303,199 2,086 4,051 Financial liabilities Payables 93,721 93,721 - - Borrowings 121 - - 121 Other financial liabilities 16,322 16,322 - - Total financial liabilities 110,164 110,043 - 121


Note 34 Financial instruments / financial risk management (cont)

Liquidity Risk Liquidity risk arises where the department is unable to meet its financial obligations as they fall due. The department is funded principally from appropriation by the SA Government. The department works with the Department of Treasury and Finance to determine the cash flows associated with its Government approved program of work and to ensure funding is provided through the SA Government budgetary processes to meet the expected cash flows. The department settles undisputed accounts within 30 days from the date of the invoice or date the invoice is first received. In the event of a dispute, payment is made within 30 days from resolution. The department’s exposure to liquidity risk is insignificant based on past experience and current assessment of risk. The carrying amount of financial liabilities recorded in table 34.1 represent the department’s maximum exposure to financial liabilities. Market Risk Market risk for the department is primarily through interest rate risk. Exposure to interest rate risk may arise through its interest bearing liabilities, including borrowings. The departments interest bearing liabilities are managed through SAFA and any movement in interest rates are monitored on a daily basis. There is no exposure to foreign currency or other price risks. Sensitivity disclosure analysis A sensitivity disclosure analysis has not been undertaken for the interest rate risk of the department as it has been determined that the possible impact on the profit and loss or total equity from fluctuations in interest rates is immaterial. Note 35 Events after balance date

There were no events occurring after balance date that have material financial implications on these financial statements.

Carrying Contractual Maturities amount < 1 year 1 – 5 years > 5 years $’000 $’000 $’000 $’000 2008 Financial assets Cash 200,876 200,876 - - Receivables 24,939 24,939 - - Loan receivables 7,164 531 2,053 4,580 Total financial assets 232,979 226,346 2,053 4,580 Financial liabilities Payables 100,820 100,820 - - Borrowings 1,047 926 - 121 Other financial liabilities 20,971 20,971 - - Total financial liabilities 122,838 122,717 - 121


ADMINISTERED FINANCIAL

STATEMENTS

for the year ended

30 June 2009



The net result and total comprehensive result are attributable to the SA Government as owner. The above statement should be read in conjunction with accompanying notes.

STATEMENT OF ADMINISTERED COMPREHENSIVE INCOME for the year ended 30 June 2009

Notes 2009 $’000

2008 $’000

Administered Expenses

Employee benefit expenses A3 1,800 1,688

Supplies and services A4 251 179

Transfer payments A5 725,665 675,508

Borrowing costs 86 199

Depreciation 6 7

Other expenses 371 144

Total administered expenses 728,179 677,725

Administered Income

Revenues from SA Government A6 166,632 159,781

Commonwealth revenues A7 595,751 520,189

Interest revenues A8 67 258

Other revenues 1 -

Total administered income 762,451 680,228

Net result 34,272 2,503

Total comprehensive result 34,272 2,503


STATEMENT OF ADMINISTERED FINANCIAL POSITION

as at 30 June 2009

Notes 2009 $’000

2008 $’000

Administered Current Assets

Cash A9 52,528 6,723

Receivables A10 324 1,367

Total Current Assets 52,852 8,090

Administered Non-Current Assets

Plant and equipment A11 41 16

Total Non-Current Assets 41 16

Total Assets 52,893 8,106

Administered Current Liabilities

Payables A12 4,353 60

Employee benefits A13 149 114

Borrowings A14 1,500 1,500

Other liabilities A15 6,196 -

Total Current Liabilities 12,198 1,674

Administered Non-Current Liabilities

Payables A12 35 36

Employee benefits A13 450 458

Total Non-Current Liabilities 485 494

Total Liabilities 12,683 2,168

Net Assets 40,210 5,938

Administered Equity

Accumulated surplus 40,210 5,938

Total Equity 40,210 5,938

Contingent Assets and Liabilities A16

Total equity is attributable to SA Government as owner. The above statement should be read in conjunction with accompanying notes.


The above statement should be read in conjunction with accompanying notes.

STATEMENT OF ADMINISTERED CHANGES IN EQUITY for the year ended 30 June 2009

Note No.

Accumulated Surplus $’000

Total $’000

Balance at 30 June 2007 3,435 3,435

Net result for 2007-08 2,503 2,503

Total comprehensive result for 2007-08 2,503 2,503

Balance at 30 June 2008 5,938 5,938

Net result for 2008-09 34,272 34,272

Total comprehensive result for 2008-09 34,272 34,272

Balance at 30 June 2009 40,210 40,210


STATEMENT OF ADMINISTERED CASH FLOWS

for the year ended 30 June 2009

Notes 2009 $’000

2008 $’000

Cash flows from operating activities Inflows / (Outflows)


Cash outflows Employee benefit payments (1,763) (1,704) Supplies and services (158) (176) Transfer payments (721,664) (674,949) Borrowing costs (97) (199) GST payments on purchases (14,536) (13,730)

Cash used in operations (738,218) (690,758)

Cash inflows Receipts from SA Government 166,632 159,781

Receipts from Commonwealth 602,146 520,189 Interest received 36 75 GST input tax credits 14,313 13,772 Other receipts 1 -

Cash generated from operations 783,128 693,817

Net cash provided by operating activities A18 44,910 3,059

Cash flows from investing activities Cash outflows Payments for plant and equipment (31) -

Cash used in investing activities (31) -

Cash inflows Loans repaid 926 1,311

Cash generated from investing activities 926 1,311

Net cash provided by investing activities 895 1,311

Cash flows from financing activities

Cash outflows Repayment of borrowings - (1,460)

Cash used in financing activities - (1,460)

Net cash used in financing activities - (1,460)

Net increase in cash 45,805 2,910 Cash at the beginning of the period 6,723 3,813

Cash at the end of the period A9 52,528 6,723


SCHEDULE OF EXPENSES AND INCOME ATTRIBUTABLE TO ADMINISTERED ACTIVITIES

for the year ended 30 June 2009

Minister’s Other Payments Minister’s Borrowings Minister’s Salary and Allowances Totals

2009 2008 2009 2008 2009 2008 2009 2008

$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000

Administered Expenses

Employee benefit expenses 1,559 1,447 - - 241 241 1,800 1,688 Supplies and services 251 179 - - - - 251 179 Transfer payments 725,665 675,508 - - - - 725,665 675,508 Borrowing costs - - 86 199 - - 86 199 Depreciation 6 7 - - - - 6 7 Other expenses - - 371 144 - - 371 144 Total Administered Expenses 727,481 677,141 457 343 241 241 728,179 677,725

Administered Income

Revenues from SA Government 166,391 159,541 - - 241 240 166,632 159,781

Commonwealth revenues 595,751 520,189 - - - - 595,751 520,189

Interest revenues - - 67 258 - - 67 258

Other revenues 1 - - - - - 1 -

Total Administered Income 762,143 679,730 67 258 241 240 762,451 680,228

Net Result 34,662 2,589 (390) (85) - (1) 34,272 2,503


Administered Expense Notes Employee benefit expenses Note A3 Remuneration of employees Note A3 Supplies and services Note A4 Transfer payments Note A5 Administered Revenue Notes Revenues from SA Government Note A6 Commonwealth revenues Note A7 Interest revenues Note A8 Administered Asset Notes Cash and cash equivalents Note A9 Receivables Note A10 Plant and equipment Note A11 Administered Liabilities Notes Payables Note A12 Employee benefits Note A13 Borrowings Note A14 Other liabilities Note A15 Other Notes Contingent assets and liabilities Note A16 Remuneration of boards and committees Note A17 Cash flow reconciliation Note A18 Financial instruments / financial risk management Note A19 Events after balance date Note A20

Note A3 Employee benefit expenses

2009

$’000 2008

$’000 Salaries and wages (including annual leave) 1,484 1,374 Employment on-costs - superannuation 134 108 Employment on-costs - payroll tax 74 64 Workers’ compensation 1 1 Long service leave (9) 10 Board Fees 116 131 Total employee benefit costs 1,800 1,688

NOTE INDEX

Summary of significant accounting policies Note A1 Changes in accounting policies Note A2


There were no Consultants paid / payable during the last two financial years.

Remuneration of Employees 2009 2008

The number of employees whose remuneration received or receivable exceeded $100 000 for this period are grouped within the following bands:

Number of Employees

Number of Employees

$100 000 to $109 999 1 2 $110 000 to $119 999 1 1 Total number of employees 2 3

The table includes all employees who received remuneration of $100 000 or more during the year. Remuneration of employees reflects all costs of employment including salaries and wages, superannuation contributions, fringe benefits tax and any other salary sacrifice benefits. The total remuneration received by these employees for the year was $220,000 ($315,000). Note A4 Supplies and services

2009 $’000

2008 $’000

Supplies and services provided by entities within SA Government

Printing, postage and consumables - 2 Vehicle and traveling expenses 7 9 Conference expenses - 1 Other expenses 1 -

Total supplies and services to SA Government entities 8 12

Supplies and services provided by entities external to SA Government

Fees - consultants, contractors and other outsourced services 91 79 Printing, postage and consumables 18 15 Minor works, maintenance and equipment 54 5 Vehicle and traveling expenses 31 16 Conference expenses 3 - Advertising, publicity, promotions 2 2 Rentals and leases 4 3 Computer communications 1 - Telecommunications - 1 Other expenses 39 46

Total supplies and services to Non SA Government entities 243 167

Total supplies and services 251 179


Note A5 Transfer payments

The department makes various transfer payments to eligible beneficiaries in the capacity of an agent responsible for the administration of the transfer process. Amounts relating to these transfer payments are not controlled by the department, since they are made at the discretion of the Government in accordance with government policy. The following table lists recipients by class and the amounts transferred.

2009

$’000 2008

$’000 Transfer payments paid / payable to entities within SA Government Multicultural grants - 39 Government schools 3,587 18,485 Special schools 2,355 2,299 Other organisations 105 166 SACE Board 12,557 11,783 Transport concessions 15,772 10,877 Total transfer payments to SA Government entities 34,376 43,649

Note A6 Revenues from SA Government

2009

$’000 2008

$’000 Appropriations from Consolidated Account pursuant to the Appropriation Act 166,380 159,531 Appropriations under other Acts 241 240 Transfers from Contingencies 11 10 Total revenues from SA Government 166,632 159,781

Note A7 Commonwealth revenues

2009

$’000 2008

$’000 Recurrent 579,491 479,706 Capital 16,260 40,483 Total Commonwealth revenues 595,751 520,189

Note A5 Transfer payments (cont)

2009

$’000 2008

$’000 Transfer payments paid / payable to entities external to SA Government

Multicultural grants 1,135 1,307 Non-Government schools 685,116 625,807 Special schools 3,803 3,989 Other organisations 1,235 756 Total transfer payments to Non SA Government entities 691,289 631,859

Total transfer payments 725,665 675,508


Note A8 Interest revenues

2009

$’000 2008

$’000 Interest from entities within the SA Government 67 258 Total interest revenues 67 258

Note A10 Receivables

2009

$’000 2008

$’000 Current

Loan receivables - 926 Interest receivable 36 376 GST recoverable from the ATO 288 65 Total current receivables 324 1,367 Government / Non Government receivables Receivables from SA Government entities

Loan receivables - 926 Interest receivable 36 376 Total receivables from SA Government entities 36 1,302

Receivables from non-SA Government entities

GST recoverable from the ATO 288 65 Total receivables from Non SA Government entities 288 65 Total receivables 324 1,367 Note A11 Plant and equipment

2009

$’000 2008

$’000 Computing, furniture and equipment Computing, furniture and equipment at cost 105 73 Accumulated depreciation (64) (57) Total computing, furniture and equipment 41 16 Total plant and equipment 41 16

Valuation of non-current assets Valuations of computing, furniture and equipment are based on current replacement cost in accordance with the Department of Treasury and Finance policy on valuations of non-current assets.

Note A9 Cash

2009

$’000 2008

$’000 Special Deposit Accounts with the Treasurer: 52,528 6,723 Total cash 52,528 6,723


Note A11 Reconciliation of plant and equipment

The following table shows the movement of plant and equipment 2009 $’000

2008 $’000

Carrying amount at the beginning of the financial year 16 23 Additions 31 - Depreciation (6) (7) Carrying amount at the end of the financial year 41 16 Note A12 Payables

2009

$’000 2008

$’000 Current

Creditors 4,318 24 Accrued expenses 16 22 Employment on-costs 19 14 Total Current 4,353 60 Non-Current Employment on-costs 35 36 Total non-current payables 35 36 Total payables 4,388 96

Payables to SA Government entities Creditors 3,032 2 Accrued expenses 16 22 Total payables to SA Government entities 3,048 24

Payables to Non SA Government entities Creditors 1,286 22 Employment on-costs 54 50 Total non-current payables to Non SA Government entities 1,340 72 Total payables 4,388 96

Note A13 Employee benefits

2009

$’000 2008

$’000 Current

Accrued salaries and wages 12 4 Annual leave 74 47 Long service leave 63 63 Total current employee benefits 149 114 Non-Current Long service leave 450 458 Total non-current employee benefits 450 458 Total employee benefits 599 572


Note A14 Borrowings

2009

$’000 2008

$’000 Current

Borrowings from SA Government 1,500 1,500 Total current borrowings 1,500 1,500 Note A15 Other liabilities

2009

$’000 2008

$’000 Current

Unearned revenue 6,196 - Total other liabilities 6,196 - Note A16 Contingent assets and liabilities

The Department is not aware of any contingent assets or liabilities and has made no guarantees in relation to its administered activities. Note A17 Remuneration of board and committee members

Members that were entitled to receive remuneration for membership during the 2009 financial year were: Ethnic Schools Board Mr Paul Demetriou Mr Denis Cranswick Mrs Chandra K Eriyagama Mr John A Kiosoglous Ms Raniah Daou (commenced 1 October 2008) Mr Paul Anthony Hine

Ms Helena Lelkes (retired 30 September 2008) Ms Ursula McGowan Dr Sabine Orchard-Simonides Mr Abdi Ali Osman Ms Goranka Pilja

Ministerial Advisory Committee: Students with Disabilities Ms Margaret Wallace Ms Mary Bambacas Mr Clive Budden Ms Erica Baker Ms Marie Hedley (resigned 31 December 2008) Ms Vivian Cagliuso (commenced 1 January 2009) Mr Dindo Varona (resigned 31 December 2008) Mr Nick Schumi (commenced 1 January 2009) Ms Heather Ward Ms Ingrid Alderton

Ms Libby Burns Ms Helen Beavan Ms Claire Cotton Ms Stephanie Grant Ms Cathie Home Ms Pam Jacobs Mr Brian Matthews Ms Kim Morey (resigned 31 December 2008) Ms Tanya Woodworth (commenced 1 January 2009)

Note A17 Remuneration of board and committee members (cont)

Multicultural Education Coordination Committee Mr Archie Kwesi Andrews Dr Giancarlo Chiro Ms Cristina Descalzi Mr Paul Anthony Hine Ms Suzanne Mashtoub Mr John A Kiosoglous Mr Lewis W O’Brien

Ms Zubayra Shamseden Assoc Prof, Dr My-Van Tran Ms Deb Dalwood Ms Janice Finlayson (resigned 31 December 2008) Mr Edgar Bliss (commenced 1 January 2009) Mr Lawrence Udo-Ekpo


Non-Government School Advisory Committee Mr Jeffery Croser Ms Nicola Mullins Ms Katherine Teague Ms Fiona Godfrey Mr Barry Kahl Mr Garry Le Duff

Mr Don Grimmett Mr Alan Dooley (resigned 31 December 2008) Ms Elizabeth Swift (commenced 1 January 2009) Mr Michael Honey Ms Julie Lundberg Ms Ann Bliss

Non-Government Schools Registration Board Mr Robin Anderson Mr Gordon Baker Ms Kathleen Cotter Mr Russell Eley Ms Margaret Linke Dr Dale Wasley Ms Doreen Yam

Mr Alan Young Mr Garry Le Duff Mr Alan Dooley (resigned 31 December 2008) Ms Elizabeth Swift (commenced 1 January 2009) Ms Josephine Coonan Dr Vincent Thomas (Deputy) Ms Helen O’Brien (Deputy)

Non-Government Schools Joint Planning Committee Mr John Connell Mr Ken Hinkly Ms Mary Jackson Mr Andrew Grear Sister Catherine Clark

Mr Brian Simons Dr Vincent Thomas Mr Garry Le Duff (proxy) Ms Jan Hurley (proxy)

The number of members whose remuneration received or receivable falls within the following bands

2009 2008

$0 8 36 $1 - $ 9,999 75 37

$10,000 - $19,999 1 2 $20,000 - $29,999 - 1 $30,000 - $39,999 1 -

Total number of members 85 76 Remuneration of members reflects all costs of performing board/committee member duties including sitting fees, superannuation contributions, fringe benefits tax and any other salary sacrifice arrangements. The total remuneration received or receivable by members was $115,789 ($119,416). *In accordance with the Department of Premier and Cabinet Circular No. 016, government employees did not receive any remuneration for board/committee duties during the financial year. Unless otherwise disclosed, transactions between members are on conditions no more favourable than those that it is reasonable to expect the entity would have adopted if dealing with the related party at arm’s length in the same circumstances.


Note A18 Cash flow reconciliation

2009

$’000 2008

$’000 Reconciliation of cash – cash at year end as per Statement of Administered Cash Flows 52,528 6,723 Statement of Administered Financial Position 52,528 6,723

Reconciliation of net cash provided by operating activities to net result

Net cash provided by operating activities 44,910 3,059 Add / less non cash items Depreciation of plant and equipment (6) (7)

Assumption of liabilities - (144)

Changes in assets / liabilities

Increase / (decrease) in GST receivable 223 (42)

(Decrease) / increase in receivables (340) (510)

Increase in other liabilities (6,196) -

Decrease / (increase) in employee benefits (27) 12 Decrease in payables (4,292) 135 Net result 34,272 2,503 Note A19 Financial Instruments / financial risk management

Table A19.1 Categorisation of financial instruments Details of the significant accounting policies and methods adopted including the criteria for recognition, the basis of measurement, and the basis on which income and expenses are recognised with respect to each class of financial asset, financial liability and equity instrument are disclosed in Note 2 Summary of Significant Accounting Policies. The policies outlined in Note 2 apply to both the Department and Administered Financial Statements.

Category of financial asset and financial liabilities Note

Carrying amount

2009 $’000

Fair value 2009

$’000

Carrying amount

2008 $’000

Fair value 2008

$’000

Financial assets Cash and cash equivalents A9 52,528 52,528 6,723 6,723 Receivables (1) A10 36 36 376 376 Loan receivables A10 - - 926 926 Total financial assets 52,564 52,564 8,025 8,025 Financial liabilities Payables (1) A12 4,388 4,388 96 96 Loan payables A14 1,500 1,500 1,500 1,500 Other liabilities A15 6,196 6,196 - - Total financial liabilities 12,084 12,084 1,596 1,596

(1) Australian accounting standards exclude from the definition of financial instruments, assets and liabilities resulting from statutory requirements imposed by governments.


Note A19 Financial Instruments / financial risk management (cont)

Credit risk Credit risk arises when there is a possibility of the department’s debtors defaulting on their contractual obligations resulting in financial loss to the department. The department measures credit risk on a fair value basis and monitors risk on a regular basis, The department has minimal concentration of credit risk. The department has policies and procedures in place to ensure that transactions occur with customers with appropriate credit history. The department does not engage in high risk hedging for its financial assets. Allowances for impairment of financial assets are calculated on past experience and current and expected changes in client credit rating. Currently the department does not hold any collateral as security to any of its financial assets. Other than receivables, there is no evidence to indicate that financial assets are impaired. Refer to note A11 for information on the allowance for impairment in relation to receivables. The following table discloses the maturity analysis of financial assets and financial liabilities. Table A19.2 Maturity analysis of financial assets and liabilities Carrying Contractual Maturities amount < 1 year 1 – 5 years > 5 years $’000 $’000 $’000 $’000 2009 Financial assets Cash and cash equivalents 52,528 52,528 - - Receivables 36 36 - - Loan Receivables - - - - Total financial assets 52,564 52,564 Financial liabilities Payables 4,388 4,388 - - Borrowings 1,500 1,500 - - Other financial liabilities 6,196 6,196 - - Total financial liabilities 12,084 12,084 - - Carrying Contractual Maturities amount < 1 year 1 – 5 years > 5 years $’000 $’000 $’000 $’000 2008 Financial assets Cash and cash equivalents 6,723 6,723 - - Receivables 376 376 - - Loan Receivables 926 926 - - Total financial assets 8,025 8,025 - - Financial liabilities Payables 96 96 - - Borrowings 1,500 1,500 - - Other financial liabilities - - - - Total financial liabilities 1,596 1,596 - - Liquidity Risk Liquidity risk arises where the department is unable to meet its financial obligations as they fall due. The department is funded principally from appropriation by the SA Government. The department works with the Department of Treasury and Finance to determine the cash flows associated with its Government approved program of work and to ensure funding is provided through the SA Government budgetary processes to meet the expected cash flows. The department settles undisputed accounts within 30 days from the date of the invoice or date the invoice is first received. In the event of a dispute, payment is made within 30 days from resolution. The department’s exposure to liquidity risk is insignificant based on past experience and current assessment of risk. The carrying amount of financial liabilities recorded in table A19.1 represent the department’s maximum exposure to financial liabilities.


Market Risk Market risk for the department is primarily through interest rate risk. Exposure to interest rate risk may arise through its interest bearing liabilities, including borrowings. The department’s interest bearing liabilities are managed through SAFA and any movement in interest rates are monitored on a daily basis. There is no exposure to foreign currency or other price risks Sensitivity disclosure analysis A sensitivity disclosure analysis has not been undertaken for the interest rate risk of the department as it has been determined that the possible impact on the profit and loss or total equity from fluctuations in interest rates is immaterial. Note A20 Events after balance date

There were no events occurring after balance date that have material financial implications on these financial statements.


STATISTICAL ANNEX

This section provides information on the department’s education services and early childhood services.


Education services Table 37: Number of government schools by school type and location, Term 3, 2008 and 2009

2008 2009 Type of school Total Metro Country Total Junior primary schools 45 34 7 41 Primary schools 373 207 165 372 Rural schools 8 0 6 6 High schools 71 44 27 71 Combined schools primary/secondary 10 7 2 9 Area schools 49 0 49 49 Aboriginal schools 18 1 17 18 Special schools 20 13 7 20 Secondary language centre 1 1 0 1 Open access college 1 1 0 1 Total 596 308 280 588

Table 38: Full-time and part-time persons in SA government schools by secondary year level, Term 3 2009 Persons FTE Year Full-time Part-time Total % Part-

timeTotal % Part-

time Year 8 11 891 34 11 925 0.3% 11 904 0.1% Year 9 12 158 36 12 194 0.3% 12 177 0.2% Year 10 12 184 53 12 237 0.4% 12 218 0.3% Year 11 11 976 2 285 14 261 16.0% 12 999 7.9% Year 12 8 412 2 461 10 873 22.6% 9 686 13.2% Other secondary 1 980 1 460 3 440 42.4% 2 464 19.6% Total 58 601 6 329 64 930 9.7% 61 447 4.6%

Note: Data are reconciled for the State, providing consolidated person and FTE counts for part-time students Full-time equivalent (FTE) figures are rounded. Source: DECS Term 3 School Enrolment Census 2009 Table 39: Enrolments (FTE) of students with disabilities, 2008 and 2009 School 2008 2009 Change % Change Primary 9 619 9 508 -112 -1.2% Secondary 5 272 5 619 347 6.2% Total 14 891 15 126 235 1.6% % of all enrolments 9.0% 9.1%

Note: Data are expressed in full-time equivalent terms (FTE) rounded. Source: DECS Term 3 School Enrolment Census 2008, 2009


Table 40: Enrolments (FTE) of students with disabilities by educational setting, 2008 and 2009 Setting 2008 Term 3 2009 Term 3 Number % Number % Mainstream schools - Mainstream classes 12 242 82.2% 12 434 82.2% - Special classes 1 067 7.2% 1 057 7.0% - Special units 551 3.7% 576 3.8% Total mainstream schools 13 861 93.1% 14 066 93.0% Special schools total 1 031 6.9% 1 060 7.0% Total 14 891 100.0% 15 126 100.0%

Source: DECS Term 3 School Enrolment Census 2008, 2009 Table 41: Enrolments (FTE) of non-English speaking background (NESB) students, 2008 and 2009

School 2008 2009 Change%

ChangePrimary 10 227 10 231 4 0.0%

Secondary 6 405 6 706 301 4.5%Total 16 633 16 937 304 1.8%

% of all enrolments 10.1% 10.2%

Note: Data are expressed in full-time equivalent terms (FTE) rounded. Note: The definition of NESB used includes students born overseas or born in Australia having parents born overseas, but excludes Aboriginal students who speak an Aboriginal language and temporary residents Source: DECS Term 3 School Enrolment Census 2008, 2009


Table 42: Government schools and enrolments by region 2009

TERM 1* TERM 3

Region

Number of

Schools

Primary Secondary Total Number of

Schools

Primary Secondary Total Aboriginal enrolments

Students from non-

English speaking

back-grounds

** Adelaide Hills 35 4 461 2 223 6 684 35 4 708 2 182 6 889 115 84 Barossa 25 4 026 2 166 6 192 25 4 251 2 083 6 334 212 57 Eastern Adelaide 43 11 080 7 992 19 071 43 11 889 7 923 19 812 257 4 018 Eyre and Western 40 4 926 2 813 7 739 40 5 206 2 698 7 904 859 58 Far North 28 2 489 1 216 3 705 28 2 649 1 127 3 776 1 460 67 Fleurieu and Kangaroo Island 11 2 765 1 835 4 600 11 2 929 1 761 4 690 116 81 Limestone Coast 44 5 607 3 601 9 208 44 5 917 3 488 9 405 234 118 Murray and Mallee 52 4 959 3 770 8 729 52 5 251 3 678 8 928 597 439 Northern Adelaide 105 22 140 12 687 34 827 105 23 529 12 252 35 781 1 940 4 980 Southern Adelaide *** 93 20 403 14 193 34 596 92 21 644 13 923 35 568 853 2 515 Western Adelaide 50 9 719 6 644 16 363 50 10 377 6 653 17 030 940 4 471 Yorke and Mid North 63 5 497 3 824 9 321 63 5 768 3 679 9 446 455 50 Total 2009 589 98 071 62 963 161 033 588 104 116 61 447 165 563 8 038 16 937 Total 2008 596 99 208 62 647 161 855 596 105 091 60 214 165 305 7 751 16 633

Note: Term 1 enrolment census (22 February 2009) and Term 3 enrolment census (1 August 2009). Enrolments are expressed in full-time equivalents (FTE) rounded. Full-time equivalent is full-time plus fraction of part-time enrolments. Data for the Open Access College are included in the Eastern Adelaide Region. *Term 1 enrolment census figures have been revised using audited enrolment figures. **Students from non-English speaking backgrounds (FTE) as at 1 August 2009 includes students born overseas or born in Australia having parents born overseas, but excludes Aboriginal students who speak an Aboriginal language and temporary residents. *** One school in the Southern Adelaide Region closed at the end of Term 2 2009. Source: DECS Term 1 and Term 3 School Enrolment Census 2009


Table 43: Classification of government schools and distribution of enrolments, Term 3, 2008 and 2009

Number of schools Enrolments (FTE)

School type 2009 2008 Male 2009 Female 2009 Total 2009 Total 2008 Primary enrolment Junior primary

- Class 1 2 2 171 159 330 339 - Class 2 3 3 234 212 446 457 - Class 3 31 35 3 011 2 680 5 691 6 328 - Class 4 4 4 561 461 1 022 935 - Class 5 1 1 87 110 197 213

Primary - Class 1 92 92 2 703 2 464 5 167 5 378 - Class 2 24 24 1 697 1 556 3 254 3 279 - Class 3 121 121 14 386 13 345 27 732 27 658 - Class 4 86 86 14 119 13 115 27 233 26 978 - Class 5 46 47 10 327 9 708 20 035 20 289 - Class 6 3 3 940 927 1 867 1 854

Combined Primary/Secondary - Class 5 -1 -1 41 27 68 60 - Class 6 -4 -4 338 341 679 695 - Class 8 -4 -5 1 012 946 1 958 2 006

Area - Class 2 2 2 30 33 63 70 - Class 3 13 13 360 386 747 806 - Class 4 13 13 818 789 1 607 1 680 - Class 5 14 14 1 210 1 133 2 343 2 335 - Class 6 5 5 583 601 1 184 1 176 - Class 7 1 1 249 227 476 465 - Class 8 1 1 227 231 458 473

Rural 6 8 53 40 93 144 Aboriginal 18 18 328 333 661 697 Special

- students with disabilities (1)15 15 439 183 622 593 - other (1)1 1 25 3 28 30

Open access college 1 1 75 74 148 152 Secondary -1 -1 6 1 7 4 Total primary 503 510 54 030 50 086 104 116 105 091 Secondary enrolment High

- Class 3 2 2 166 150 315 327 - Class 4 2 2 156 138 294 324 - Class 5 7 7 1 425 1 346 2 771 2 636 - Class 6 17 17 4 426 4 543 8 969 8 738 - Class 7 32 33 13 150 12 520 25 670 25 183 - Class 8 11 10 6 079 5 877 11 956 10 748

Intensive language 1 1 207 164 371 365 Combined Primary/Secondary

- Class 5 1 1 187 192 379 376 - Class 6 4 4 947 837 1 785 1 757 - Class 8 4 5 1 462 1 347 2 808 3 571

Area - Class 2 -2 -2 9 8 17 16 - Class 3 -13 -13 218 234 452 481 - Class 4 -13 -13 476 476 952 926 - Class 5 -14 -14 840 797 1 636 1 648 - Class 6 -5 -5 479 415 894 973 - Class 7 -1 -1 96 105 201 190 - Class 8 -1 -1 108 108 216 219

Aboriginal -15 -15 94 140 233 257 Special

- students with disabilities (14) 2 (14) 2 281 157 438 438 - other (1)2 (1)2 165 50 215 248

Open Access College -1 -1 292 584 875 791 Primary -1 -1 1 - 1 3 Total secondary 85 86 31 262 30 186 61 447 60 214

Total primary & secondary 588 596 85 291 80 272 165 563 165 305

Note: Enrolment data expressed in full time equivalent terms (FTE) rounded. Numbers in brackets are not included in the total because the schools indicated are counted elsewhere in the table. 'Class' refers to the classification of the school (based on enrolments and other school characteristics).

Source:DECS Term 3 School Enrolment Census 2008-2009.


Table 44: Size of government schools, Term 3, 2009

Up 21 36 101 201 301 401 501 601 701 801 901 1001 1101 1201 1301 1401 to to to to to to to to to to to to to to to to to Over

School 20 35 100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 1400 1500 1500 Total

Junior primary - - 2 22 15 2 - - - - - - - - - - - - 41

Primary 9 17 76 74 86 51 40 14 3 1 - 1 - - - - - - 372

Rural 5 1 - - - - - - - - - - - - - - - - 6

Aboriginal 5 3 8 2 - - - - - - - - - - - - - - 18

Area 1 1 10 11 14 7 2 1 2 - - - - - - - - - 49

Primary/ Secondary - - - - 1 - 2 - - 1 - 1 - 2 2 - - - 9

High - - - 3 5 9 3 9 10 3 8 7 4 4 4 1 1 71

Special 1 4 12 3 - - - - - - - - - - - - - - 20

Intensive language - - - - - 1 - - - - - - - - - - - - 1

Open access college - - - - - - - - - - - - - 1 - - - - 1

Total 2009 21 26 108 115 121 70 47 24 15 5 8 9 4 7 6 1 1 0 588

Total 2008 18 29 108 119 118 85 39 24 15 7 9 10 3 5 5 1 1 0 596 Note: The number of enrolments is based on full-time equivalents (FTE) rounded Source: DECS Term 3 School Enrolment Census 2008-2009


Table 45: Government school enrolments, Term 1 & Term 3, 2000 to 2009

Term 1 Term 3 Year Primary Secondary Total Primary Secondary Total 2000 109 078 65 420 174 498 115 416 62 062 177 477 2001 108 019 64 933 172 952 114 287 61 935 176 222 2002 106 141 64 322 170 463 112 128 61 216 173 344 2003 104 054 63 601 167 655 110 230 60 778 171 008 2004 102 655 62 876 165 531 108 802 60 277 169 079 2005 101 386 62 490 163 876 107 591 60 058 167 649 2006 100 695 62 223 162 918 106 832 59 990 166 822 2007 100 335 62 588 162 922 106 396 60 500 166 896 2008 99 208 62 647 161 855 105 091 60 214 165 305 2009 98 071 62 963 161 033 104 116 61 447 165 563

Note: Data are expressed in full-time equivalent terms (FTE) rounded. All Term 1 data are audited figures Source: DECS Term 1 and Term 3 School Enrolment Census 2000-2009 Table 46: Non-government school enrolments, Term 3, 2000 to 2009 Year Primary Secondary Total 2000 43 996 31 386 75 3832001 45 172 31 707 76 8792002 46 428 32 604 79 0312003 47 762 33 482 81 2442004 48 712 34 256 82 9682005 49 740 35 262 85 0022006 50 077 36 320 86 3972007 50 762 37 136 87 8972008 51 221 38 186 89 4072009 52 077 39 148 91 226

Note: Data are expressed in full-time equivalent terms (FTE) rounded. Source: 2000-2009 Commonwealth Department of Education, Employment and Workplace Relations (DEEWR)


Table 47: Government school male enrolments by age and year level, full-time and part-time, Term 3, 2009

Age (in years) as at 1 July 2009

4 & 5 & 6 & 7 & 8 & 9 & 10 & 11 & 12 & 13 & 14 & 15 & 16 & 17 & 18 & 19 & 20 & 21 & 2009 2009 2009 2009 2008

Year Level under under under under under under under under under under under under Under under under under under over Total Total Full-time Part-time Total

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 persons FTE persons persons FTE

Reception 351 6 138 1 468 2 7 959 7 956 7 951 8 7 683

Year 1 22 4 625 1 412 13 1 6 073 6 073 6 073 6 235

Year 2 25 4 767 1 413 18 6 223 6 222 6 222 1 6 163

Year 3 34 4 598 1 493 7 6 132 6 132 6 132 6 538

Year 4 58 4 889 1 610 9 6 566 6 566 6 565 1 6 481

Year 5 59 4 945 1 486 16 1 6 507 6 506 6 506 1 6 466

Year 6 1 76 4 933 1 345 14 1 6 370 6 370 6 370 6 542

Year 7 2 105 4 992 1 326 13 6 438 6 436 6 436 2 6 632

Ungraded 9 170 241 228 213 226 239 205 172 64 2 1 769 1 768 1 767 2 1 743

TOTAL PRIMARY 360 6 330 6 359 6 443 6 295 6 687 6 879 6 738 6 525 1 405 16 0 0 0 0 0 0 0 54 037 54 030 54 022 15 54 482

Year 8 6 154 4 711 1 338 21 1 1 6 232 6 223 6 215 17 6 346

Year 9 4 173 4 861 1 260 38 3 6 339 6 332 6 325 14 6 286

Year 10 6 234 4 863 1 246 77 10 6 436 6 428 6 413 23 6 294

Year 11 7 276 4 405 1 161 195 86 60 741 6 931 6 456 6 068 863 6 102

Year 12 1 16 300 3 133 970 227 71 296 5 014 4 508 3 944 1 070 4 114

Ungraded 15 116 176 184 191 176 121 77 30 584 1 670 1 315 1 150 520 1 291

TOTAL SECONDARY 0 0 0 0 0 0 0 6 173 5 006 6 617 6 620 6 181 4 551 1 296 390 161 1 621 32 622 31 262 30 115 2 507 30 433

2009 Total Persons 360 6 330 6 359 6 443 6 295 6 687 6 879 6 744 6 698 6 411 6 633 6 620 6 181 4 551 1 296 390 161 1 621 86 659

2009 Total FTE 360 6 328 6 358 6 443 6 294 6 687 6 879 6 742 6 694 6 406 6 627 6 591 6 078 4 356 1 159 345 132 813 85 291

2009 Full-time persons 360 6 325 6 355 6 443 6 294 6 686 6 878 6 742 6 693 6 402 6 622 6 566 5 968 4 083 988 296 97 339 84 137

2009 Part-time persons 0 5 4 0 1 1 1 2 5 9 11 54 213 468 308 94 64 1 282 2 522

2008 Total FTE 424 6 136 6 443 6 288 6 654 6 841 6 794 6 780 6 915 6 593 6 588 6 581 5 711 4 013 967 303 137 749 84 915 Note: The number of enrolments are based on person count unless specified as full-time equivalents (FTE) rounded, reconciled at a state level Source: DECS Term 3 School Enrolment Census 2008, 2009


Table 48: Government school female enrolments by age and year level, full-time and part-time, Term 3, 2009

Age (in years) as at July 1 2009

4 & 5 & 6 & 7 & 8 & 9 & 10 & 11 & 12 & 13 & 14 & 15 & 16 & 17 & 18 & 19 & 20 & 21 & 2009 2009 2009 2009 2008



Reception 406 5 699 1 104 5 7 214 7 213 7 211 3 7 010

Year 1 18 4 573 1 054 5 5 650 5 649 5 649 1 5 997

Year 2 26 4 835 1 140 6 6 007 6 007 6 007 0 5 988

Year 3 48 4 757 1 159 8 5 972 5 972 5 972 0 6 115

Year 4 2 62 4 820 1 180 4 6 068 6 068 6 068 0 6 167

Year 5 72 4 969 1 124 7 6 172 6 172 6 172 0 6 086

Year 6 88 4 948 1 007 7 6 050 6 050 6 050 0 6 064

Year 7 137 4 877 945 9 1 5 969 5 967 5 967 2 6 209

Ungraded 5 117 119 111 129 123 98 142 103 40 1 988 988 988 0 972

TOTAL PRIMARY 411 5 834 5 822 6 055 6 093 6 180 6 343 6 355 5 994 992 10 0 0 1 0 0 0 0 50 090 50 086 50 084 6 50 609

Year 8 1 164 4 623 884 19 2 5 693 5 681 5 676 17 5 840

Year 9 2 213 4 745 863 31 1 5 855 5 845 5 833 22 5 696

Year 10 5 239 4 616 866 56 14 3 1 1 5 801 5 790 5 771 30 5 841

Year 11 7 336 4 619 885 145 87 68 1 183 7 330 6 542 5 908 1 422 6 102

Year 12 1 27 346 3 672 868 239 74 632 5 859 5 178 4 468 1 391 5 097

Ungraded 12 66 113 131 129 110 92 57 51 1 009 1 770 1 149 830 940 1 205

TOTAL SECONDARY 0 0 0 0 0 0 1 0 178 4 907 5 989 5 992 5 993 4 724 1 119 386 194 2 825 32 308 30 186 28 486 3 822 29 782

2009 Total Persons 411 5 834 5 822 6 055 6 093 6 180 6 344 6 355 6 172 5 899 5 999 5 992 5 993 4 725 1 119 386 194 2 825 82 398

2009 Total FTE 411 5 833 5 821 6 055 6 093 6 180 6 343 6 355 6 170 5 888 5 990 5 943 5 847 4 478 987 329 164 1 386 80 272

2009 Full-time persons 411 5 832 5 820 6 055 6 093 6 180 6 343 6 355 6 169 5 881 5 980 5 913 5 692 4 154 823 268 130 471 78 570

2009 Part-time persons 2 2 1 3 18 19 79 301 571 296 118 64 2 354 3 828

2008 Total FTE 409 5 705 6 064 6 077 6 197 6 385 6 377 6 246 6 385 6 028 5 950 6 083 5 496 4 273 970 309 150 1 286 80 390 Note: The number of enrolments are based on person count unless specified as full-time equivalents (FTE) rounded, reconciled at a state level Source: DECS Term 3 School Enrolment Census 2008, 2009 2008 Total FTE by Age figures have been revised and differ from what was reported in the 2008 DECS Annual Report


Table 49: Government school total enrolments by age and year level, full-time and part-time, Term 3, 2009 Age (in years) as at July 1 2009

4 & 5 & 6 & 7 & 8 & 9 & 10 & 11 & 12 & 13 & 14 & 15 & 16 & 17 & 18 & 19 & 20 & 21 & 2009 2009 2009 2009 2008



Reception 757 11 837 2 572 7 15 173 15 168 15 162 11 14 693

Year 1 40 9 198 2 466 18 1 11 723 11 722 11 722 1 12 232

Year 2 51 9 602 2 553 24 12 230 12 229 12 229 1 12 151

Year 3 82 9 355 2 652 15 12 104 12 104 12 104 12 653

Year 4 2 120 9 709 2 790 13 12 634 12 634 12 633 1 12 648

Year 5 131 9 914 2 610 23 1 12 679 12 678 12 678 1 12 552

Year 6 1 164 9 881 2 352 21 1 12 420 12 420 12 420 12 606

Year 7 2 242 9 869 2 271 22 1 12 407 12 404 12 403 4 12 841

Ungraded 14 287 360 339 342 349 337 347 275 104 3 2 757 2 756 2 755 2 2 715

TOTAL PRIMARY 771 12 164 12 181 12 498 12 388 12 867 13 222 13 093 12 519 2 397 26 0 0 1 0 0 0 0 104 127 104 116 104 106 21 105 091

Year 8 1 6 318 9 334 2 222 40 3 1 11 925 11 904 11 891 34 12 186

Year 9 6 386 9 606 2 123 69 4 12 194 12 177 12 158 36 11 982

Year 10 11 473 9 479 2 112 133 24 3 1 1 12 237 12 218 12 184 53 12 136

Year 11 14 612 9 024 2 046 340 173 128 1 924 14 261 12 999 11 976 2 285 12 203

Year 12 2 43 646 6 805 1 838 466 145 928 10 873 9 686 8 412 2 461 9 211

Ungraded 27 182 289 315 320 286 213 134 81 1 593 3 440 2 464 1 980 1 460 2 496

TOTAL SECONDARY 0 0 0 0 0 0 1 6 351 9 913 12 606 12 612 12 174 9 275 2 415 776 355 4 446 64 930 61 447 58 601 6 329 60 214

2009 Total Persons 771 12 164 12 181 12 498 12 388 12 867 13 223 13 099 12 870 12 310 12 632 12 612 12 174 9 276 2 415 776 355 4 446 169 057

2009 Total FTE 771 12 161 12 178 12 498 12 387 12 867 13 222 13 097 12 863 12 294 12 617 12 534 11 925 8 834 2 146 674 296 2 199 165 563

2009 Full-time persons 771 12 157 12 175 12 498 12 387 12 866 13 221 13 097 12 862 12 283 12 602 12 479 11 660 8 237 1 811 564 227 810 162 707

2008 Part-time persons 0 7 6 0 1 1 2 2 8 27 30 133 514 1 039 604 212 128 3 636 6 350

2008 Total FTE 833 11 841 12 506 12 365 12 851 13 226 13 171 13 026 13 301 12 621 12 539 12 664 11 206 8 285 1 938 611 287 2 036 165 305 Note: The number of enrolments are based on person count unless specified as full-time equivalents (FTE) rounded, reconciled at a state level Source: DECS Term 3 School Enrolment Census 2008, 2009 2008 Total FTE by Age figures have been revised and differ from what was reported in the 2008 DECS Annual Report


Table 50: Full-time equivalent apparent retention rates in government schools by year level, 2000 to 2009 Year Year 8 Year 9 Year 10 Year 11 Year 12 Males

2000 100.0 97.7 91.4 86.0 59.8 2001 100.0 97.3 91.7 90.0 61.8 2002 100.0 98.4 92.3 88.7 62.4 2003 100.0 98.6 95.7 88.7 60.6 2004 100.0 99.1 95.7 89.9 61.2 2005 100.0 99.3 98.3 89.8 64.0 2006 100.0 99.7 97.7 94.1 63.9 2007 100.0 101.3 99.9 96.9 66.5 2008 100.0 101.0 101.5 95.2 64.4 2009 100.0 99.8 103.3 104.1 70.3

Females 2000 100.0 97.0 92.9 95.1 76.1 2001 100.0 97.1 92.5 96.1 76.5 2002 100.0 98.7 92.6 94.9 77.0 2003 100.0 97.7 96.3 96.3 76.3 2004 100.0 98.2 96.6 98.6 79.3 2005 100.0 99.1 97.5 98.2 81.2 2006 100.0 99.1 98.7 101.5 81.9 2007 100.0 100.6 101.6 103.4 83.1 2008 100.0 100.2 100.1 105.9 87.2 2009 100.0 100.1 101.8 112.1 89.8

Total 2000 100.0 97.4 92.1 90.4 67.6 2001 100.0 97.2 92.1 93.0 68.9 2002 100.0 98.6 92.4 91.7 69.5 2003 100.0 98.2 96.0 92.4 68.2 2004 100.0 98.7 96.2 94.1 70.0 2005 100.0 99.2 97.9 93.7 72.4 2006 100.0 99.4 98.2 97.7 72.4 2007 100.0 100.9 100.7 100.0 74.5 2008 100.0 100.6 100.8 100.2 75.3 2009 100.0 99.9 102.6 108.0 79.5

Note: Student figures are full-time equivalent figures taken from the Term 3 Census and exclude enrolments in special schools and special classes/units. The percentage beside each year gives the percentage of the original year 8 cohort retained to that year. For example, of the number of students in year 8 in 2005 79.5% were apparently retained in year 12 in 2009. Source: DECS Term 3 School Enrolment Census 1996-2009


Table 51: FTE apparent retention rates in government schools by age, 2000-2009 Age 13 Age 14 Age 15 Age 16 Age 17 Age 18Males

2000 100.0 98.8 92.3 77.9 52.8 12.42001 100.0 99.1 92.0 80.0 54.1 13.82002 100.0 98.9 92.4 80.5 55.2 12.72003 100.0 99.4 96.0 79.8 53.7 14.02004 100.0 99.6 96.4 81.6 54.0 13.32005 100.0 99.9 98.0 82.5 57.3 12.92006 100.0 99.8 98.3 81.7 54.5 11.62007 100.0 100.7 99.5 86.0 60.2 14.62008 100.0 100.1 99.8 85.3 59.7 14.62009 100.0 100.5 100.1 92.2 65.1 17.3

Females 2000 100.0 98.4 92.5 82.0 61.6 12.72001 100.0 98.1 92.8 83.4 63.1 12.52002 100.0 98.7 92.3 82.9 63.2 13.52003 100.0 97.8 96.0 84.0 63.5 13.22004 100.0 98.5 96.2 85.9 65.3 13.52005 100.0 99.8 97.1 86.4 66.9 12.82006 100.0 98.9 98.0 88.6 68.2 13.52007 100.0 100.9 100.0 89.7 69.9 14.82008 100.0 99.2 99.7 90.1 71.1 15.52009 100.0 99.4 99.1 95.8 73.4 16.4

Total 2000 100.0 98.6 92.4 79.9 57.0 12.52001 100.0 98.6 92.4 81.6 58.4 13.22002 100.0 98.8 92.4 81.7 59.1 13.12003 100.0 98.7 96.0 81.9 58.5 13.62004 100.0 99.1 96.3 83.7 59.5 13.42005 100.0 99.8 97.6 84.3 62.0 12.92006 100.0 99.4 98.2 86.1 63.1 14.02007 100.0 100.8 99.8 87.7 64.9 14.72008 100.0 99.7 99.7 87.6 65.1 15.02009 100.0 100.0 99.6 93.9 69.1 16.9

Note: Student figures are full-time equivalent figures taken from the Term 3 census and are inclusive of Special Schools and Special Classes/Units. The percentage beside each year gives the percentage of the original intake of students aged 13 years that is apparently retained to that year. Students over the age of 18 are not included in this table. Source: DECS Term 3 School Enrolment Census 1995-2009


Table 52: Government school openings and closures, 2 August 2008 to 1 August 2009 Schools closed Aberfoyle Hub Junior Primary School * Aberfoyle Hub Primary School * Dover Gardens Primary School Morphett Vale High School Parafield Gardens Junior Primary School * Parafield Gardens Primary School * Salisbury North West Junior Primary School * Salisbury North West Primary School * Sedan Primary School Wharminda Primary School Wynn Vale Junior Primary School * Wynn Vale Primary School * Schools opened Aberfoyle Hub R-7 School Parafield Gardens R-7 School Salisbury North West Primary School

Wynn Vale R-7 School Source: DECS Location Sites & Services System * Schools closed to form new schools under "Education Works"


Early childhood services information

Further information about early childhood services can be found in the Children’s Services Annual Report 2008-09, available online at: http://www.decs.sa.gov.au/docs/documents/1/ChildrenSServicesreport08.pdf Table 53 shows the number of different types of early childhood services that were managed, licensed or funded by DECS. Table 53: Number of children’s services in South Australia 2005-2009 Service 2005 2006 2007 2008 2009 Preschools 1 415 394 390 387 388 Children’s centres for early childhood development and parenting - 3 5 7 7 Integrated centres 2 - 20 22 21 21 Playcentres 33 33 32 30 29 Child care centres 266 271 287 299 329 Family day care schemes 9 14 14 13 13 Rural care 3 6 10 10 11 13 Occasional care 4 75 72 77 76 86 Out of school hours care 5 324 328 337 332 329 Learning Together @ Home 6 18 18 18 18 15

Notes 1 Includes 8 Catholic Education preschools grant funded by DECS 2 From 2006 figures have been reported on separately for Integrated Centres and Children's Centres 3 Rural Care includes DECS operating sites receiving Rural Care and Sustainability Funding. 4 Occasional Care includes services in preschools, community based and other funded programs. 5 Out of School Hours care programs include before school, after school and vacation care programs. From 2005, figures include all outreach services. 6 Early Learning Programs have been renamed from 2008 as Learning Together @ Home Figures include services managed, licensed or funded by the department as at 30 June. Source: Location Services System, Preschool Staffing System, DECS Licensing and Standards Unit, Family Day Care Harmony Database and Department of Education, Employment and Workplace Relations


Table 54: Approved child care places, June 2008-09

Type of childcare place 2008 2009Children's centres 443 491Integrated centres 1 149 1 016Child care centres 17 052 20 043Family day care1 3 701 3 472Rural care 2 77 91Occasional care 3 3 345 3 615Vacation care 4 12 836 12 868OSHC 4 21 227 22 416Total 5 59 830 64 012

Notes: 1 Excludes family day care services that are DECS-licensed but not DECS-sponsored. Calculated on occupied places and cannot be directly compared with data prior to 2007. 2 Rural care includes DECS operated sites receiving rural care and sustainability funding. 3 Occasional care totals include services in preschools and other locations. 4 OSHC services include Commonwealth approved before and after school and vacation care services and state funded vacation care services. Figures include all outreach services. 5 Playcentres, Preschools and Learning Together @ Home are not included as they are measured in terms of enrolments, not places (not child care). 5 Total figure for 2008 has been revised and differs from 2008 DECS Annual Report Source: Location Services System, Preschool Staffing System, DECS Licensing and Standards Unit, Family Day Care Harmony Database and Department of Education, Employment and Workplace Relations. Figure 11: Number of children attending early childhood services by type of service

0

5,000

10,000

15,000

20,000

25,000

Child CareCentres

Out ofSchool

Hours Care

Preschools VacationCare

Family DayCare

IntegratedCentres

OccasionalCare

Centres

LearningTogether @

Home

Children'sCentres

Playcentres Rural Care

2007

2008

Number of Children

Notes: 1. The numbers for children's centres and integrated centres have been revised and differ from those provided in the Children's Services Annual Report 2008-09 2. Excludes family day care services that are DECS-licensed but not DECS-sponsored. 3. The numbers for child care centres, out of school hours care and vacation care are estimates of the number of children attending. Source: Annual Census of Children's Services, Family Day Care from Harmony Data Base


Figure 12: Number of 4-year-old children enrolled in preschools compared with the population of all 4-year-olds, 2005-09

14000

15000

16000

17000

18000

19000

2005 2006 2007 2008 2009

85.4%88.6% 86.7% 84.8%86.5%

Number of 4-year-olds

All 4-year-olds in South Australia (1)

4-year-olds enrolled in Preschools (2)

Percent of 4-year- old population (3)

Year and per cent of 4-year-old population enrolled

Note: 1 Source: Population projections for 2009 based on Australian Bureau of Statistics (ABS) population projections (3222.0,Table B4.Population projections, By age and sex, South Australia - Series B). Population figures for 2005-2008 based on ABS estimated resident population figures (3201.0, Table 4.1 Estimated Resident Population by Single Year of Age, South Australia). ABS figures are all revised as at March 2009. 2 Source: DECS Preschool Staffing Collection, Term 2. Includes children enrolled in all DECS funded or managed preschools (ie includes Integrated Centres and Children's Centres), excludes Playcentre enrolments. 3 Previously, Planning SA Population Projections have been used for calculating percentages. All percentage figures above have been revised using ABS population figures as stated in Note 1. ABS Population figures have been used as they are used in the national arena, and are more up to date than current Planning SA estimates. Current Planning SA estimates do not take the 2006 ABS Census figures into account, and are acknowledged to be under-estimates. New Planning SA population estimates are not expected to be available until mid 2010. Table 55: Preschool enrolments, 2005-2009 (includes 3 to 5 year olds)

Number of enrolments 1 2005 2006 2007 2008 2009Children's services Centres2 14 825 14 258 13 812 14 253 13 937Children's centres3 - 68 191 343 377Integrated centres4 - 1 030 981 958 877Child-parent centres 2 458 2 458 2 283 2 315 2 364Total 17 283 17 814 17 267 17 869 17 555

Notes: 1. Includes enrolments at 8 Catholic education preschools funded by DECS.

2. In 2005, Integrated centres were reported in the Children's Services Centres line.

3. The first children's centres for early childhood development and parenting were established in 2006.

4. From 2006 figures have been reported separately for integrated centres.

Source: DECS Term 2 Preschool Data Collection 2005-2009


Table 56: Preschool enrolments, Aboriginal children and children from culturally and linguistically diverse backgrounds, June 2008 and 2009

Notes: 1 Totals include child-parent centres, children's services centres, centres known as 'affiliates', grant funded, Catholic,

Integrated, special preschools and those children's centres for early childhood development and parenting providing preschool

services.

2 Number of children who identified as being Aboriginal and/or Torres Strait Islander

3 Defined as children where a main language other than English is spoken at home most of the time.

Source: DECS Preschool Staffing Data Collection, Term 2, 2008 and 2009

Table 57: Licensed child care centres by type, 2008 and 2009 Type of centre Service Offered 2008 2009

Long-day care 1 174 163 Occasional care 6 5

Other 1 14

Private

Total 181 182 Long-day care 1 126 108 Occasional care 10 8

Other - 23

Community Managed

Total 136 137 TAFE Long-day care 1 10 10

TOTAL 2 327 329 Notes

1. Centres licensed for Long Day Care may also be licensed for Occasional Care or other care.

2. Totals include licensed Child Care Centres, Integrated Centres and only those Early Childhood Development Centres

providing Child Care services

Source: DECS Office of Early Childhood Services, as at 30 June 2009

Table 58: Family day care 2008, 2009

Notes: Excludes Family Day Care services that are DECS licensed but not DECS funded Source: DECS Family Day Care Harmony Database, as at 30 June 2009

Preschool enrolment 2008 2009 Total number of centres 1 415 416 Total number of children enrolled 1 17 869 17 555 Aboriginal 2 1 141 1 218 Culturally and linguistically diverse background 3 1 879 2 047

Number of 2008 2009Schemes 13 13Places 3 701 3 472Care-providers 879 848Children registered 10 201 10 516Families 6 023 6 470


Table 59: Location of family day care schemes as at 30 June 2009

Family day care schemes Children

registeredOccupied

placesNo. of

providers North group of schemes North metro 1 300 563 118 Northside 870 315 56 Country central 1 130 326 72 Flinders 552 100 31 Central group of schemes Westside 1 115 460 100 MSW Multicultural 270 188 44 Eastside 260 93 28 Eastern districts 717 262 63 West country 1 118 281 90 South group of schemes Southern country 424 97 24 Southern vales 1 372 420 122 Southern districts 517 162 41 East country 871 205 59 Total 10 516 3 472 848

Note: Excludes the family day care scheme that is DECS-licensed but not DECS-sponsored. Source: DECS Family Day Care Harmony Database, as at 30 June 2009 Table 60: Out of school hours care (OSHC) places, 2008 and 2009 Out of school hours care 2008 2009OSHC before & after school care 21 227 22 416Vacation care 12 836 12 868

Note: Figures include Commonwealth approved places and state funded vacation care places. Approved OSHC services are required to register with the National Childcare Accreditation Council and participate in Quality Assurance. Services on DECS sites are required to comply with the South Australian OSHC standards. Sources: DECS Office of Early Childhood Services and Department of Education, Employment and Workplace Relations, 30 June 2008 and 2009 Table 61: Occasional care programs, 2008 and 2009

Type of Service 1 2008 2009Preschools (including outreach) 2 Under 2 year old places/week 345 3952–5 year old places/week 2 860 3 110Total preschools 3 205 3 505Other 3 Under 2 year old places/week 40 302–5 year old places/week 100 80Total other 140 110 Notes: 1 Occasional care includes only programs administered and funded by DECS.

2 Preschools include occasional care sessions operated at DECS preschools

3 ‘Other’ represents non-preschool sites allocated DECS-funded occasional care sessions and operating over 48 weeks a year

Source: DECS Office of Early Childhood Services, as at 30 June 2009

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