Marden Senior College Number: 583Partnership: Central East

Name of school principal: Name of governing council chairperson:Date of endorsement:

Marden Senior College2019 annual report

to the school community

School context and highlights

Governing council report

| Marden Senior College2019 annual report to the community1

Improvement planning - review and evaluate

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South Australian Certificate of Education - SACESACE Stage 2 grades – percentage of grades that are C- or above for attempted SACE subjects (SEA)

Data Source: SACE Schools Data reports, extracted February 2019.*NOTE: Reporting of data not provided when less than six students in the respective cohort. Data excludes non-A to E and Withdrawn Not Graded subject results.

SACE Stage 2 grade distributionGrade 2016 2017 2018 2019

A+ 7% 6% 9%A 13% 13% 14%A- 11% 14% 13%B+ 12% 14% 11%B 13% 13% 11%B- 13% 14% 11%C+ 12% 11% 11%C 8% 6% 10%C- 5% 3% 6%D+ 3% 2% 3%D 2% 1% 1%D- 0% 0% 0%E+ 1% 1% 0%E 1% 0% 0%E- 0% 0% 0%N 0% 0% 0%

SACE completion - percentage of completers out of those students who had the potential to complete their SACE in October that year

2016 2017 2018 201989% 95% 94%

Data Source: SACE Schools Data reports, extracted February 2019.*NOTE: Reporting of data not provided when less than six students in the respective cohort.

2016 2017 2018 2019Percentage of year 12 students undertaking vocational training or trade trainingPercentage of year 12 students attaining a year 12 certificate or equivalent VET qualification

2016 2017 2018 201994% 95% 95%

Data Source: SACE Schools Data reports, extracted February 2019.*NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

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School performance comment

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Year levelTotal

Attendance

Data Source: Site Performance Reporting System (SPER), Semester 1 attendance.Note: A blank cell indicates there were no students enrolled.

Attendance comment

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Behaviour support comment

Client opinion summary

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Intended destination

Relevant history screening

Data Source: Education Department School Administration System (EDSAS) Data extract Term 3 2019.

SchoolLeave Reason Number %

Employment 17 5.0%Interstate/Overseas 6 1.7%Other 27 7.9%Seeking Employment 16 4.7%Tertiary/TAFE/Training 17 5.0%Transfer to Non-Govt School 2 0.6%Transfer to SA Govt School 8 2.3%Unknown 250 72.9%Unknown (TG - Not Found) 0 NA

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All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of QualificationsBachelor Degrees or Diplomas 72Post Graduate Qualifications 35

Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce composition including Indigenous staff

Teaching Staff Non-Teaching StaffIndigenous Non-Indigenous Indigenous Non-Indigenous

Full-Time Equivalents 0.0 37.0 0.0 14.1Persons 0 44 0 16

Funding Source AmountGrants: State

Grants: Commonwealth

Parent Contributions

Fund Raising

Other

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2019.

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2019.

Data Source: Education Department School Administration System (EDSAS).

Qualifications held by the teaching workforce and workforce composition

Financial statement

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2019 school annual report: Tier 2 funding report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2019 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved behaviour management and engagement

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

Improved outcomes for students with disabilities

Targeted funding for groups of students

Improved outcomes for • rural and isolated students• Aboriginal students• numeracy and literacy

including early years supportFirst language maintenance and developmentStudents taking alternative pathways Learning difficulties grant

Australian Curriculum

Aboriginal languages programs initiatives

Better schools funding

Other discretionary funding

Specialist school reporting (as required)

Improved outcomes for gifted students

Primary school counsellor (if applicable)

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.

Program funding for all students

Appendix 1: Enrolment Trends

Number of Marden Students by Year

Number of Students Compared to FTE

109 106 87 113 125

434 465430 351 341

148 120119

106 77

266 275280

278248

0

100

200

300

400

500

600

700

800

900

1000

2015 2016 2017 2018 2019

Student Enrolment Numbers 2015 - 2019

Year 11 Year 12 Year 13 VET

0

200

400

600

800

1000

1200

2015 2016 2017 2018 2019

Marden Senior College FTE 2015-2019

Number FTE

Appendix 2: 2019 Key Improvement Measures

Strategic Objective Indicator Measure and Target Trend Data

Quality achievement outcomes for students - Teaching and Learning

Learner Achievement

Improve SACE Stage 1 results

3% or better improvement in % of Stage 1 results at C or better

2012 87% 2016 83%

2013 89% 2017 85%

2014 82% 2018 84%

2015 82% 2019 88%

Improve SACE Stage 2 results

95% or higher of Stage 2 results at C- or better

2012 88% 2016 95%

2013 91% 2017 96%

2014 94% 2018 96%

2015 96% 2019 95%

% of A grade band results at least 10% better than state average

MSC State 2018 44%

2015 36% 23% 2019 43%

2016 38% 24%

2017 44% 25%

2018 44% 26%

Improve Stage 1 Literacy success

3% or better improvement in Stage 1 literacy achievement (measured by % of Stage 1 literacy subject results of C or better)

2014 87% 2017 91%

2015 83% 2018 95%

2016 89% 2019 91%

Improve Stage 1 Numeracy success

3% or better improvement in Stage 1 numeracy achievement (measured by % of Stage 1 numeracy subject results of C or better)

2014 80% 2017 84%

2015 83% 2018 84%

2016 74% 2019 87%

Improve SACE completion rates

Maintain or improve % SACE completion rate

2014 88% 2017 94%

2015 90% 2018 93%

2016 89% 2019 98%

Improve VET completion rate

Maintain or improve % VET achievement rate (measured by % of students initially enrolled who achieved VET goal (certificate, statement of attainment))

2015 76% 2018 83%

2016 77% 2019 86%

2017 77%

Quality achievement outcomes for students - Wellbeing

Retention

Increase % students completing Semester 1 and Semester 2

At least 85% of students enrolled in Week 4 of a semester completes the semester

Sem 1 Sem 2

2014 85.0% 89.4%

2015 89.0% 90.0%

2016 86.0% 88.0%

2017 89.0% 91.0%

2018 83.0% 90.0%

2019 92.0% 93.0%

Attendance

Monitor attendance and reduce % of students with attendance concerns

Greater than 70% or more students present in class each term (NB: home study included as attended)

2016 2017 2018 2019

Term 1 78.0% 78.0% 77.0% 80.0%

Term 2 70.0% 75.0% 73.0% 72.0%

Term 3 68.0% 70.0% 74.0% 72.0%

Term 4 58.0% 57.0% 67.0% 69.0%

10% or less unapproved absence per term

Term 1 8.0% 6.0% 10.0% 7.0%

Term 2 12.0% 7.0% 11.0% 8.0%

Term 3 12.0% 9.0% 8.0% 9.0%

Term 4 11.0% 12.0% 17.0% 12.0%

Appendix 3: Client Opinion Survey Data

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Teachers at this school expect my child to do his or her…

Teachers at this school provide my child with useful…

Teachers at this school treat students fairly.

This school is well maintained.

My child feels safe at this school.

I can talk to my child’s teachers about my concerns.

Student behaviour is well managed at this school.

My child likes being at this school.

This school looks for ways to improve.

This school takes parents’ opinions seriously.

Teachers at this school motivate my child to learn.

My child is making good progress at this school.

My child's learning needs are being met at this school.

This school works with me to support my child's learning.

Annual Parent Survey

2019-50 2018-57 2017-114 2016-69

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

My teachers expect me to do my best

My teachers provide me with useful feedback about myschool work.

Teachers at my school treat students fairly.

My school is well maintained.

I feel safe at my school.

I can talk to my teachers about my concerns.

Student behaviour is well managed at my school.

I like being at my school.

My school looks for ways to improve.

My school takes students’ opinions seriously.

My teachers motivate me to learn.

My school gives me opportunities to do interesting things.

Annual Student Survey

2019-135 2018-50 2017-141 2016-93

Appendix 4: Stage 2 SACE Results

Stage 2 School Subject Results – by Grade Distribution

Stage 2 School Subject Results – by Grade Distribution by Year

Appendix 5: Participation in VET courses

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Student participation and outcomes in VET courses 2019

Graduate Total % Statement of Attainment Total % No results Total % Total Withdrawn %