The Department for Education provides integrated, high quality education, training, early childhood and child health services that support children and young people from the day they are born through to transition to adulthood, in all South Australian communities.

The department also provides oversight of TAFE SA and higher education support for the state's three universities.

To build a stronger future for our children by making our state's education and child development system world class.

For 2018, our 5 key priorities for South Australia’s children and young people were:

• Great start: Children have a strong, supportive start to life and learning.
• High achievement: We have high standards and support all children and young people to achieve their best.
• Fairness for all: All children receive a quality education, whatever their circumstances. We want to close the gap in outcomes for children and young people.
• Learning in partnership: We will work towards partnerships with families, in the community and across the world to support our children and young people.
• Better futures: Young people are prepared for work and life in a transforming economy.

We will achieve our vision and deliver on these priorities by building capability in the 6 fundamental areas that have created impact in successful education systems around the world:

• Expert teaching – goal: expert teachers have the skills, knowledge and support they need to perform at their highest level every day.
• Quality leadership – goal: quality leadership to drive better results and improved professional practice.
• Engaged parents and communities – goal: partnerships with parents and carers to support children’s learning and development.
• Stronger services – goal: a robust service base to support child health, development and education outcomes.
• Resourcing and investment – goal: resources deployed where they are most needed and strategic investments to ensure the quality and sustainability of our system.
• Improvement and accountability – goal: professional collaboration and a consistent approach to accountability to improve the system as a whole.

Our Strategic Plan and Action plan: https://www.education.sa.gov.au/department/about-department/strategic-plan

Great start

High achievement

Fairness for all

Learning in partnership

More jobs: Skilling South Australia, International education, Starting at school

Better services: Literacy guarantee, Parental engagement in school education.

Better futures

Literacy and Numeracy:

• Phonics checks
• Support from literacy coaches
• Literacy Guarantee conferences

All year 1 students undertook phonic checks in August 2018.

Support from literacy coaches (13 new positions) with experience in phonics and teaching students with dyslexia and other learning difficulties. Literacy coaches provided support to schools to analyse phonics data and teach phonics. Identified schools receive intensive support in the systematic, explicit teaching of phonics.

Literacy coaches built capacity in teachers to more effectively support students with learning difficulties and dyslexia through quality differentiated teaching.

Literacy Guarantee conferences focused on a whole-school approach to professional development for teachers about strategies, interventions, adjustments and resources that support literacy development for all students, particularly those with learning difficulties.

The department worked with key internal and external stakeholders to develop a Parent Engagement framework that will:

• encourage a shared understanding of the benefits of parent engagement in children’s learning
• establish a foundation of the core elements of parent engagement
• identify effective parent engagement practices.

Quality teaching and learning support for school leaders was provided to help improve SACE achievement, retention and completion.

The department provided responses to the review into Stage 2 requirements of SACE.

The department also provided data analysis resources and strategies to support ongoing identification, tracking and monitoring of SACE students to improve SACE achievement.

Expanded teaching of language education.

Every public school and preschool had 2 pupil-free days in 2018 for teachers to engage in collaborative moderation and reflective practice, and to design more effective learning.  Resources were provided to guide this work.

The strategy focused on formative assessment as this has been identified in current research as a practice with strong impact on student learning.

Full-year professional learning programs were developed and provided to:

• 200 early years directors/educators (145 preschools with at least 1 participant each)
• 420 primary years teachers (215 schools with 1 to 2 participants each)
• 170 secondary years leaders and teachers (47 schools with 2 to 4 participants each).

Resources on learning design were developed for sites to use for school improvement work.

A review of current leadership and professional development was completed and a report delivered in January 2018.

Approval was granted for a public tender process for the 5 launch courses in August 2018.

Approval was granted for a public tender process for the refurbishment of the Education Development Centre in November 2018.

The results of an audit of all school’s anti-bullying policies in May 2018 will be used to develop a template to support schools to implement the department's policy and procedural requirements for tackling school-age bullying.

Funding to the Safe Schools Anti-bullying Initiative (SSAI) ceased, and interim support arrangements were in place while the department initiated further work to support inclusion and support for all students.

Initial training, resources and support began in 2018, with further scoping and co-design of initiatives for 2019 underway.

Funding agreements for the delivery of bullying prevention education in South Australian schools were finalised with 2 providers. Grants will support teachers to deliver bullying prevention programs.

Criteria to assess relative levels of need were established in 2018.

A schools survey assessing ‘felt-need’ was released and the existing level of school breakfast program usage was analysed.

Two non-government organisations with expertise and capacity to deliver state-wide programs were identified (Foodbank and Kickstart for Kids). Contract negotiations with program providers began in 2018.

Schools and students in need identified.

Schools and children in need provided with opportunity to participate in the program.

Opportunity for school and student performance to improve via program participation.

The department’s Attendance Matters (2018 to 2021) strategy was released in 2018.

An audit of all government schools’ compliance with the department’s attendance policy was completed.

An audit was also completed into children under guardianship orders who are on reduced hours of attendance at school. Action plans to re-engage children on reduced hours were implemented.

The initiative supported Anangu children and young people at several South Australian metropolitan schools by:

• implementing early childhood education programs in 3 children's centres
• establishing an Elders art program
• continuing to provide bilingual student support officers to Anangu children.

Create employment for Anangu community members living in Adelaide.

Increase educator’s knowledge of Anangu families and solidify cultural connections.

Sport and recreation has been used as a key driver for creating quality educational outcomes for Aboriginal students.

SAASTA is available to students in years 10, 11 and 12 who are studying the SACE. In 2018, there were 577 total enrolments; 97 were year 12 students with 87 receiving their SACE.

A protocol for passive alert drug detection dogs in schools’ was developed and will become operational in term 1 of 2019.

The protocol is a joint agreement between SA Police and the education department. It creates a process to invite police to conduct a proactive search at a school using detection dogs and describes how to manage an operation.

The department developed enrolment projection methodology and conducted forecasting to determine future demands on secondary schools and resulting school capacity.

Established areas of demand will inform future infrastructure works.

Year 7 public school students will be taught in high school from term 1, 2022.

South Australia’s public schools alignment with the Australian Curriculum taught in high schools.

Access to specialist facilities, resources and exposure to different teaching styles will give year 7 students opportunities for deeper learning, greater peer interactions, and greater independence and responsibility.

The Connectivity to Schools project aims to give all schools, regardless of location, quality internet services with the capacity needed to meet modern education requirements.

Improved performance for current school internet connections has been achieved for 514 school sites. In December 2018, the department signed an $80 million partnership with Telstra to deliver high-speed, fibre optic-based internet services to 99% of South Australian public schools by June 2020.

In July 2018, the department finalised the procurement to select a vendor for a new commercial-off-the-shelf finance and administrative management reporting suite.

In September 2018, a contract was executed with Civica Pty Ltd for the EMS, which was approved by Cabinet.

In November 2018, a project plan was approved to conduct a pilot of the EMS at 10 schools and preschools across terms 1 and 2 in 2019, in parallel to existing systems and process.

Better supported schools, teachers and students.

Better management of student enrolments and transitions through schooling within the public education sector.

Children’s Services Act 1985

Children's Services (Appeals) Regulations 2008

Children's Services (Registered Children's Services Centres) Regulations 2003

Education Act 1972

Education Regulations 2012

Office of the Chief Executive

Early Years and Child Development

Finance and Funding

Information and Communications Technology Services

Infrastructure

Learning Improvement

Partnerships, Schools and Preschools

People and Culture

Strategic Policy and External Relations

System Performance

www.education.sa.gov.au/department/about-department/corporate-office-structure

Child Death and Serious Injury Review Committee

Child Development Council

Commissioner for Children and Young People

Dame Roma Mitchell Trust Funds Board of Advice

Education and Early Childhood Services Registration and Standards Board of South Australia (Education Standards Board)

Ministerial Advisory Committee: Children and Students with Disability

Multicultural Education and Languages Committee

SACE Board of South Australia

Teachers Registration Board of South Australia

The Guardian for Children and Young People

The department also has relationships with numerous independent agencies and entities. The nature of these relationships vary according to the individual agency or entity but may involve the department providing administrative, tactical or secretariat support, working in strategic partnership, managing registration and compliance, administering funding directly or on-passing funds such as state and Australian Government grants to non-government school authorities (also refer to page 9 in the ‘Notes to and forming part of the administered financial statements’).

22 trainees and 4 graduates were appointed from 1 July 2017 to 30 June 2018. 45% of trainees appointed identify as Aboriginal.

85.7% of the trainees and graduates that completed placements were appointed into ongoing or temporary positions in the agency.

29 Aboriginal people were supported, including 27 pre-service teachers (15 of 27 are agency staff) and 2 secondary students.

4 of the 27 pre-service teachers have graduated and will commence teaching in government schools in 2019.

The department’s performance and development policy and guideline requires performance management and development reviews with all employees (including executives) biannually.

Compliance is measured via Human Resources System (HRS) data. Poor user experience with HRS may be contributing to a compliance rate that underestimates actual implementation. Improved functionality through an alternative system is currently being reviewed with potential implementation in 2020.

As at 31 December 2018, HRS recorded that 62% of employees had completed a performance and development review within the previous 6 months.

‘Perspective’ and ‘I Work for SA’ climate survey results indicate that some 60% of employees received valuable feedback, enabling improved performance and development.

Injury Management Early Intervention program

Return to Work program

Employee Psychological Health and Wellbeing program

Targets the wellbeing needs of all employees, raises awareness of mental health issues in the workplace, and builds competency in the prevention, early intervention and management of employee psychological health

In 2018:

• 1055 employees accessed the EAP, with the most frequent issue cited as ‘work relationships/conflicts’
• 173 sites, involving 2111 employees, received on-site trauma assistance following a critical incident
• 117 principals, preschool directors, site leaders and managers were provided consultancy services by the Employee Psychology and Wellbeing team to support them manage mental health issues.

A new ‘employee mental health and wellbeing procedure’ was developed and a psychosocial risk survey was piloted with a high level of participation and positive feedback.

Following implementation of the Wellbeing Planning program on the APY Lands, there has been 100% retention for the employees who have undertaken psychological assessment and wellbeing preparation planning. Furthermore, there have been no mental stress claims under the workers compensation legislation (Return to Work Act 2014) from employees who have completed this program before placement on the APY Lands. This program was a finalist in the Australian Psychological Society’s 2018 Workplace Excellence Awards.

Further initiatives to develop proactive, preventative and appropriately responsiveness strategies for mental health were piloted in 2018. These will be formally evaluated for cost, feasibility and broader implementation in 2019.

An external risk-based audit of the department’s management of psychological risk resulted in a ‘safety leader’ assessment (highest rating).

Workers compensation expenditure data is sourced from the worker’s compensation system (SIMS) and is based on transactions authorised within the 2017–18 financial year.

*number of claimants assessed during the reporting period as having a whole person impairment of 30% or more under the Return to Work Act 2014 (Part 2 Division 5).

**before third party recovery.

Data for previous years is available at: https://data.sa.gov.au/data/dataset/work-health-and-safety-and-return-to-work-performance-reporting-by-the-department-for-education

1

7

Strategies implemented to control and prevent fraud

The Department for Education is committed to maintaining a working environment free of fraud and corrupt behaviour and promotes this position through the department’s fraud and corruption control policy and framework. The policy and framework articulates the department's prevention, detection and response strategies and provides the processes for managing suspected and/or actual fraud or corruption.

Fraud control risks are reviewed and assessed annually to ensure that processes are in place to adequately manage potential fraud risks.

Any instances of misconduct are treated seriously by the department, and where these occur, prompt action is taken to ensure that they are thoroughly investigated and that those responsible are held to account

Number of occasions on which public interest information has been disclosed to a responsible officer of the agency under the Whistle-blowers’ Protection Act 1993

1

PS Act Executive F - Untenured

1

Commissioner

1

SA Executive Service Level 1

37

SA Executive Service Level 2

7

Principal Band A-3

143

Principal Band A-4

105

Principal Band A-5

97

Principal Band A-6

55

Principal Band A-7

30

Principal Band A-8

18

Principal Band A-9

28

Education Director

27

ED Act negotiated conditions

175

The total income received by the department and schools from controlled operations for the 2017-18 financial year was $3.29 billion.

There was an underlying increase in department revenue of $183.5 million after adjusting for revenue that was recognised in the 2016-17 financial year for the child protection functions that were transferred to the Department for Child Protection from 1 November 2016. Key factors contributing to the increase include:

• revenue from the State Government increased by $142.3 million. This includes funding for capital projects including the science, technology, engineering and mathematics (STEM) capital initiative and increased funding for public schools
• revenue from the Australian Government increased by $31.3 million, predominantly relating to increases associated with the National Education Reform Agreement totalling $33.2million.
• an increase in student and other fees and charges totalling $8.1 million.

Total operating expenses of the department and schools for controlled activities, excluding care and protection activities, increased by $196.9 million to $3.24 billion compared with the previous financial year. The increase is mostly attributable to:

• employee benefit related expenses increased by $123.1 million. This relates to a range of factors including increases in remuneration rates paid under enterprise bargaining agreements and awards, increases in total staffing numbers and the revaluation of employee long service leave entitlements; which is partly offset by a reduction in targeted voluntary separation payments and the downward revaluation of the workers compensation provision
• supplies and services expenses increased by $35.4 million which was mainly due to increased maintenance and minor works undertaken across the 2017-18 financial year
• an increase in depreciation and amortisation expenses of $26.3 million which is mostly attributable to higher asset values being depreciated following the asset revaluation increment of $557.2 million recognised in the 2016-17 financial year.

The value of assets for department and schools totalled $5.7 billion as at 30 June 2018, which represented an increase of $156 million compared with the previous financial year.

An increase of $157.3 million in property, plant and equipment and assets held for sale included $216.8 million of additional capital expenditure on capital construction projects and the $69.3 million revaluation increase of land. This is mostly offset by depreciation and amortisation expenses.

Cash and cash equivalents decreased by $6.0 million and receivables increased by $6.3 million mainly due to an increase in GST recoverable from the ATO.

The value of liabilities for the department and schools totalled $1.2 billion as at 30 June 2018; an increase of $39.2 million compared with the previous financial year which mainly reflects a higher level of payables and employee benefit liabilities at 30 June 2018 offset by movements in provisions for workers compensation.

The materials and services charge 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 2018, the standard sum that schools were able to recover was $235 for primary students and $310 for secondary students. Governing/school councils may also poll their school communities to seek majority support to legally recover an amount greater than the standard sum.

In 2018, the total materials and services charge invoiced by schools is estimated to be around $66 million, and includes an estimated $14.8 million of ‘school card’ assistance for low-income families.

The Audit and Risk Committee (ARC) provides independent assurance and advice to the Chief Executive and the Senior Executive Group on the department’s risk, control and compliance framework, and its external accountability responsibilities.

The ARC comprises 5 members of senior management and 3 independent external members. Representatives of the Auditor-General's Department attend as observers. The committee met on 5 occasions during 2018.

The committee’s role is to review processes, timelines and business procedures and provide advice on audit, risk management and business assurance activities across the department.

During 2018, the ARC has focused on the following matters:

• corporate governance and risk managementframeworks
• external accountabilities and financiallegislative compliance
• internal audit coverage and review ofsignificant issues identified in audit reports and actions taken
• external audit - oversight of implementationand actions taken to address issues raised in Auditor General’s audit reports.

Awareness: There is a system to ensure all management, staff and volunteers have an understanding of the Act and Carers Charter.

Consultation: There is a system to ensure consultation with carers, or persons or bodies that represent carers, in the development and review of human resource plans, policies and procedures.

Practice: There is a system to ensure the principles of the Carers Charter are reflected in human resource practice.