School Performance Report 2024

SCHOOL PERFORMANCE REPORT 2024

LIFE AND COMMUNITY IN CHRIST

“YOUR EYES SAW MY UNFORMED BODY; ALL THE DAYS ORDAINED FOR ME WERE WRITTEN IN YOUR BOOK BEFORE ONE OF THEM CAME TO BE.” Psalm 139:16

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CONTEXTUAL INFORMATION

INTRODUCTION In 1998, Endeavour College was born out of the vision of existing Lutheran sites of learning (Salisbury Lutheran Kindergarten, Good Shepherd, St Paul, and Golden Grove Lutheran Primary Schools) to extend Lutheran education in the northern suburbs of Adelaide to secondary level.

This K-12 vision for Lutheran education was established with the Endeavour College campus ideally situated adjacent to the University of South Australia in the suburb of Mawson Lakes.

We are a non-government, co-educational secondary school with a young history and a strong reputation for educating the minds, hearts and spirits of students in Years 7-12.

As a Lutheran school, we are known for offering relevant educational experiences which empower the knowledge-seeker to develop their God-given gifts and abilities to pursue their curiosity and passions with a sense of independence and purpose.

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OUR VISION

OUR VALUES & Endeavour College seeks to educate the whole person THE ENDEAVOUR WAY - academically, spiritually, physically, socially and emotionally.

OUR MISSION Everything we do at Endeavour College, and how we do it, is a natural extension of our Mission – in a Christian environment, to develop staff and students’ God-given gifts and abilities for life and community.

This Mission and Our Values, that are embodied within The Endeavour Way, inspire our students to grow as individuals, be effective collaborators and contribute to the wider community while finding their place within the world.

As a Lutheran school we seek to be an inclusive place that offers care and support to all of our community.

We integrate our faith in Jesus and his love and grace into all aspects of learning and life at the College.

Respecting gifts and differences and valuing each individual, is central to our purpose.

Our curriculum incorporates the requirements of the state education system and is designed to promote healthy development in all aspects of our students’ lives.

At Endeavour College, we aim to develop a culture where relationships are valued and members feel connected, safe, and respected.

Our Restorative Practices approach emphasises the value of positive relationships and the development of personal responsibility, reflection and empathy.

It calls community members to make a personal transformation from a focus on the self towards a focus on others and the common good and, as such, it reflects the model of Christ. The embodiment of living restoratively is found in The Endeavour Way by actively living out the values of Love, Courage, Forgiveness and Hope.

LOVE - it is about reflecting the unconditional LOVE of God by showing respect, compassion and kindness in our relationships.

COURAGE – it is about accepting that it takes

COURAGE to own our behaviour, take responsibility for our actions and share our experiences with others.

FORGIVENESS – it is about showing

FORGIVENESS and acceptance towards ourselves and others with grace.

HOPE – it is about resolving issues in a way which brings HOPE to our relationships and instils faith in our capacity to fulfil our God-given abilities.

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OUR AIMS

ENROLLED STUDENTS • To work with families in the development 2024 of each child

• To nurture a spiritual journey, encouraging respect and social justice for all people and our environment • To encourage each student in taking responsibility for their learning and behaviour

Boys .......................................................... 363 Girls .......................................................... 378 TOTAL .........................................................741 Aboriginal and Torres Strait Islander students ...................................................... 7 Students who speak English as a second language ............................... 182 International students ................................. 2

• To provide a relevant, engaging and dynamic curriculum that fosters a lifelong love of learning • To offer an extensive range of opportunities for students to extend their confidence, and student agency and leadership potential • To promote joy and enthusiasm in serving the College community and beyond • To promote the importance of connections between staff, students and families as members of the wider Endeavour community

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LEARNING A hallmark of learning at Endeavour College has been the ability to offer students of diverse backgrounds and interests, a varied and balanced curriculum that focuses on the development of the whole person. God has uniquely gifted all people and as a secondary school we have the responsibility of giving opportunity for those gifts to be enhanced as well as opportunity for the development of skills and knowledge that allow students to move into life beyond the College as confident and contributing members of our wider community.

We firmly believe that students who will be best placed to flourish both within school and beyond, are those with a sense of confident independence, the ability to work naturally interdependently and those who have a heart and capacity to positively influence the world in which they live through their sense of collective action.

THE VISION FOR LEARNERS In conjunction with The Endeavour Way, the Vision for Learners gives a framework for learning at Endeavour College. The Vision for Learners has its own embodiment in both the Middle Years (7-9) and Senior Years (10-12).

In the Middle Years, students have the opportunity to study courses in line with the Australian Curriculum and with an increasing focus on the general capabilities.

To assist in the transition into secondary school, students are placed in core classes in Year 7. In 2024, each core class had the same teacher for Mathematics, Science and Health and then another specialist for English, HASS and Christian Living lessons. These core classes allow for a flexibility in the use of integrated approaches, including some project-based learning units. These units greatly enhance student learning especially in the development of student interdependence and independence. Students have the added benefit of specialist teachers for Languages, The Arts, Physical Education and the Technologies. In Year 8, students continue to benefit from having the same teacher for a smaller number of subjects (English, HASS and Christian Living) again giving students the chance Page 5

to develop their independence and interdependence while learning to build significant relationships with a smaller number of teachers.

In the Senior Years, students make informed choices about their learning pathways, choosing from a broad range of subjects. Students are encouraged to be increasingly independent and explore their future options through work experience and our Pathways program. It is at this stage that all students are assigned a course counsellor who remains working with the student and family until the end of Stage 2.

In 2024 we began the transition of future Heads of Village to Course Counsellors for students in their Village.

While the majority of students study five subjects at Stage 2, to achieve their South Australian Certificate of Education (SACE), opportunity exists for students to study subjects outside of our campus, including specialist language schools, subjects not offered at the College and, a range of Vocational Education and Training (VET) subjects offered by external training providers.

A major part of students growing in their understanding of and reflection on the Vision for Learners pillars is the personal reflection presented to parents and Care Group teachers at Care Group Connection once a year.

VISION FOR LEARNERS

MIDDLE YEARS

SENIOR YEARS

Learning in the Middle Years at Endeavour College is an adventure designed to capture the curiosity and imagination of every student. Students develop the ability to inquire and make connections, and can articulate their developing capabilities as learners. With increasing independence and personal responsibility, students courageously direct and manage their own paths.

When our senior students graduate, we want them to walk into the next stage of their lives with a sense of confidence and strong independence. It’s all about taking ownership and embracing lifelong learning to steer their own paths. Building personal responsibility in their commitment to growth and exerting control over their own motivation, behaviour and social environment are influencing incentives.

An empathic understanding of and respect for others enables learners to productively collaborate with different people in a variety of situations. An emphasis on positive relationships empowers our students to be inclusive and use their social awareness to influence a culture where all can thrive.

Our students will encounter a variety of different people, with different communication and working styles once they leave school. Their ability to work effectively and get the job done will be essential once they find themselves in this environment and that is why they are exposed to solving complex problems. They need the skills of others to be able to explain their project and draw on the passion and drive of others to take action to make a positive impact on the world.

Students engage in experiences that extend their thinking about the wider community, their civic responsibilities and their capacity to make a difference. Students in the Middle Years see the world and the future as full of hope and opportunity.

Our students are interested in being citizens of the world. Having an empathetic understanding of the world beyond the immediate builds their capacity to be change-makers. Our students embrace life and community in Christ and through personal development and exposure to service learning and giving, they will be prepared to face challenges with a global perspective to improve the world today, for tomorrow.

ENHANCING THE ACADEMIC Learning Enrichment

In addition to differentiated programs within classrooms, the Learning Enrichment program offers a broad range of specialist workshop opportunities for students who have been recognised as benefiting from alternative challenges. In 2024, this included STEMIE, the Ethics Olympiad, Debating, the Junior Stretch Academy Learning days, as well as a variety of academic competitions.

Learning Areas have focused on differentiated programs to meet the needs of highly able students. 2024 also saw the increased focus on data analysis for the identification and support of students with high intellectual potential.

Inclusive Education

The doors of the Inclusive Education Hub are always open, not only to students who are diagnosed with a learning need, but to all students who need academic support, including, but not exclusively, students with English as an Additional Language or Dialect (EALD). The Inclusive Education staff work with individuals, or in small groups, and also provide in-class support. Differentiation, as suggested by each student’s ILP ensures equity of access to content, instruction and assessment within classrooms. Work was done to make the system for submitting adjustments and modifications for student work more accessible.

Extra-Curricular

Endeavour College offers a range of extracurricular options to allow students to build their skills, interests and dispositions outside of the classroom. All activities promote holistic wellbeing and personal growth and encourage high levels of participation. Students can get to know themselves and others and form positive relationships with staff and students. These include various sporting teams, SACSA sporting carnivals, SA School Sport Knockout teams, chess, music bands, choirs, Pedal Prix, Art Club, Coding Club, Language Clubs, Maths Help and Science Help, supported by senior Page 7

students, debating, excursions and staff versus student competitions. In 2024, a small number of students participated in Endeavour College’s first e-sports competition. As part of the senior Art program, Brushing Across Generations, students in Year 11 visited the Salisbury kindergarten and painted the portraits of a number of children. This culminated in a display of the portraits.

Pastoral Care and Student Wellbeing

Care Group Teachers, Year Level Leaders and the Counsellors, together with the Directors of Middle / Senior School, oversee the wellbeing of students. Our College Pastor and Youth Worker and Ministry Assistant are also available for support in both pastoral and spiritual matters and are available for counselling and mentoring sessions when required. A focused personal development program, The Voyage, is delivered to Year 9 students to support and celebrate the journey from adolescence to adulthood. The Pastoral Team are involved in the development of proactive wellbeing programs. These programs are run within year level-focused events.

Restorative Practices

Restorative Practices values positive relationships in the teaching and learning process, and in the College’s pastoral settings, such as Year Levels, Village and Care Group.

At Endeavour, we have seen the benefits of adopting restorative approaches to all matters relating to student engagement. The strength of this approach is a common language to define how we think about and manage student engagement and our response as educators.

Student Leadership

The College values student voice and student agency is a key focus. In addition, formal leadership opportunities are available for all students. Student leaders are encouraged to have impact and influence in a meaningful and purposeful way by working collaboratively in their areas of passion. The student cohort is led by the College Captains and Student Action Team Captains. These five student leaders form the Student Executive.

Students can also apply to be Village Leaders

in both Year 9 and Year 12. Their roles include modelling appropriate behaviours and expectations, mentoring their peers and inspiring Village pride through events and activities. Year 12 co-curricular leaders are responsible for leadership in key areas such as Art, Culture, Drama, Environmental Sustainability, Health and Wellbeing, Information Technology, Music, Spirituality and Sport.

The Student Action Team (Year 7 – 12 students), led by the SAT Captains have three distinct portfolios that are: Spiritual and Community Building; Media, Communication and Event Promotion; and Charity and Service Enrichment.

Appointed Year 7 – 12 students then become members of one of the three teams. This student leadership model provides authentic student representation and offers student agency and advocacy for students within the College. The model facilitates student action, impact and influence within the College in a meaningful and purposeful way that allows students to initiate ideas and projects. The model values the belief that the core to successful leadership are the qualities of Interdependence and Collective Action.

Suburbs and includes Salisbury Kindergarten, Golden Grove Lutheran Primary, Good Shepherd Lutheran Primary, and St. Paul Lutheran Primary.

The College is also supported by nine Lutheran Church congregations in the north-eastern area of Adelaide, and by Lutheran Education SA, NT and WA (LESNW). The Mawson Lakes community and the University of South Australia (UniSA) are important partners with Endeavour College. Endeavour also connects with UniSA in a variety of ways to both enhance student learning and to support programs offered at the university. Relationships with our international partners continued to re-establish with German exchanges continuing and Japanese exchanges starting again after a brief recess.

Our connections with partner schools in North Sumatra, Indonesia also restarted with 10 students travelling in the October 2024 school holiday break. Students work with three schools to improve English Language skills and learn about another culture.

Leading Effective Organisation and Management

Best practice in effective organisation and managment is built upon effective The Student Executive plan, organise and lead collaboration between the governing body, staff, an initial planning day which includes team students, families, church, and all associated building activities, timelines for the year ahead stakeholders. Our roles, responsibilities and and leadership skill development. procedures are clearly articulated so staff can participate in the effective and efficient The Middle Years Leaders similarly engage in operation of the College. Data and knowledge leadership training and planning. The Middle management methods and technologies Years Leaders design and lead fortnightly are used to ensure that resources (human, activities for the Middle Years students in their physical, technological, and financial) are Villages. efficiently organised and managed to provide an effective, safe, and caring, growth-oriented Community Engagement learning and working environment. Strategic We value the richness and diversity of the wider planning ensures the ongoing improvement and community and other education sectors. Positive sustainability of the College. and strategic partnerships are developed and maintained with students, families, local Christian communities, the broader community, and Lutheran education. These relationships are built upon support, collaboration, trust, and reconciliation.

Connected Schools is a collaborative school partnership which provides a pathway from K-12 in Lutheran Education in the Northern Page 8

STRATEGIC INITIATIVES 2024 College Uniform

After a thorough consultation period including parent, staff and student surveys we have made modifications to the College uniform. We have updated the sport uniform and have introduced a blazer for all Year 7s (phasing to the entire College).

In 2024 the College signed an agreement with Dobsons to supply school uniform and manage the on-site shop making this area fully outsourced.

Sports and Carnival Admin Roles

The Sports and Carnival administration roles were trialled in 2024 and will be permanent and ongoing in 2025.

Academic Scholarships

In conjunction with the Australian Council for Educational Research (ACER), the Academic Scholarships program at Endeavour was setup in 2024 for a 2025 rollout.

Endeavour College enjoys a proud tradition of academic excellence and seeks to support and promote talented young people to fully achieve their God-given gifts and abilities.

This opportunity is offered to both current Year 9 students and those external to the College.

Pastoral Care Restructure

As Endeavour College continues to evolve, we are committed to reviewing our structures and offerings based on research and feedback from parents, students, and old scholars. One area that remains a cornerstone of our approach to supporting student well-being and personal success is our Pastoral Care System. This system is designed to create a nurturing environment where every student feels valued, supported, and understood throughout their school journey.

Our Pastoral Care System groups students into mixedyear tutor groups rather than by their year level. This approach allows students to build long-term relationships with both peers and staff, fostering a more cohesive and supportive community.

At Endeavour, students are placed in either Middle Years Care Groups (Years 7-9) or Senior Years Care Groups (Years 10-12), all organised within each Village.

In 2025, a change to a more consistent Village model is planned.

Progression Policy

As part of ensuring students are choosing subjects to which they are most suited and in line with College strategic directions of building a thriving learning culture of excellence and purpose, the College has created a Progression Policy

to support the transition of students between subjects and year levels.

Building an Inclusive Community

In anticipation of our Strategic Intention, “To build an inclusive community as an outworking of our Lutheran Identity”, we have encouraged staff to be mindful of the issues facing a range of both staff and students. As a school that believes that each and every person is made in the Image of God, we value each and every person for who they are, regardless of race, culture, faith, gender, or sexuality. A range of programs exist throughout the school to help staff and students put inclusion into practice, and more will unfold as we put into practice our Strategic Plan.

Mobile Phone Use

Mobile phone use continued to be closely monitored by staff with most students adhering to the policy of phones away during school hours. The College consulted students regarding increased facilities during break times as there was clear evidence the ban had meant increased student activity levels. An extended playground facility, outdoor volleyball court and two outdoor table tennis tables were part of the direct facility upgrades to cater to students.

Spiritual Growth and Faith Formation

In 2024, student participation in ministry at Endeavour reached new heights. Three Student Spiritual Leaders were appointed, who then had oversight of a broader team of Page 10

students who participated in a range of ministry initiatives, including writing and delivering chapel services, attending ministry conferences, and seeking the spiritual health and wellbeing of the school generally. This occurred in the midst of changes in ministry staffing as we continued to seek the best staffing mix to serve our community. As a result, late in the year an Old Scholar was appointed as a Youth Chaplain, and the investment in active student leadership in the Spiritual life of the school is expected to bear great fruit into the future.

Coaching Program

The Coaching program continued throughout 2024 with staff numbers involved in the opt-in program continuing to increase. The division of time for the Coaching Coordinator and the two coaches was reconsidered with a refined allocation more evenly distributed amongst the three staff. Feedback from staff involved continued to be very positive with early career staff indicating just how important it was to their success.

Supporting Students Through a Reminder Process

‘Reminders’ are issued by staff to students who have made an organisational misstep, such as not correctly wearing the uniform, being late to school or class, or being unprepared for a lesson. They are designed to offer support to students as they develop their self- management skills. The

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Reminders process was further embedded throughout 2024.

Review of Pastoral Care and Curriculum Leaders PAR

A review of the pastoral care structure and curriculum leaders was undertaken. It was decided to align all Middle Leadership positions with the same remuneration and time allocation. The Year Level position (6 positions) will be replaced with a Head of Village model (9 positions) to allow greater time for pastoral care leaders. This aligns with new Head of Department model (9 positions). Both will be rolled out in 2025.

Data System Improvements

All non-compulsory excursions with a payment involved moved to an online payment method via TASS. During 2024, this required further communication to staff and parents about the new methods, including changing our letter templates to reflect the new processes.

The College undertook a TASS Health-check - the report showed excellent use of the product that has been well set up. Areas for development were minimal and were further discussed with TASS to create a clear action plan.

A range of staff completed a refresher in TASS attendance training.

The College purchased an enrolment funnel program

from Digistorm aimed at streamlining the enrolment process prior to family/student data being imported into TASS. The system allows an easier interface to capture enrolments, track them, send reminders and then import them into TASS. Our Enrolments Coordinator spent 2024 setting up the system as well as refining the data fields we capture and wish to map across to TASS. The worldwide Crow Strike outage meant that TASS also went down for a period of time. The College realised that critical contact information was not available for a period of time, posing a risk for the College. An internally hosted option was created, pulling basic data weekly from TASS. New exam software was purchased after extensive research to find a suitably malleable product that was cost effective, reliable, userfriendly and reputable. The new software was used during mid and end of year exams with excellent feedback from staff and students.

Parent Notifications were switched on for all Reminders conducts, allowing parents to be emailed when their child had received a pastoral care entry of that nature; reinforcing more instantaneous communication and authentic conversations between parents and children.

Camp Programs

Japanese students and the relationship between the two Camps are integral to the schools strengthened. Two pastoral life of Endeavour senior Japanese students College. As a key transition attended Sundai Kofu school event, the Year 7 students late in the year will welcome attended Mylor Baptist Camp over two nights. Year 9 students their host partners at Endeavour College in 2025. immersed themselves in the final Voyage program challenge at the Grampians.

Discovery Centre Year 11 students travelled to In response to the growing Melbourne for their annual five influence of artificial day trip. intelligence and immersive technologies in the modern The beginning of Term 3 saw workforce, Endeavour College the Year 12 cohort head to has invested in a dynamic Mylor Adventure Camp for the and future-focused learning Year 12 Retreat, representing space: the Discovery Centre. a ‘round trip’, heading back This innovative facility blends to the same venue students the traditional functions of attended for their Year 7 a library with cutting-edge Camp. Students experienced virtual and augmented reality the Voyage ‘The Reunion’ and environments, podcasting the ‘Endeavour Way Walk’. stations, and interactive Students also participated in a learning zones—offering range of which offered a unique students an enriched, addition to the program. The immersive learning experience Retreat was very well received that extends well beyond the by the students. classroom. These opportunities equip students with the skills and adaptability required for Curriculum Mapping Understanding by Design careers not only in STEM, but across a broad spectrum of In 2024, Learning Leaders emerging industries. continued to drive progress towards the College aim to have a central place for all teaching programs that reflects consistency and a common language across the College on an online platform. This process is due for completion at the end of 2025.

A key feature of the Centre is the immersive VR stations, which forms part of the broader redevelopment.

This Lab enhances students’ capacity to engage with the College’s Vision for Learners— fostering independence, interdependence, and collective Student Exchanges action. Through immersive The German exchange program experiences that connect them continued this year with two to diverse perspectives and students being involved in real-world contexts, students the reciprocal opportunity. grow into confident advocates In 2024, this program was for themselves, their peers, extended to senior years

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and the wider community.

The launch of the Discovery Centre marks a significant milestone in the College’s strategic direction, positioning Endeavour College as a leader in innovative, future-focused education. It reflects our commitment to building strong partnerships and responding creatively to challenges in pursuit of a sustainable, impactful future for all learners.

TEACHING STANDARDS AND QUALIFICATIONS Mandatory Requirements

Teachers are requried to hold a current, Teachers Registration with the Teachers Registration Board of SA, Responding to Risks, Harm, Abuse and Neglect - Education and Care (RRHAN-EC), Working with Children Check (SA), Provide First Aid in an edication and care setting & Valueing Safe Communities training.

All staff are required to hold current mandatory clearances and certification including, RRHAN Responding to Risks, Harm, Abuse and Neglect - Education and Care, Working with Children Check (SA) and Valuing Safe Communities.

Professional Development/Learning

Staff at Endeavour continued to be upskilled in their Understanding by Design curriculum planning, consolidating units of work in Eduplanet.

Teaching staff were involved in professional learning around the use of and possibilities within the Virtual and Augmented reality spaces.

While staff spiritual development was nurtured through the Spiritual Retreat, local Kaurna man, Mr Jack Buckskin continued to support our cultural competencies, building our understanding of the Piltawadli site in the Adelaide CBD. Staff continued to be involved in conversations, policy design and knowledge of Artificial Intelligence and the College’s position with it.

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The qualifications of staff at the College are as follows:

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WORKFORCE COMPOSITION

• Teaching Staff Full Time • Teaching Staff Part Time • Temporary Relief Teacher

Towards the end of 2024 a new leadership structure was introduced across the College.

The Leadership Team included the Principal, Deputy Principal, Pastor, Business Manager, Head of People & Culture, Head of Learning, Head of Senior School and Head of Middle School.

• • • •

The leadership of Educational Services for students in Years 7 - 12 comprised of 8 Heads of Department who are responsible for ensuring full coverage of the South Australian Curriculum, SACE and Christian Living, reporting to the Head of Learning. There are 8 Heads of Village who provide quality pastoral care, for students safe learning and Christian environment, and report to the Head of Senior and Head of Middle School or Deputy Principal.

Students are supported in other aspects of their development and wellbeing within the College

by Councellors, Youth Chaplain, Youth Worker, Learning Support Officers, Educational Support Officers, Librarians, Laboratory Technicians, Student Services and ICT Services. Students are addionally supported by Inclusive Education, Careers and Pathways and Service Learning areas.

The College services are supported by Marketing and Communications, Property and Grounds, Finance and Administration and Project Management employees. Contractors that provide students and teachers with additional and/or specialised resources include music tutors, Health and Physical Education, Visual Art, Drama, Design Technology, the Discovery and Innovation Zone, canteen and uniform shop.

Volunteers provide support for extra-curricular activities such as Pedal Prix, and as student exchange host families. Twelve student and pre service Teachers were engaged to provide experience and development opportunities.

Staff Numbers

Total paid employees at the end of Term 4, 2024 was 120: Page 20

38 30 16

Non Teaching Staff Full Time 8 Non Teaching Staff Part Time 21 Casual Non Teaching Staff 7 Contractors and Volunteer numbers fluctuate depending on College projects and activities

STUDENT ATTENDANCE Year 7 Year 8 Year 9

92% 90% 90%

Year 10 Year 11 Year 12

92% 92% 93%

Management of Non-Attendance Short-term Absences Parents/caregivers are advised to inform the College of a student’s non-attendance by phone, email and/or signed note. If a student is absent (as determined by Lesson 1 and 2 rolls) and no explanation is provided, an initial SMS text is sent to the parents with a subsequent phone call made to parents/caregivers by Student Services staff to determine the reason for nonattendance.

An absentee list is created and available to all staff. Continual or frequent non-attendance is followed up by Care Group teachers, Year Level Leaders and Middle / Senior Year Directors by phone, interviews and letters.

When absence is due to illness/medical reasons, schoolwork is provided by teachers to Middle Years students should they be absent for five days or more. Senior Years students are provided with schoolwork and instructions if their absence exceeds two days. In some cases, a doctor’s certificate may be required for assessment.

Non-medical and Long-term Absences Parents/caregivers are expected to inform the College of planned absences. In the case of known absence due to non-medical reasons, parents are to submit an Application for Exemption from School form.

ENDEAVOUR COLLEGE YEAR 12 RESULTS SENIOR 2024 DUX SECONDARY Mia Ngo with an ATAR of 99.05 OUTCOMES

SACE Completion • 98% of all students who were eligible to complete their SACE did so • 14% of all eligible students achieved ATARs over 90 A+ (Merit) Grades: • 40% of eligible students achieve ATARs over 80 English Literary Studies, Research Project (2023) of all grades • 62% of eligible students achieved ATARs over 70 A+ Grades: were passing • 7 Merit Awards were given Japanese (2023), Psychology grades • 13 A+ grades were given A Grades: Mathematical Methods, Biology

PROXIME ACCESSIT Rylan Hopkins with an ATAR of 98.45 Business Innovation A+ (Merit) Physical Education A+ Psychology A General Mathematics A Physics A

MERIT AWARDS Lachlan Alagich Rylan Hopkins Sabina James Jai Nabb Mia Ngo Callie Weiss

Lily Garrick Austin Gillard Olivia Gregurev Thomas Harding Rylan Hopkins Kaitlin Houlahan Aaliyah Hourigan Vinka Lakic Gemma Mann Crystal Manning Dakota McKay Finlay Murrin Mia Ngo Heidi Paton Jemma Spencer Amelie Taylor Kayla Traeger Danny Vu Callie Weiss

DUX Muhammad Faraz Mangi - ATAR 99.85

76.7%

of all grades VET Certificates Completed in were As and Bs • Certificate III in Animal Studies • Certificate III in Make-up • Certificate IV in Fitness • Certificate III in Fitness • Certificate II in Construction • Certificate III Information Digital Media and Technology • Certificate II Electro Technology • Certificate III Business SACE • Certificate II Game Animation Completion • Pre-Construction Course Gemma Mann 97.85 Jack • Directions in Wake-Dyster Hair and Beauty96.5

99%

ATARS 95+

Material Solutions Business Innovation Jemma Spencer 96.4 Material Solutions Callie Weiss 96.4 Psychology Destinations McKay 96.2 English Literary StudiesPost SchoolDakota Cooper Davies 95.65a SA University • 86% of students appled to attend Research Project (2023) Nabb 95.2 an offer from a Health and Wellbeing • 100% ofJai eligible students received

73.4

A+ GRADES - STAGE 2 Georgia Crowe Cooper Davies Cooper Foskett

98%

University Median ATAR • 78% received an offer an offer for their first preference or SA second preference

GOVERNOR’S UniversitiesCOMMENDATION

Outdoor Education Food and Hospitality Crystal Manning Music Performance - • 45% received offers from Adelaide University This prestigious award is for Ensemble, Music Performance – • 35% received offers from University recognition in developing the SACEof South Australia Solo • 18% received offers from Flinders University capabilities of Literacy, Numeracy, Outdoor Education Information and Technology Capability, Music Explorations, Music Creative and Critical Thinking, Performance – Solo Most Popular Course Personal andAreas Social Capability, Ethical Visual Arts – Design • Health and/or Medical Sciences (including Human Understanding, and Intercultural Music Performance – Ensemble Understanding.Out of more than Movement) Physical Education 15,967 students who receivedEnvironmental the Outdoor Education • Business/Commerce (including Policy and SACE in 2024, only 33 have been Material Solutions Management) selected to receive this award from the Business Innovation, Modern Governor of South Australia.

• Psychology, Criminology and Social Science History Physics • Allied Health (including OT, Speech Therapy, Podiatry, Physical Education Vision Science, Clinical Exercise Physiology) Visual Arts – Art • Education/Teaching Material Solutions Mohammad Al-Sharshawi Certificate III in Business Borgelt (Contemporary Art, Certifi cate IIIArts, in Information Psychology, Japanese • CreativeMax Industries Visual Technology Food and Hospitality Illustration, Music, Architecture, Product Design) Lachlan Cossens Certificate III in Fitness Psychology • Science (including Environmental, Animal Science) Miles Pennington Certifi cate III in Entrepreneurship Health and Wellbeing and New Business • Engineering (Chemical, Mechanical)Certificate III in Early Research Project Chloe Schmidt Visual Arts -Design, Creative Arts • Nursing Childhood Education and Food and Hospitality, Outdoor Care Education (2023) Hieu Le Vu Minh Certificate III in Business Riley Verrall Certificate III in Information Technology

COMPLETED VET STAGE 2

STUDENT OUTCOMES IN STANDARDISED NAPLAN In 2024, NAPLAN testing was again conducted online. This was the second time the test was held in March to allow for earlier access to results. This was also the third year that branch testing was used to more accurately indicate a student’s level of learning. I % of Year 7 students at each proficiency level Year 7

Numeracy Reading Spelling Grammar Writing

Needing Additional Support 4% 4% 4% 7% 2%

Developing

19% 13% 17% 23 26

Strong

63% 63% 46% 56% 50%

Exceeding

13% 20% 33% 14% 18%

% of Year 9 students at each proficiency level Year 9

Numeracy Reading Spelling Grammar Writing

Needing Additional Support 3% 4% 2% 7% 2%

Developing

13% 15% 12% 23% 13%

Strong

75% 60% 65% 50% 39%

Exceeding

9% 21% 21% 19% 44%

Student participation rates for the testing phase 2024: • Year 7: 99% • Year 9: 99%

p

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PARENT AND STUDENT SATISFACTION Formal feedback is gathered from new parents through an annual satisfaction survey, looking at transition processes for their child and them as a family.

The Health Check Survey data from 2022 continued to provide a source of feedback about key strategic initiatives.

Feedback is gathered from staff during regular meetings and specific feedback is sought via surveys regarding: • Staff professional learning days • Spiritual retreat days • End of year survey and various other surveys were conducted with the community re uniform and master planning A staff Consultative Committee meets as the need arises, and the Work Health and Safety Committee is responsive to issues relevant to them that are raised by staff. The release of the new Lutheran Enterprise Agreement in June meant considerable work reviewing our Local Workload Agreement and it’s alignment to the new EA. The revised Local Workload Agreement was ratified by teaching staff in September, 2024.

Students have input into such groups as Worship Band and Chapel services. Student leaders also meet regularly with Endeavour’s Leadership staff and the Principal, to share ideas and discuss matters that their peers want addressed. In these forums, student voice is valued, and staff listen and are responsive to student feedback. We have also found that students feel a sense of belonging and self-worth when they join these and other social teams.

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SCHOOL INCOME Australian Commonwealth recurrent funding State Government recurrent funding Fees, charges and parent contributions

Other private resources $ 9,723,448

(49%)

$2,673,948

(13%)

$ 6,904,572

(35%)

$520,615 (3.0%)

Total Gross Income 2024 $19,940,933 (excluding income from government capital grants)

$520,615

$9,723,448

$6,904,572

$2,673,948

Australian Commonwealth recurrent funding

State Government recurrent funding

Fees, charges and parent contributions

Other private resources

Page 24

ENDEAVOUR COLLEGE 85 Mawson Lakes Boulevard Mawson Lakes SA 5085 T 8368 3311 F 8368 3399 E admin@endeavour.sa.edu.au W www.endeavour.sa.edu.au CRICOS 02402K

School Performance Report 2024 In line with the reporting obligations under the Schools Assistance Regulations 2009, the Australian Education Act 2013 requires independent schools to publicly report a range of school performance information.

The information contained in this report is an explicit response to the Commonwealth Government’s requirements under the headings required by the Commonwealth Government. The information relates to the 2023 school year.