SCHOOL PERFORMANCE INFORMATION 2019
Contents
1. INTRODUCTION ...... 1 2. CONTEXTUAL INFORMATION ...... 1 3. TEACHER QUALIFICATIONS ...... 2 4. WORKFORCE COMPOSITION ...... 3 5. STUDENT ATTENDANCE ...... 3 6. SENIOR SECONDARY OUTCOMES ...... 3 7. STUDENT OUTCOMES (IN NAPLAN) ...... 4 8. POST-SECONDARY DESTINATIONS ...... 4 9. SCHOOL INCOME BY SOURCE ...... 6 10. SATISFACTION: PARENT FOCUS GROUP ...... 6 11. SATISFACTION: STAFF FOCUS GROUP ...... 6 12. SATISFACTION: STUDENT FOCUS GROUP ...... 7
1. INTRODUCTION Under the Australian Education Regulation 2013 all schools are required to make a commitment to ensure that specific information is made publicly available annually. This report satisfies Eynesbury Senior College’s obligation to provide school performance information.
2. CONTEXTUAL INFORMATION Eynesbury is a senior secondary college – for students in Years 10, 11 and 12 – expressly geared to prepare students for university entrance and beyond – as such it is not a comprehensive school, and offers subjects designed to accommodate tertiary entrance. Eynesbury Senior College provides students with not simply the pathway to a university education, but with the means to succeed at tertiary study. To that end Eynesbury aims to inculcate into its student cohort an independent learning ethos – the student curriculum, timetable and support structures emulate as closely as possible the atmosphere students will encounter when at university – students do not wear uniforms and teachers are addressed on a first name basis, the school day begins at 8:35am and finishes at 5:10pm, lessons are two-hours in duration, and academic reports are aimed at students (in the first person) with copies sent to parents/caregivers.
Students are not required to attend if not timetabled into lessons – but in recognition of the school-aged cohort at Eynesbury, lesson by lesson attendance reports are maintained. Students work in an informal atmosphere where academic success is prized – and Eynesbury’s academic track record is excellent. Class sizes are small and a feature built into teacher and student timetables is prescribed access to teacher time for one-on-one and small-group additional academic support. A clear focus on academic success means that many of the features of traditional schooling do not appear in Eynesbury’s calendar, e.g., sports day, swimming carnival, house activities, etc.
Student support for the academic program takes many forms – but all are driven by the EMP – the Eynesbury Mentor Program. The EMP provides a mentor to act as the one point around which all supports pivot, including: subject performance reviews and a conduit to counselling services. The EMP also comprises a complete program which includes Yr 10 Australian Curriculum: Health and Physical Education, as well as a raft of support services and information specifically targeting a senior secondary cohort.
In addition to the mentor and the EMP, students are further supported by individual senior secondary subject specialist teachers at a curriculum level and by senior staff to assist with the myriad issues involved in a university preparation college – including transition arrangements. A full time Counsellor completes the value-add picture for students at Eynesbury. Counselling services include tertiary pathways and course selection counselling, as well as personal counselling to ensure academic success takes place in an atmosphere where student well-being is case managed closely.
Eynesbury’s student body is composed of students from all educational systems – State, Catholic and Independent sectors – in approximately equivalent proportions.
Eynesbury Senior College occupies an ideal city central location (50 metres from the Adelaide GPO) – allowing students and the curriculum to exploit the many educational and cultural offerings of this environment.
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3. TEACHER QUALIFICATIONS A list of teachers’ qualifications Name Qualifications Cathy Buttignol B.Ed. (Sec), M,SSc., M.Soc.Sc. (CounsStud)
Margaret-Ann Copeland B. A., Grad. Dip. Ed.
Sandra Cornell B. Sc., Dip. Ed.
Claire Flenley B.A. (Hons), Dip. Ed., B. Ed., Grad Cert Arts, M. Ed. (Leadership), Dip. Mgt.
Peters Geers A.A.P., T. Cert., Grad. Cert. Sc. Ed., Grad. Dip. Ed. (Counselling).
Janine Campbell B.A. (Hons), Grad. Dip. Ed.
Jodie Hitch B. Sc., Grad. Dip. Ed.
Wayne Hobbs B.Sc. (Hons), PhD (Env. Chem), M.A. (Int. Studies), Grad. Cert. Mgmt. (Science Leadership), Grad. Dip. Ed.
Holly Langridge B.C.A (Hons), Grad. Dip. Ed.
Peter Law B. Sc., Post Grad B.A. Ed.
Bronwen Mitchell B.A. Health Science, Grad Dip Ed.
Lindy Neilson B. Ed., Dip. T., M. Ed. St.
Jackie Robinson B.A., Dip. Ed., Dip. Visual and Applied Arts.
Bridie Saunders B. Sc., Dip. T.
Melanie Smith B.A., Grad. Dip. Ed.
Fiona Thompson B. Sc. (Hons), PhD. (Med), Grad. Dip. Ed.
Dina Turner B.A. Ed., Dip. T. (Sec)., RSA Cert.
Tim Williams B.A., Dip. Ed.
Tyson Wood B.Comm.Acc., B.Int.St., Dip.Lang., M.T.Sec.
All teaching staff satisfy the requirements of the Teachers Registration Board for registration, including mandated training in Reporting Neglect and Abuse.
All staff are involved in maintaining their registration and deepening their professional knowledge and skills through our structured professional learning and performance development programs.
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4. WORKFORCE COMPOSITION The teaching staff members are all subject specialists in their respective fields.
The administration and support staff members include more generalist positions, such as our Student Services Officer roles, and more specialist positions, such as our Laboratory Assistant.
Eynesbury currently has no staff member who is an Aboriginal person or Torres Strait Islander.
5. STUDENT ATTENDANCE Parents and caregivers will be aware that Eynesbury monitors student attendance on a lesson basis and daily home contact is made in the event of any unexplained absence. Despite the notion that we operate as an adult-like campus where appropriate, Eynesbury maintains its duty of care – additionally, our approach is to involve parents and caregivers in all essential operations which contribute to good learning outcomes. Parents and caregivers have access to our learner and learning management system, Daymap, though the parent portal, Daymap Connect. This allows visibility for parents into their children’s attendance, as well as their academic progress and assessment requirements.
WHOLE COLLEGE YEAR 10 YEAR 11 YEAR 12 COLLEGE ATTENDANCE (average) BY YEAR LEVEL & AVERAGE 94 94 96 95
This table derives its statistics from the attendance data collected across the whole academic year.
A number of students have chosen Eynesbury Senior College for the flexibility it affords with aspects of attendance. Some students, for instance, pursue athletics at an elite level, including attendance at international competitions, and take advantage of the blended learning opportunities offered to engage with their learning when not physically on campus.
6. SENIOR SECONDARY OUTCOMES Each year our students excel. Working in an atmosphere of high expectations and high support, surrounded by high achievers, pays dividends for our Yr 12 students. There are also more personal victories which are not listed below but which are just as important for individual students and their families. For many students, that might be a personal best in a challenging subject; for others, an ATAR that provides access to the university pathway of their choice. We hope all of our students leave us with a strengthened sense of their own self-efficacy and identity as curious, lifelong, independent learners.
The teaching and support staff of Eynesbury Senior College congratulate the Class of 2019 on their outstanding results.
AT A GLANCE
25 A+ Grades and 11 Merits were awarded across 12 subjects o Australian & International Politics o English Literary Studies o Chemistry o Mathematical Methods o English o Psychology o English as an Additional Language o Vietnamese o Legal Studies o Research Project o Specialist Maths o Economics
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Dante McDonald was awarded the Governor of South Australia Commendation, recognising overall excellence – the highest accolade of the SACE.
An ATAR >99.00 was achieved by 12% of students, which places them in the top 1% of the state. An ATAR >98.00 was achieved by 17% of students, which places them in the top 2% of the state. An ATAR >95.00 was achieved by 27% of students, which places them in the top 5% of the state. An ATAR >90.00 was achieved by 37% of students, which places them in the top 10% of the state.
Grade band distribution o A – 38% o B – 38% o C – 19 % o D – 4 % o E – 1% 4 Yr 12 students undertook vocational educational training (VET) as part of their SACE in 2019. More students undertook VET studies previously as part of their SACE in Yr 10 or 11. 95% of Yr 12 students eligible to do so completed the SACE.
7. STUDENT OUTCOMES (IN NAPLAN) This outcome does not apply to Eynesbury Senior College. The National Assessment Plan – Literacy and Numeracy (NAPLAN) is applied at Years 3, 5, 7 and 9. As a senior secondary (Years 10–12) college, Eynesbury maintains a close interest in the results of the tests given that many incoming students present with their individual results for the NAPLAN, but the College cannot report on the national testing standards. For that reason of course, that particular section on the Eynesbury Senior College entry on the MySchool web-site remains blank.
8. POST-SECONDARY DESTINATIONS The vast majority of Yr 12 Eynesbury students have a university pathway in mind as their immediate post- school destination of choice. Some students consider other options, such as TAFE or a gap year.
88% of students who received an SA University offer were offered one of their top two preferences. 82% offered first preference 6% offered second preference
SA DESTINATIONS – Students who accepted an offer from a SA University did so as follows: UniSA 52% Adelaide University 38% Finders University 10%
Offers were also made from these interstate universities as well: University of Melbourne University of Sydney Monash University RMIT University Page | 4
Deakin University Australian National University Griffith University University of NSW University of Queensland Victoria University
COURSES Allied & Health Sciences 28% o Nursing o Paramedicine o Medical Science o Medicine o Medical Radiation Imaging o Laboratory Medicine o Medical Radiation Therapy o Podiatry o Health & Medical Science o Speech Pathology o Physiotherapy o Optometry o Occupational Therapy o Dental Surgery
Engineering 15%
IT/Computer Science 13%
Commerce/Business/Economics/Finance 12%
Psychology and Social Science 10%
Science 4%
o Animal Behaviour o Exercise and Sport Science o Pharmaceutical Science o Biomedical
Arts 3%
Law 3%
Design 2%
Education 2%
Int. Relations 2%
One each of: Performing Arts Criminology Foundation Studies Innovation and Entrepreneurship Mathematical Science
Offers also made from SAIBT (Arts)
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9. SCHOOL INCOME BY SOURCE School income funding sources
SCHOOL FEES C’WEALTH GRANTS STATE GRANTS OTHER INCOME INVESTMENTS
$1.600m $1.080m $0.405m $0.018m $0.039m
50.9% 34.4% 12.9% 0.6% 1.2%
10. SATISFACTION: PARENT FOCUS GROUP All parents and caregivers were given the opportunity to be involved in a focus group designed to identify the strengths and weaknesses of Eynesbury Senior College and its offerings. Key points from the answers received are as follows: Trial Days can be important in influencing a decision to enrol and creating a connection and comfort level with the decision. The enrolment process is different for each child and we are flexible in our approach with this accordingly. Each child is treated and ‘assessed’ individually and holistically during the process. There is a sense amongst parents that students who are a bit ‘different to the norm’ (in a number of different ways) will fit in well and that teachers respond well to them. The option of Year 10 entry is important. Teachers here just seem to ‘know’ and understand the students. Students are happier, connected with teachers, feel valued and trusted. They talk about school and their learning at home. Some parents said children who were previously disengaged from school or disconnected from learning have reengaged and reconnected, with one child saying, ‘Here they actually care who I am and where I want to go and they’re really doing it.’ The different model at Eynesbury appears to be a key source of satisfaction - no extra-curricular activities, extended days, longer lessons, strong teacher-student relationships, small size. ‘Classes are longer, with free lessons throughout the timetable to meet with mentors, teachers or counsellors and to study and complete school work.’ More connections to different universities would potentially be highly regarded. When asked about fees, all parents commented on the strong return on investment, feeling that they are getting excellent value for money: ‘Eynesbury delivers.’
11. SATISFACTION: STAFF FOCUS GROUP Staff members were also included in a similar focus group. Key points from the answers received are as follows: The staff – student relationships are what makes ESC a great place to work. Students care what the teachers think of them. Students also come to teachers to express concern about other students. It’s not just staff caring but students also. We manage behavioural issues in a more collaborative and grown up way. You can see the change in students. The small size of ESC enables a safe and self-contained environment and strengthens relationships between students and staff and student to student. Everyone is visible. The drawbacks of our small size are fewer friendship options for some students and fewer subject offerings being available (eg PE not taught at Yr 11 or 12). Some aspects of IT need improvement. Students at ESC are well looked after and academic standards are high.
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It’s inclusive, academic, supportive, independent and values persistence – student persist and teachers persist with students, including those with more complex needs. It’s a great place to work.
12. SATISFACTION: STUDENT FOCUS GROUP Key points from the student focus group are as follows: Most of the students stated they were the driver to change schools and approached and discussed it with their parents as they were already in the mindset and looking for a change with more of an academic focus, more of a challenge and a university style environment. Most students liked the fact we started at Year 10. Several students were offered scholarships which made the decision even easier. Students liked the independence on offer at ESC and the flexibility of the timetable. Comments such as the school was ‘small and homely’ and felt ‘warm and close’ were also expressed. Teachers were described as ‘fabulous’ and many had the sense that ESC wanted individuals to achieve their best and improve. Some students did express they would have liked a dedicated music program. They would have continued with their music studies if this was on offer. Some students wanted upgrades in technology. A few students wanted whole school events like sports days, but other students said the lack of these compulsory events was attractive. All students felt they were more independent and had developed skills in managing their time and juggling competing priorities. One student stated she felt more mature as a result of more interaction with teachers and getting more used to talking to adults. She felt that she feels more prepared for University. When asked to think of words to sum up Eynesbury, students responded: o different, fun, inclusive o hardworking, friendly, warm, encouraging o good, high standards, pushes you to the limit.
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