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The 2025 Department for Education annual report is on this page. You can also download the department's 2025 Annual Report (PDF 762 KB) .
Document information
Department for Education
Education Centre, 31 Flinders Street, Adelaide 5000
Postal address: GPO Box 1152, Adelaide SA 5001
www.education.sa.gov.au
Contact phone number: (08) 8226 1000
Free call: 1800 088 158
Contact email: education.customers@sa.gov.au
ISSN: 1835-1530
Date presented to Minister: 31 March 2026
To:
Hon Lucy Hood MP
Minister for Education, Training and Skills
Minister for Autism
Minister for the City of Adelaide
This annual report will be presented to Parliament to meet the statutory reporting requirements of the Public Sector Act 2009, the Public Finance and Audit Act 1987, and the Education and Children’s Services Act 2019 and the requirements of Premier and Cabinet Circular PC013 Annual Reporting.
This report is verified to be accurate for the purposes of annual reporting to the Parliament of South Australia.
Submitted on behalf of the Department for Education by:
Professor Martin Westwell
Chief Executive
From the Chief Executive
In 2025, we continued to make significant progress in delivering our Strategy for Public Education and the SA Curriculum in schools and preschools across the state.
Our focus on equity and excellence and developing effective learners was evident in sustained growth in student literacy and numeracy. For the first time since NAPLAN testing began, South Australia improved or held its position relative to other States and Territories in every domain this year.
The year 1 phonics screening check results remained well ahead of the first year of testing in 2018. With additional support for those who need it, these students will be screened again in year 2 to confirm their learning progress, and this will be joined by a similar year 1 numeracy check in 2026. Ensuring learners of all abilities build their literacy and numeracy will help them step into the future with confidence and with the skills needed to thrive.
We continued to invest in these foundational skills, supporting teachers through targeted professional learning and curriculum resources as part of our ongoing commitment to empowering educators to focus on what they do best – teaching South Australia’s children and young people.
We also strengthened protections for teachers and education communities through improved barring notices, because everyone deserves to feel safe and respected at their school or preschool.
The future of our democracy and social cohesion is being shaped in our classrooms. This year, we began taking active steps to develop democratic values in the future leaders and citizens through education and held our first Active Citizenship Convention in August.
It saw 1,500 students, educators and community leaders come together to explore what it means to live and act as part of a democracy and the role education plays in shaping it. We were intentional in the prominence of student voice to ensure civics and citizenship education is framed with students, not just about them.
Another key priority has been strengthening partnerships outside the classroom with communities and local industries.
We opened our second Technical College, located in Port Augusta, celebrated the first graduating class from Findon Technical College, and prepared for three more to open in early 2026. We also saw increased participation in vocational education and training (VET) across South Australia. Through our engagement with local employers, we’re working together to support young people to finish school with clear and diverse career pathways.
For our youngest learners, early childhood reforms continued to progress with a focus on safety and preparing to introduce 3-year-old preschool from 2026. This is a time of significant early childhood reform in South Australia, which further strengthens the unique and vital role government preschools play in local communities.
In 2025, we delivered major facility upgrades across the state, and progressed planning for a new northern suburbs secondary school and primary school and a primary school in Mount Barker to meet demand where it’s needed.
We also continued to leverage technology to reduce administrative burden for staff and open new learning possibilities through the rollout of EdChat, our custom-built generative AI tool for teaching and learning in South Australia. It was developed in conjunction with teachers, students and a global partner in Microsoft, and made available to staff and secondary students this year.
While we were the first state to engage students and educators in the responsible use of artificial intelligence as an emerging technology, importantly, we also saw positive shifts in student wellbeing and engagement away from devices.
We continued to see more students report a sense of belonging at school, which is critical to their wellbeing, improving attendance and building positive learning habits. Initiatives such as the mobile phone ban in schools have contributed to safer and more inclusive learning environments.
I would like to thank all Department for Education staff and community members for their contributions towards helping all South Australian children and young people to learn and thrive.
Professor Martin Westwell
Chief Executive
Department for Education
Overview: about the agency
Our strategic focus
Significant progress has been made to deliver on our purpose and Strategy for Public Education in South Australia since the launch of the strategy in July 2023.
Our continued focus is on delivering on the intent of the strategy and creating the greatest impact for all learners in South Australia’s public schools and preschools.
Our purpose | Public education is for every child and young person in every community across our state. Educators and staff work in partnership with families and communities to nurture, develop and empower all South Australian children and young people with the knowledge, skills and capabilities they need to become fulfilled individuals, active, compassionate citizens and lifelong learners. Our preschools and schools are the heart of local communities. They are safe, inclusive, and collaborative – a place where every child and young person is encouraged to contribute, develops positive relationships, has a say in their learning, and where their needs, interests, languages and cultures are recognised and supported. We are relentless in our ambition for all children and young people to enter the world beyond the classroom ready to learn and create opportunities to live a satisfying and fulfilling life of their choosing. When our children and young people thrive so does South Australia. | |
|---|---|---|
Our areas of impact | Our 4 areas of impact represent strategic choices made by the Department. They reinforce each other, each supporting the others to amplify the impact on students’ ability to learn and thrive. Each area is underpinned by a series of domains. WellbeingOur learners feel safe, included, and valued. They have access to support, experiences, teaching, and resources to build their resilience and social and emotional skills to positively and confidently engage in learning. We are focusing effort across the domains that most directly contributed to learning: belonging and safety; resilience and persistence and cognitive engagement. Equity and excellenceWe strive for excellence including foundational capabilities such as literacy, numeracy and digital literacy in all learners, by providing varied, challenging, and stimulating experiences and the appropriate use of a range of pedagogies. Equity means improving the outcomes of all learners while enabling them to explore learning that is meaningful to them building on their own abilities, interests, culture and experiences. We seek out inequity, eliminate barriers to success and support all students to learn and thrive. Effective learnersWe work to develop children and young people who can learn, not only when they are being taught. At preschool and school and throughout their lives, learners need to develop the skills to be effective learners so that they can make the most of future opportunities and respond to changes in their worlds. We are focusing effort across the domains: curiosity; creativity; meaning making; strategic awareness; and metacognition and self-regulation. Learner agencyOur learners are empowered to develop a sense of identity and responsibility as they participate in their preschool and school community and are supported to be active participants in shaping their learning experiences. We are focusing effort across the domains: voice to agency; partners in learning; and discernment and judgement. | |
Our levers for impact | We make change and impact through the most influential parts of our system: our people and the ways we work together. These 7 key levers will be used to make the most impact across our work. People levers: Our people are our strongest levers for impact, particularly those working alongside our learners to support their capacity to thrive.
System levers: As a system we have a strategic advantage in that we have teams and inputs that can support our preschools and schools to deliver impact for all learners in every community in South Australia.
| |
Our guiding principles | Our guiding principles describe how we make decisions and approach our work in ways that best use the levers to achieve our areas of impact:
These principals serve as markers for the culture of the organisation, guiding the ways of working so we remain focussed on impact and positively activate everyone who works in education, including children and young people. | |
Our organisational structure
As at 31 December 2025, the department was comprised of the following divisions:
- Office of the Chief Executive
- Curriculum and Learning
- Finance
- Information and Communication Technology Services
- Infrastructure
- People and Culture
- Preschools and Early Childhood Services
- Schools and Preschools
- Strategy and Performance
- Student Pathways and Careers
- Support and Inclusion
Changes to the agency
During 2025 there were the following changes to the agency’s structure and objectives because of internal reviews:
- Effective 31 October 2025, the System Performance division merged with the Strategic Policy and External Relations division (now named Strategy and Performance).
Our Minister
The Hon Blair Boyer MP is the Minister for Education, Training and Skills and Minister for Police.
Our Senior Executive team
As at 31 December 2025, the Senior Executive Group comprised:
| Name | Role |
|---|---|
| Professor Martin Westwell | Chief Executive |
| Ben Temperly | Deputy Chief Executive, Strategy and Corporate Services |
| Peter Kelly | Deputy Chief Executive, Schools and Preschools |
| Chris Bernardi | Chief Operating Officer |
| Dan Hughes | Chief Information Officer, Information and Communication Technology Services |
| Bill Glasgow | Executive Director, Infrastructure |
| Clare Feszczak | Executive Director, Student Pathways and Careers |
| Darren Humphrys | Executive Director, Support and Inclusion |
| Luke Fraser | Executive Director, Strategy and Performance |
| Kathryn Jordan | Executive Director, Preschool and Early Childhood Services |
| Marina Elliott | Executive Director, People and Culture |
| Rod Nancarrow | Executive Director, Curriculum and Learning |
| Bronwyn Milera | Director, Aboriginal Education |
| Libby Rolfe | Director, Communications |
Legislation administered by the agency
- Education and Children’s Services Act 2019
- Education and Children’s Services Regulations 2020
Other related agencies (within the Minister’s area/s of responsibility)
- Carclew Youth Arts
- Child Death and Serious Injury Review Committee
- Child Development Council
- Commissioner for Aboriginal Children and Young People
- Commissioner for Children and Young People
- Education Standards Board
- Guardian for Children and Young People
- History Trust of South Australia
- Office for Early Childhood and Development
- SACE Board of South Australia
- South Australian Skills Commission
- TAFE SA
- Teachers Registration Board of South Australia
The agency's performance
Performance at a glance
Our strategy for public education commits the department to using high-quality evidence and measures to guide our understanding of how the education system is working and where to adapt.
The below metrics were developed in 2025 with a range of stakeholders, including the Education Innovation Council, to identify a tight and coherent set of indicators to show the progress made by our public education system overall, in working towards our purpose and strategy.
Earning and learning pathways
2022 | 2023 | 2024 | 2025 | |
|---|---|---|---|---|
Increase the proportion of students participating in the South Australian Certificate of Education (SACE): | ||||
Proportion of Year 12 students (including Year 13) enrolled in the SACE in October |
75% |
78% |
79% |
79% |
Sustain or increase the proportion of students completing the South Australian Certificate of Education (SACE) | ||||
Proportion of students enrolling in Year 12 (including Year 13) who have completed the SACE to date | 67% | 71% | 70% | * |
Increase the number of A and B grades awarded as a proportion of SACE subjects attempted: | ||||
Proportion of Stage 2 SACE subject attempts awarded a grade of B- or above | 67% | 68% | 69% | 71% |
Increase the proportion of Year 12 students awarded a B grade or above for at least one SACE subject | ||||
Proportion of students attempting at least one Stage 2 subject awarded at least one grade of B- or above | 75% | 77% | 79% | * |
Foundational skills: Literacy
2022 | 2023 | 2024 | 2025 | |
|---|---|---|---|---|
Increase the median count of words correct in the Year 1 Phonics check | ||||
Median count of words correct on the Phonics Screening Check for all Year 1 students | 32 | 33 | 33 | 32 |
Increase the proportion of students showing at least a year's growth in learning for each year of school | ||||
Proportion of students achieving the same or higher proficiency in NAPLAN Reading between: | ||||
Year 3 to Year 5 | * | * | * | 90% |
Year 5 to Year 7 | * | * | * | 81% |
Year 7 to Year 9 | * | * | * | 81% |
Proportion of students achieving the same or higher proficiency in NAPLAN Writing between: | ||||
Year 3 to Year 5 | * | * | * | 76% |
Year 5 to Year 7 | * | * | * | 82% |
Year 7 to Year 9 | * | * | * | 84% |
Reduce the proportion of secondary school students in the lowest NAPLAN proficiency level (‘needs additional support’) or not participating in testing | ||||
Proportion of Year 7 and Year 9 students with a NAPLAN Reading test result of absent, withdrawn, exempt or needs additional support | * | 26% | 27% | 27% |
National Improvement Measures: NAPLAN Reading | ||||
Proportion of students in the Needs Additional Support proficiency level | * | 12% | 13% | 13% |
Proportion of students in the Strong and Exceeding proficiency level | * | 56% | 54% | 54% |
Foundational skills: Numeracy
2022 | 2023 | 2024 | 2025 | |
|---|---|---|---|---|
Increase the proportion of students showing at least a year's growth in learning for each year of school | ||||
Proportion of students achieving the same or higher proficiency in NAPLAN Numeracy between: | ||||
Year 3 to Year 5 | * | * | * | 90% |
Year 5 to Year 7 | * | * | * | 88% |
Year 7 to Year 9 | * | * | * | 83% |
Reduce the proportion of secondary school students in the lowest NAPLAN proficiency level (‘needs additional support’) or not participating in testing | ||||
Proportion of Year 7 and Year 9 students with a NAPLAN Numeracy test result of absent, withdrawn, exempt or needs additional support | * | 27% | 28% | 28% |
National Improvement Measures: NAPLAN Numeracy | ||||
Proportion of students in the Needs Additional Support proficiency | * | 12% | 12% | 12% |
Proportion of students in the Strong and Exceeding proficiency level | * | 51% | 50% | 51% |
Attendance
2022 | 2023 | 2024 | 2025 | |
|---|---|---|---|---|
Increase the proportion of students attending at least 90% of available school days | ||||
Proportion of primary school students with an attendance level of 90% or higher | 50% | 61% | 64% | 65% |
Proportion of secondary school students with an attendance level of 90% or higher | 42% | 49% | 50% | 57% |
National Improvement Measure: Attendance rate | ||||
Increase the student attendance rate to 91.4% (2019 level) | 85% | 87% | 87% | 88% |
Inclusion and community support
2022 | 2023 | 2024 | 2025 | |
|---|---|---|---|---|
Increase the share of school students enrolled in public education | ||||
Proportion of total South Australian primary school full-time-equivalent enrolments in government schools | 65% | 65% | 65% | 64% |
Proportion of total South Australian secondary school full-time-equivalent enrolments in government schools | 60% | 59% | 58% | 58% |
Belonging
2022 | 2023 | 2024 | 2025 | |
|---|---|---|---|---|
Increase the proportion of students who agree or strongly agree that they belong at school (student wellbeing survey) | ||||
Proportion of Year 4-6 survey respondents who agree or strongly agree | 55% | 54% | 54% | 57% |
Proportion of Year 7-10 survey respondents who agree or strongly agree | 30% | 27% | 28% | 30% |
Proportion of Year 11-12 survey respondents who agree or strongly agree | 30% | 29% | 31% | 33% |
Increase the proportion of students who agree or strongly agree that there is an important adult at school they are connected with (student wellbeing survey) | ||||
Proportion of Year 4-6 survey respondents who agree or strongly agree | 69% | 71% | 73% | 76% |
Proportion of Year 7-10 survey respondents who agree or strongly agree | 60% | 47% | 48% | 51% |
Proportion of Year 11-12 survey respondents who agree or strongly agree | 50% | 51% | 53% | 54% |
Safety
2022 | 2023 | 2024 | 2025 | |
|---|---|---|---|---|
Decrease the proportion of students suspended from school (Semester 1) | ||||
Proportion of primary school students suspended or excluded at least once | * | 2.6% | 2.4% | 2.7% |
Proportion of primary school students suspended or excluded two or more times | * | 1.0% | 1.0% | 1.1% |
Proportion of secondary school students suspended or excluded at least once | * | 8.6% | 7.3% | 7.0% |
Proportion of secondary school students suspended or excluded two or more times | * | 3.1% | 2.4% | 2.1% |
Engagement in learning
2022 | 2023 | 2024 | 2025 | |
|---|---|---|---|---|
Increase the proportion of students who agree or strongly agree that they persevere with challenges (student wellbeing survey) | ||||
Proportion of Year 4-6 survey respondents who agree or strongly agree |
48% |
47% |
46% |
47% |
Proportion of Year 7-10 survey respondents who agree or strongly agree | 33% | 31% | 32% | 32% |
Proportion of Year 11-12 survey respondents who agree or strongly agree | 33% | 33% | 35% | 36% |
Increase the proportion of students who agree or strongly agree that they are supported by their teachers (student wellbeing survey) | ||||
Proportion of Year 4-6 survey respondents who agree or strongly agree |
77% |
75% |
75% |
76% |
Proportion of Year 7-10 survey respondents who agree or strongly agree |
60% |
55% |
55% |
56% |
Proportion of Year 11-12 survey respondents who agree or strongly agree | 67% | 66% | 69% | 70% |
Increase the proportion of students who agree or strongly agree that they are confident about their ability to learn (student wellbeing survey) | ||||
Proportion of Year 4-6 survey respondents who agree or strongly agree |
67% |
66% |
64% |
66% |
Proportion of Year 7-10 survey respondents who agree or strongly agree |
52% |
47% |
48% |
49% |
Proportion of Year 11-12 survey respondents who agree or strongly agree |
52% |
51% |
53% |
53% |
Note: * Indicates that data is not available for this time period or is not comparable to later calendar years.
Agency specific objectives and performance
The department works in partnership to build an adaptive, world-leading and equitable public education system that empowers every child and young person to learn and thrive, both now and in the future.
We continue to create opportunities for positive change and impact through the most influential parts of our system - with our people and in the ways we work together.
The 7 levers outlined below have been identified in our strategy to make the most impact across our work. The performance outlined under each of these levers highlights the department’s progress in the 2025 calendar year.
Agency objectives | Inputs | Outputs |
|---|---|---|
Effective teaching | Resources, professional learning, and support are provided to educators to enhance the quality of teaching and assessment practices, leading to improved learning outcomes | Developed innovative resources and delivered ongoing professional development to SA public school teachers. This included:
|
| Strengthen workforce attraction and retention to address the national workforce shortages | Refreshed the department’s Workforce Strategy, supporting the evolving needs of public education across four key areas: Diversity and Inclusion; Organisational Effectiveness; Workforce Capability; and Supply, Attraction and Retention. Reviewed a recruitment and placement system to empower principals in staffing decisions. Improvements included:
Converted 1,800 temporary teacher’s contracts to permanent since 2022. Established, in partnership with the Teachers Registration Board, the first SA employment-based SAT policy to enable new pathways into teaching. Certified 71 Highly Accomplished teachers and 43 Lead teachers in 2025 (up 46% from 2024) Procured a fully funded, statewide Temporary Relief Teacher (TRT) booking platform for all schools and preschools, available from Term 1, 2026, reducing administrative burden for site leaders and improving system-wide access to relief teachers. Provided 3,907 TRT days to 65 schools through the Country Relief and Capacity program. Co-designed the department’s first Employee Value Proposition to strengthen recruitment, enhance attraction, and support workforce sustainability. | |
Empowered leadership | Reconceptualise the role of principals to make it a more attractive profession | On 17 November 2025, the South Australian Government announced a $36.2 million reform, providing additional pay increases to 699 principals and preschool directors. In partnership with leader associations, the department progressed a pilot to support site leaders to focus on core work. Introduced 10-year tenure arrangements for principals and preschool directors. |
Strengthen system coherence through clearer leadership roles and responsibilities across Local Education Teams (LETs) | LET reform progressed with redefined roles being embedded across the system. Education Director portfolios were refreshed through a structured spill and reappointment process, improving alignment to partnerships, geography and system priorities. The introduction of new Education Lead roles strengthened system capability in curriculum, pedagogy, leadership development and early childhood reform. | |
Partnering with families and communities | Provide alternative learning pathways to jobs in the future | Technical colleges progress and achievements:
|
Build greater awareness and understanding of vocational education and training (VET) pathways in South Australia by growing career education programs and hosting large-scale events that connect students, families, and communities right across the state. | In 2025, career education and guidance initiatives included the Adelaide Careers Expo, which was held on 7-9 May with over 17,000 school students and families attending. Career Awareness Month has been expanded to Career Awareness Series with 101sessions across 55 different venues. In 2025, VET participation has increased by 21%. | |
Expand industry engagement and collaborative learning opportunities across schools by strengthening partnerships with employers and implementing real-world projects. | Industry engagement is an integral part of the department’s Pathways Strategy, connecting schools to employers. Over 350 employers are engaged, offering more industry immersions and career awareness activities than ever before. | |
Provide high-quality Government early childhood education and care services that respond to the changing needs of children, families and communities in South Australia. | In 2025 the department prepared to offer 3-year-old preschool services at 45 government sites (41 remote/regional, 3 metropolitan demonstration sites) commencing from Term 1, 2026. Preschool delivery has included:
High-quality and nurturing early learning and care programs and service delivery includes:
Consolidated Family Day Care Schemes from 12 to 2. Services for home-based long day care and out of school hours care (birth to Year 12) remain unchanged. | |
Improve overall satisfaction with OSHC services | Annual family satisfaction surveys have been expanded to include school governing council services, in addition to third-party providers. Comparative data will be analysed centrally and provided to sites to inform quality improvement planning and efforts. | |
Strengthen partnerships with Aboriginal community-controlled organisations | On 11 September 2024 the Pitjantjatjara Yankunytjatjara Education Committee (PYEC) and the department jointly signed an agreement to strengthen and support actions to meet the vision and goals set out in the PYEC Strategic Plan 2022-2032. The PYEC is the governing body for all 10 Anangu schools in South Australia, providing leadership and policy direction to ensure education aligns with Anangu priorities and cultural identity. In 2025, work continued in developing the Anangu Bilingual Education Policy. In South Australia’s 2025 Closing the Gap Partnership Stocktake, the department reported 5 partnerships with Aboriginal community-controlled organisations that met Closing the Gap’s Stronger Partnership Elements. This is one more than reported in the 2023 Partnership Stocktake. | |
Engaging Children and Young People | Continue to monitor and review the Mobile Phone Ban policy | Following the mobile phone ban implemented in Term 3, 2023, there has been:
|
Implement a suite of education initiatives designed to safeguard democracy | Continued development and improvement of curriculum learning including:
| |
Enhance learning outcomes by setting measurable improvement targets, such as raising the percentage of students achieving proficiency in key learning areas and supporting continuous academic growth for all students | New system level measures of impact were adopted in 2025 for public reporting (see the agency’s performance section above). | |
Support our Aboriginal students to be proud and confident leaders through our:
Closing the Gap actions | Aboriginal Education Strategy
Aboriginal Workforce Strategy
Aboriginal Student Pathways
Aboriginal Funding Model
Language and Culture Programs
Aboriginal Voice Framework
| |
Strengthening Supports | Enhance inclusive education by actively identifying and addressing emerging challenges, consulting with stakeholders, implementing flexible support processes, strengthening educator capability, and supporting the individual learning needs of all students | Provided support to educators in the Inclusive Education Support Program (IESP) following 2024 reform work including:
Implemented neurodiversity affirming practices at selected schools through the Autism in Secondary Schools Trial. The department has hosted its first Autism Inclusion in Secondary Schools student roundtable on 25 July 2025. The Education and Children’s Services Act 2019 was amended to ensure inclusive services for students with disability, requiring public reporting of enrolment refusals, cancellations, and exclusionary behaviour responses. In 2025, delivered approximately 18,000 specialist and allied health services to children and young people at almost 950 education sites. Codesigned a new Personalised Learning System set to roll out through 2026. |
Support students’ wellbeing | 15 actions are being implemented under the Safe and Supportive Learning Environments Plan of Action (2024-2026). Actions completed in 2025 include:
Expanded Youth Mental Health First Aid Training to all staff working with students, leading to a 50% increase in course completions. Funding of the School Breakfast Program, with provisions supplied by Foodbank SA/NT and Kickstart for Kids. Participation increased from 336 schools in term 3, 2024, to 355 schools in term 3, 2025. | |
Support disengaged students by embedding Tailored Learning practices to empower our schools to optimise student engagement in learning and future pathways. | In 2025, the department’s Tailored Learning program provided $16 million in supplementary grants to 121 secondary schools. The program provides support for young people at-risk of disengaging from education. | |
Resourcing and Investment | Deliver upgrades to school assets or build new facilities to ensure quality learning environments in public sites | Continued upgrade delivery, providing improved learning environments for students and teachers. In 2025, this included:
$10 million was allocated to improve 12 sites including:
|
Support schools and preschools by reducing administrative burden | The department completed its rollout across schools and preschools replacing legacy systems with the new Education Management System (EMS). This supports schools and preschools with both student administration and financial management. It is providing sites with a centralised, single student record that will exist throughout each student’s public education. | |
Support schools to access and safely use generative AI | In March 2025, the EdChat app was approved to streamline the ‘Learning English: Achievement and Proficiency (LEAP)’ levelling process. By the end of the 2025 school year, over 58,000 student writing samples had been assessed through a secure platform, saving an estimated 22,544 hours for teachers and $1,722,318 for schools. After a successful evaluation of AI impact, EdChat was rolled out to all secondary students in government schools from October 2025. Currently, 57 schools have access. The department is continuing to collaborate with educators to expand EdChat apps and reduce administrative burden. | |
Negotiate and sign a new National School Reform Agreement to ensure a better and fairer education system for all students. | On Friday 24 January 2025, South Australia became party to the Better and Fairer Schools Agreement 2025-2034 - Full and Fair Funding. | |
Deliver initiatives under the Country Education Strategy to address the key challenges identified by country students, teachers, and leaders. | The Country Education Strategy continues to be implemented, with new initiatives including investment in country teacher housing, and expanding hybrid learning in country schools. Over 5,000 country students affected by drought have received financial support to attend camps and excursions. | |
Improvement and Responsibility | Upskill the quality in preschools by increasing National Quality Standard (NQS) ratings, strengthening regulatory oversight, and providing targeted support to preschools | Progress in quality improvement of preschools has included 84% of government preschools having met or exceeded the NQS as at December 2025. The department introduced a Targeted Quality Program to support preschools rated ‘working towards’ the NQS. |
Supporting principals to establish and maintain high quality OSHC services. Increase in proportion of services achieving a rating of “meeting” or above when undergoing assessment and rating. | In Sept 2025 a “quality uplift program” was implemented with intensive support being provided to school governing council operated OSHC services with consecutive ratings of “working towards” the NQS. Contract management processes have been reviewed and implemented to strengthen the accountability of third-party providers. | |
Support educators to develop a trauma informed practice | Strengthening trauma-informed practice in schools and preschools through training, capacity building, and the Trauma Aware Schools Initiative (approximately 170 sites). Delivered 357 trauma-informed practice training sessions in 2025, with over 10,000 staff attending – the highest attendance since 2018. The Trauma Informed Practice in Education program received the 2025 Public Education Award for Outstanding Safety Initiative. | |
Promote and encourage wellbeing and respectful behaviour in schools | The department hosted the Respectful Relationships Student Forum at Adelaide Oval in June 2025, with 450 students from 54 schools (years 5–12) sharing their needs and preferences for learning about respectful relationships. A regional forum was held at Millicent, with 30 students from five schools participating. 39 Positive Behaviour for Learning pilot schools completed three years of training, with evaluation showing improved student behaviour and teacher wellbeing. Thirteen schools commenced this year. A central Attendance ‘Hub’ providing resources and support to schools commenced in Term 2, 2025. The Education and Children’s Services Act 2019 was amended to strengthen provisions for addressing non-enrolment and non-attendance. Research commenced on new support models to enhance Student Wellbeing Leader responses to mental health concerns in primary schools. | |
Provide tailored supports to identified schools to increase local enrolments. | Of the three Targeted Uplift School Sites, Mount Gambier High School and LeFevre High School have reported enrolment growth, with Oakbank Area School seeing an increase from local in-zone uptake. |
Corporate performance summary
The department’s corporate functions play a critical role in enabling a world-leading and equitable public education system, safeguarding integrity, and building future capability across the education system.
Corporate functions, services and supports create the conditions for educators and staff to focus on what matters most: learning, wellbeing and opportunity for every child and young person.
Culturally responsive and inclusive workplaces
The department progressed its second Stretch Reconciliation Action Plan (RAP) 2023–2026. As at November 2025, progress against deliverables was as follows:
- 47 deliverables completed (49%)
- 30 deliverables recognised as annual tasks completed to date (31%)
- 17 deliverables on track (18%)
- Two deliverables identified as controlled risks (2%) Key achievements include:
- Three satellite Reconciliation Week events were held at regional schools.
- The number of Aboriginal and Torres Strait Islander people working in public education increased by 10% from 2024, with 968 Aboriginal employees as at June 2025, up from 877 in June 2024, placing the department on track to achieve its RAP commitment of 3% workforce representation by 2031.
- Spend with Supply Nation registered and accredited businesses increased by 67% from 2023–2024 to 2024–2025.
The department's Culturally Responsive Framework was refreshed, including the release of the first online learning module, Aboriginal Business is Everyone's Business: the Culturally Responsive Framework. The module had been completed by nearly 17,000 employees as at December 2025.
Progress toward a public education system free from racism was advanced through the establishment of an Anti-Racism Lived Experience Advisory Group in early 2025, ensuring actions are grounded in lived experience. Anti-Racism Fundamentals for Leaders training was delivered to 243 senior leaders and managers, with broader online training accessed across the workforce.
Enabling organisational effectiveness and performance
The department progressed targeted reforms to reduce workload and support educators to focus on teaching and learning.
- Centralised financial support was delivered to preschools and small schools, streamlining site leaders' workload, enhancing financial reporting and analysis, and supporting more informed strategic decision-making.
- The LEAP app, an AI-powered tool within EdChat, was launched to automatically evaluate student writing and generate teacher-ready reports, reducing administrative workload and freeing thousands of hours for teaching and learning.
- A pilot was led to optimise the deployment of School Services Officers (SSOs) in schools, providing targeted training, resources and implementation support to strengthen collaboration between SSOs, teachers and school leaders, reducing teacher workload and enhancing classroom impact.
- Facilities management was streamlined through several initiatives: FacilitiesChat, an EdChat app integrating the facilities factsheet library; edInfrastructure, an online portal improving access to information and resources; and the development of comprehensive guidelines and training to support new leaders.
- Employee engagement improved across all domains of workplace culture, with increases recorded in Enabling People (4%), Empowering Learning (6%), Driving Effective Change (4%) and Building Shared Meaning (7%).
The department maintained its commitment to a safe and supportive work environment. Work Health and Safety Business Partners conducted 551 site visits during the year, comprising 48 partnership and portfolio engagements and 113 safety system coaching sessions, and inducted 110 site leaders. Annual playground inspections were centralised and a Suicide Prevention Action Plan was developed and launched. Mandatory training processes were reviewed and updated approaches to recording and reporting were embedded in Plink.
Several diversity employee forums were introduced to seek lived experience and advisory input on departmental policies, processes and data. The 2025 Perspective employee experience survey captured responses from 16,640 site-based staff (58%), with results showing an increase in overall employee engagement, including increases of 3% among primary school teachers and 6% among secondary school teachers. Eighty-nine per cent of site-based employees indicated an intention to remain with the department and 72% intended to stay in their current site, both comparing favourably against global and national benchmarks.
The department achieved White Ribbon Australia Workplace re-accreditation in November 2025 for the next five years.
Employment opportunity programs
Program name | Performance |
|---|---|
Amy Levai Aboriginal Teaching Scholarship Program | Expanded the Amy Levai Aboriginal Teaching Scholarship program, supporting 42 Aboriginal people on a teaching pathway, an increase of 31% from 2024. |
| Country Teaching Programs | In 2025, the Teach First in Country Program supported 19 graduates to commence their first teaching roles in country schools and recruited 15 additional graduates to begin in 2026. Country programs also provided scholarships for 41 pre-service teachers undertaking practicum placements across 34 country sites and supported 52 pre-service teachers to participate in regional tours during Terms 2 and 3. |
Work While You Study Program (WWYS) | 42 Preservice Teachers were supported across 34 different sites; all were studying an Initial Teacher Education degree. Post program, 55% were retained, 17 of those at the same school as their WWYS employment |
Agency performance management and development systems
Performance management and development system | Performance |
|---|---|
The department’s Performance Review and Development (PRD) process | At the end of the school year, 75% of the workforce had a Performance and Development Plan recorded in our HR system. |
Work health, safety and return to work programs
Program name | Performance |
|---|---|
WHS Incident and Hazard Management System | The department is transitioning to a new incident reporting platform – Incident 360 – for improved usability. A pilot was undertaken in March 2024 involving two sites (Craigmore High School and Paralowie R-12), followed by an expanded site trial involving four sites in Para Hills (excluding Early Years) in October 2025. |
WHS Verified Self-Assessment program | The WHS Unit provided support to sites to complete identified corrective actions throughout 2025. |
Preventing and responding to challenging behaviour and violence | The WHS Management System includes policies and procedures focused on supporting sites in the prevention of workplace violence and challenging student behaviour, with the aim of reducing such incidents. |
Wellbeing in Schools | The department’s employee mental health and wellbeing procedure includes information on how to assess hazards that can impact employee wellbeing and psychological safety. Training in conflict management and personal safety and psychological first aid training is available for staff on Plink. Employee Assistance Program (EAP) services are available in employee counselling, manager assist program and peer support programs for leaders in sites. |
Risk Based Review Concurrent Duties | The managing external contractors’ procedure has been reviewed. The procedure is currently undergoing consultation. Training to support the updated process is under development. |
Managing WHS training | The WHS Unit has strengthened resources to manage and coordinate WHS training. Enhancements within Plink to record and monitor completion of mandatory WHS training. |
Review of First Aid arrangements | The revised first aid procedure was published in March 2025. Sites have been provided with increased funding to enable them to train additional staff to meet the new requirements. |
Installation of Automated External Defibrillators (AEDs) | The Automated External Defibrillators (Public Access) Act 2022 (AED Act) required the installation of an AED in every school by 1 January 2025. A similar requirement applied to corporate offices over 400m2 with public access. The department made a one-off purchase of AEDs to meet the requirements of the AED Act. An AED has been provided to every site to which the Act applies. |
Playground and Nature Play Safety | The department has entered into a centrally managed contract with Kidsafe SA to conduct annual playground inspections at all department sites with playgrounds. Annual inspections have been scheduled over a 12-month period by portfolio, with inspections commencing from July 2025. Completion of any maintenance identified by an inspection is then followed up at the site level. |
Enforceable Undertaking (EU) | SafeWorkSA agreed to extend 1 action under the EU until July 2026. All remaining actions were completed on time and within budget. |
Workplace injury claims | Current year 2024-25 | Past year 2023-24 | % Change |
|---|---|---|---|
Total new workplace injury claims | 800 | 734 | 8.99 |
Fatalities | 0 | 0 | - |
Seriously injured workers* | 0 | 2 | - |
Significant injuries (where lost time exceeds a working week, expressed as frequency rate per 1000 FTE) | 11.1 | 11.7 | -5.13% |
*number of claimants assessed during the reporting period as having a whole person impairment meeting the relevant threshold under the Return to Work Act 2014 (Part 2 Division 5)
Work health and safety regulations | Current year 2024-25 | Past year 2023-24 | % Change |
|---|---|---|---|
Number of notifiable incidents (Work Health and Safety Act 2012, Part 3) | 112 | 86 | 30.23% |
Number of provisional improvement, improvement and prohibition notices (Work Health and Safety Act 2012 Sections 90, 191 and 195) | 25 | 283 | -91.17% |
The large decrease in improvement and prohibition notices over 2023-24 FY to 2024-25 is due to the SafeWork SA Nature Play and Playground Proactive Compliance Campaign conducted during that period. These primarily relate to soft fall and equipment wear/maintenance issues.
Return to work costs** | Current year 2024-25 | Past year 2023-24 | % Change |
|---|---|---|---|
Total gross workers compensation expenditure ($) | $26,456,949.00 | $23,997,832 | 10.25% |
Income support payments – gross ($) | $11,547,704.00 | $9,988,434 | 15.61% |
**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
Executive employment in the agency
Executive classification | Number of executives |
|---|---|
Chief Executive | 1 |
SA Executive Services Level 1 | 80 |
SA Executive Services Level 2 | 21 |
SA Executive Services Specialist | 1 |
Principal Band A-2 | 57 |
Principal Band A-3 | 150 |
Principal Band A-4 | 105 |
Principal Band A-5 | 88 |
Principal Band A-6 | 70 |
Principal Band A-7 | 30 |
Principal Band A-8 | 21 |
Principal Band A-9 | 30 |
Principal Band A-9 plus | 15 |
Education and Children’s Services Act Section 121 Negotiated Conditions | 225 |
Preschool Director Band A-2 | 11 |
Preschool Director Band A-3 | 48 |
Note: Workforce Information Collection as at the last pay day in June 2025
Data for previous years is available at: https://data.sa.gov.au/data/dataset/executive-employment-in-the-department-for-education
The Office of the Commissioner for Public Sector Employment has a workforce information page that provides further information on the breakdown of executive gender, salary and tenure by agency.
Financial performance
Financial performance at a glance
The following is a brief summary of the overall financial position of the agency. The information is unaudited. Full audited financial statements for 2023-24 are attached to this report.
Statement of Comprehensive Income | 2024-25 Budget $000s * | 2024-25 Actual $000s | Variation $000s | 2023-24 Actual $000s |
|---|---|---|---|---|
Total Income | 5,025,168 | 4,656,337 | (368,831) | 4 664 809 |
Total Expenses | 4,935,844 | 4,567,249 | (368,595) | 4 791 383 |
Net Result | 89,324 | 89,088 | (236) | (126 574) |
Total Comprehensive Result | 89,324 | 554,868 | 465,544 | 454 927 |
**Reflects original budget reported in the 2023-24 State Budget
Our income – where it comes from
The total income received by the department and schools from controlled operations for the 2024-25 financial year was $4.7 billion, which was a decrease of $8.5 million from the previous financial year.
Key factors contributing to the movement include:
- Appropriation from the SA Government decreased by $54.0 million to $3.4 billion in 2025. This reduction was due to $310.6 million appropriation received in 2024 for Skills SA, which transferred to the Department of State Development from 1 July 2024, that was partly offset by additional appropriation received by the department in 2025 relating to indexation, capital projects and continuing investment in strategies.
- Commonwealth sourced grants and funding increased by $62.8 million, reflecting an additional $100.3 million funding received by the department in 2025 relating to the Better and Fairer Schools Agreement, the Preschool Reform Agreement, the Schools Upgrade Fund, and $6.8 million from other initiatives. The 2024 Commonwealth grants received included $37.5 million for Skills SA with these grants redirected in 2025 to, the Department of State Development following the transfer of this function.
- Intra-government transfers revenue decreased by $28.3 million, reflecting a decrease of $16.8 million relating to the Teachers Enterprise Agreement funding from 2023-24 and an $11.5 million decrease for funding transferred to the Department of State Development.
- Sale of goods and services increased by $4.3 million overall relating to increases of $4.5 million in user fees and charges, $3.7 million in fee for service income from schools, offset by a $4.0 million drop in student enrolment fee revenue.
- Other income increased by $10.0 million mainly due to the receipt of insurance monies relating to a high school fire.
- Investment income decreased by $2.9 million due to lower interest rates across 2024-25.
Our expenditure – how our funds were spent
Total operating expenses of the department and schools for controlled operations for the 2024-25 financial year was $4.6 billion, which was a decrease of $224.5 million from the previous financial year. The decrease in expenditure from the previous financial year is predominantly attributed to:
- Employee benefit expenses increased by $154.5 million, mainly attributable to enterprise agreement salary increases and FTE increases. There were also increases in superannuation and payroll tax costs; and
- Supplies and services decreased by $12.9 million and Grants and subsidies decreased by $363.8 million which was primarily due to the transfer of Skills SA to the Department of State Development from 1 July 2024 totalling $384.7 million
Statement of Financial Position | 2024-25 Budget $000s * | 2024-25 Actual $000s | Variation $000s | 2023-24 Actual $000s |
|---|---|---|---|---|
Current assets | 1,488,687 | 1,504,228 | 15,541 | 1,406,865 |
Non-current assets | 6,789,610 | 7,714,096 | 924,486 | 7,247,072 |
Total assets | 8,278,297 | 9,218,324 | 940,027 | 8,653,937 |
Current liabilities | 720,938 | 569,978 | -150,960 | 531,766 |
Non-current liabilities | 1,095,465 | 1,116,708 | 21,243 | 1,090,411 |
Total liabilities | 1,816,403 | 1,686,686 | -129,717 | 1,622,177 |
Equity | 6,461,894 | 7,531,638 | 1,069,744 | 7,031,760 |
**Reflects original budget reported in the 2023-24 State Budget
Summary of our assets – what we own
The value of assets for the department and schools totalled $9.2 billion as at 30 June 2025, which represented an increase of $564.4 million compared with the previous financial year.
Property, plant and equipment increased by $480.0 million resulting primarily from additional capital expenditure on construction projects and the revaluation of assets, which were partly offset by depreciation expenses.
Cash and cash equivalents increased by $55.6 million, and receivables were $43.0 million higher than the previous financial year.
Summary of our liabilities – what we owe
The value of liabilities for the department and schools totalled $1.7 billion as at 30 June 2025, an increase of $64.5 million compared with the previous financial year.
This increase was mainly due to increased employee related liabilities of $56.3 million, increased payables of $5.2 million and increased provisions of $17.8 million, partly offset by a decrease of $13.9 million in other financial liabilities as at 30 June 2025.
Materials and services charges
The materials and services charge set by each governing council is for materials and services used or consumed by individual students during the course of their study and shall reflect the cost of the materials and services provided.
For 2025, the prescribed amount as determined in accordance with the Education and Children’s Services Regulations 2020 was $300 for primary students and $396 for secondary students. Governing councils are able to poll their school communities to seek majority support to charge an amount greater than the prescribed amount as well as including specific subject charges where applicable.
For the 2024-25 financial year, the actual amount recorded by schools for material and services charges was $51.3 million. It is noted that for the 2025 school year eligible families were provided with a rebate of the 2025 materials and services charge, which is not included in this amount.
Consultants disclosure
The following is a summary of external consultants that have been engaged by the agency, the nature of work undertaken, and the actual payments made for the work undertaken during the financial year.
Consultancies with a contract value below $10,000 each
Consultancies | Purpose | $ Actual payment |
|---|---|---|
All consultancies below $10,000 each – combined | Various | $10,582 |
Consultancies with a contract value above $10,000 each
Consultancies | Purpose | $ Actual payment |
|---|---|---|
Flinders University | Otitis Media Project 2023–2025 (Aboriginal Hearing Screening – APY Lands). | $80,409 |
Kerry Dollman | Consultation regarding the Aboriginal Funding Reform. | $78,000 |
Alex Semmens Consulting | Strategic design of digital teaching and learning initiatives for the department’s Digital Strategy. | $56,000 |
Scyne Advisory Pty Ltd | Preparation of a Regional Precincts and Partnerships Program grant submission for the Mount Gambier Research, Education and Training Precinct on behalf of the department. | $51,039 |
Meld Collective Pty Ltd | Professional services relating to the Personalised Learning Project. | $50,650 |
Scyne Advisory Pty Ltd | Review and independent advice to determine needs for the Children and Students with Disability program, delivery options and funding models. | $49,988 |
Acer | Evaluation and recommendations for the first year of implementation of the Autism Inclusion Teacher initiative. | $49,525 |
KPMG | Professional services relating to the review of the NAPLAN service and cost model. | $49,465 |
Ernst & Young | Market and industry research and vendor scan to inform a future pulse-check survey product. | $48,000 |
The Kids Research Institute Australia | Implementation and evaluation of a Positive Behaviour and Learning pilot. | $43,712 |
3arc Social Pty Ltd | High-level evaluation of the implementation of mid-year intake in SA preschools and schools. | $38,756 |
Ruchi Sinha | Advisory sessions to establish My Wellbeing in 2024, including dashboard support. | $29,750 |
Rogue Networking | Support for the roll-out of Tailored Learning in SA secondary schools. | $15,564 |
Monash University | Support for implementation of Multi-Tiered Systems of Support in SA schools. | $15,279 |
KPMG | Review of the OSHC projection model. | $15,000 |
Scyne Advisory Pty Ltd | Independent assurance report on compliance with section 22A(1) of the Australian Education Act. | $10,053 |
Total | $681,409 |
Data for previous years is available at: https://data.sa.gov.au/data/dataset/consultants-engaged-by-the-department-for-education
See also the Consolidated Financial Report of the Department of Treasury and Finance for total value of consultancy contracts across the South Australian Public Sector.
Contractors disclosure
The information contained is sourced from the department’s general ledger and invoices, and it is noted that sampling has occurred for some individual vendors with significant volumes.
Transactions between the department and government schools and preschools have been excluded from the below transactions in addition to some transactions that were identified that are not in the nature of contractors.
Contractors with a contract value below $10,000
Contractors | Purpose | $ Actual payment |
|---|---|---|
All contractors below $10,000 each – combined | Various | $1,685,696 |
Contractors with a contract value above $10,000 each
Contractors | Purpose | $ Actual payment |
|---|---|---|
3ARC Social Pty Ltd | Provision of support for ICT reform (Site Budget Planning Tool Enhancements) | $34,877 |
3NA Pty Ltd | Provision of support for ICT reform (Engaging for Success Application) | $117,160 |
ABC Multilingual Pty Ltd | Provision of translation and interpreting services | $402,607 |
Aboriginal Basketball Academy | Aboriginal Basketball Academy funding | $25,000 |
Action OHS Consulting | Working at Heights External Risk Review | $46,524 |
Acuity Partners Pty Ltd | Professional Services for Recruitment | $21,410 |
Adelaide Contemporary | Custom design artwork | $28,916 |
Adelaide Data Collection | Asset Management Site Audits | $30,100 |
Adelaide Uhak Centre | International student support program | $24,000 |
Aim To Succeed Tutoring | Professional tuition services for School Retention Program | $41,895 |
Akkodis Australia Talent | Engagement of temporary staffing services | $470,584 |
AKTO Pty Ltd | Data Governance Enablement Services | $48,600 |
All Adelaide Speech Pathology | Professional Services - Speech Pathology | $29,517 |
Ana Tu Psychology | Psychological assessment services | $41,094 |
Andre Castellucci Photography | Provision of support for departmental initiatives (Photography) | $10,405 |
Anglicare Sa Ltd | Professional mentoring services for School Retention Program | $330,364 |
Ann Morrice Language Literacy | Anangu Partnership - Language Literacy | $11,200 |
Armadale Consultancy Ltd | Engagement of temporary staffing services | $211,792 |
ASI Solutions | Provision of support for ICT infrastructure | $24,654 |
Australian Society for Music Education (SA) Chapter Inc | Professional Development Package (Australian Society for Music Education- 2025 Music Can Do Foundation) | $23,000 |
Adelaide Training & Employment Centre | Delivery of training services | $13,660 |
Atomix Design Pty Ltd | Provision of support for ICT reform (student pathways website) | $90,035 |
Aurecon Australasia P/L | Provision of support for strategic asset management | $154,822 |
Auslan Services Pty Ltd | Provision of translation and interpreting services | $98,326 |
Austral Tree Services Pty Ltd | Provision of support for bushfire safety | $281,260 |
Australian Institute Of | Client Fitness Screenings | $33,506 |
Australian Integrated Security | Professional security services | $162,330 |
Autism CRC Ltd | Provision of support to the department (research project to inform changes to Initial Teacher Education) | $89,266 |
B S P Design Pty Ltd | Bushfire safety assessments - Schools and Preschools | $38,600 |
Bain Education Services | Behaviour support planning and implementation | $19,657 |
Bao & Co | Numeracy Check Maths Assessment Interview SA | $21,901 |
Beyond Brilliant Education | Tuition for young people under the guardianship of the CE | $10,248 |
Bob May Workplace Emergency | Delivery of training services | $15,301 |
Bookipi Pty Ltd | Annual License Costs (Payroller for Governing Councils) | $38,966 |
Bright Space Psychology | Psychological assessment services | $110,374 |
Broaden Psychology | Psychological assessment services | $86,553 |
Broadtec Services Pty Ltd | Provision of support for ICT infrastructure in schools | $16,142 |
Bronwyn Custance Education | Provision of support for departmental initiatives (Learning English: Achievement and Proficiency strategies, planning, support, and training) | $146,050 |
BTS Australasia Pty Ltd | Provision of support for departmental initiatives (Future Leaders Program) | $30,331 |
Cablelink Communications | Provision of support for ICT infrastructure in schools | $33,460 |
Carmel O'Reilly | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $12,184 |
Centacare Catholic Family | Provision of support for departmental initiatives (National Student Wellbeing Program) | $179,017 |
Center for Curriculum Redesign | Provision of support for departmental initiatives (Curriculum development) | $54,482 |
CGI Technologies & Solutions | Provision of support for departmental initiatives (Cyber Escape) | $40,120 |
Chamonix IT Management | Professional ICT services for departmental initiatives | $55,972 |
Chipit | Professional landscaping services | $11,450 |
Click Films Pty Ltd | Filming and video production | $35,600 |
Cogs Project Therapy Pty Ltd | Provision of support for the Education Management System project | $23,760 |
Colin Macmullin | Psychological assessment services | $96,375 |
Collab Pm Services Pty Ltd | Project management services for the department | $157,684 |
Communication Republic | Provision of translation and interpreting services | $59,012 |
Complete Hospitality Training | Delivery of training services | $29,460 |
Complete Tutoring Solutions | Professional tuition services for School Retention Program | $36,322 |
Connected Self Pty Ltd | Professional mentoring services for School Retention Program | $1,013,193 |
Corporate Health Group P/L | Health assessment services | $717,784 |
Courts Administration | Education Family Conferences Services | $155,438 |
Culturalchemy Pty Ltd | Business strategy workshop | $39,950 |
Custom Minds Pty Ltd | Psychological assessment services | $133,482 |
Dansie's Head to Toe Pty Ltd | Psychological assessment services | $33,248 |
Data 3 Ltd | Provision of support for ICT infrastructure (Backup & maintenance) | $707,710 |
David O'Brien Consulting | Provision of support for departmental initiatives (Development Experiences Program) | $36,140 |
Deaf Services Ltd | Provision of translation and interpreting services | $109,668 |
Deakin University | Development of Financial Literacy Professional Learning Program | $89,200 |
Dean Angus | Provision of support for departmental initiatives (New Site Leader Program) | $22,425 |
Deb Roberts | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $11,390 |
Dell Australia Pty Ltd | Provision of support for ICT reform (support and equipment) | $34,171 |
Deloitte Access Economics | Professional support services for departmental initiatives | $74,385 |
Deloitte Financial Advisory | Provision of support for departmental initiatives (School Upgrade) | $12,462 |
Deloitte Touche Tohmatsu | Provision of support for departmental initiatives (Business Continuity Management - Resilience Framework) | $91,574 |
Denise Higgins | Mentoring services for new site leaders | $17,530 |
DFP Recruitment Services | Engagement of temporary staffing services | $193,335 |
Di Robertson | Provision of support to the department (mentoring for new site leaders) | $14,297 |
Dialog Pty Ltd | Enterprise Architect | $316,600 |
DK Psychology | Psychological assessment services | $65,763 |
Driven From Within | Delivery of training services | $37,400 |
DXC Technology Australia | Provision of support for ICT infrastructure in schools | $227,343 |
Dylan Wiliam | Delivery of training services | $42,096 |
Edge Recruitment | Engagement of temporary staffing services | $334,356 |
Edith Cowan University | Provision of support for departmental initiatives (curriculum development) | $17,000 |
Education Services Australia | Hosting and maintenance of the my future career information service 2024-25 | $102,751 |
Elevare Studio | Professional Support Services | $42,300 |
Elevate Management Consulting | Project services and implementation | $449,578 |
Emotous Pty Ltd | Delivery of training services | $62,820 |
Ernst & Young | Work health and safety operating model assessment | $65,697 |
Escient Pty Ltd | Business analysis and strategy services - 3 yr old Preschool Program | $10,392 |
Exelnet Pty Ltd | Delivery of training services | $20,538 |
Exceptional Learners Assessment | Psychological assessment services | $16,558 |
Expose Data Pty Ltd | Engagement of temporary staffing services | $136,788 |
Feelbetter Limestone Coast | Professional Services (School Mental Health Services) | $18,370 |
Ford Psychology | Psychological assessment services | $21,783 |
Fragile To Agile (Asia Pacific) Pty Ltd | Enrolment services market scan | $47,000 |
Fujifilm Data Management | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $702,839 |
Fusion5 Pty Ltd | Provision of support for departmental initiatives (ICT and business strategy / architecture) | $46,192 |
Graham Wood | Provision of support for departmental initiatives (New Site Leader Program) | $17,744 |
Grow And Learn Together | Delivery of training services | $19,660 |
Growth Coaching International | Coaching masterclass program | $47,309 |
Guy Claxton | Provision of support to the department (Empowering Effective Leaders) | $12,000 |
Halcyon Knights Pty Ltd | Engagement of temporary staffing services | $418,612 |
Harrison McMillan Pty Ltd | Engagement of temporary staffing services | $300,274 |
Hays Specialist Recruitment | Engagement of temporary staffing services | $6,037,348 |
HDAA Australia Pty Ltd | School Mental Health Accreditation | $16,009 |
Heather Heading | Provision of support for departmental initiatives (New Site Leader Program) | $24,060 |
Hero Head Quarters Pty Ltd | Delivery of training services | $57,500 |
Hoban Recruitment Pty Ltd | Engagement of temporary staffing services | $352,455 |
Hudson Global Resources (Aust) | Engagement of temporary staffing services | $199,500 |
Human Psychology | Psychological assessment services | $907,112 |
Hydon Consulting Pty Ltd | Early childhood development and parenting outcomes framework practice guide | $7,000 |
Ialign Pty Ltd | Psychometric assessment and reporting | $37,619 |
Ian Carswell | Professional tuition services for School Retention Program | $16,554 |
IEEE South Australia Section | Women in engineering regional workshop | $13,000 |
Incompro Aboriginal Association | Professional mentoring services for School Retention Program | $297,258 |
Infrastructure and Transport | Redleap project lessons learnt workshop | $12,500 |
Inspired Psychology | Psychological assessment services | $19,060 |
Insync Solutions Pty Ltd | Provision of support for departmental initiatives (Education Internet Management Services deliverable) | $770,190 |
Interpreting & Translating Ctr | Provision of translation and interpreting services | $21,328 |
Intuito Pty Ltd | Enrolment services market research study | $49,823 |
IOT TEK | Professional audio-visual support services | $46,198 |
Iron Mountain Australia Group | Provision of support for departmental services (Data Management) | $24,625 |
Jade Thelda Cleasby | Provision of translation and interpreting services | $79,488 |
James Alexander Ellis | Business analysis, strategy and development services for the Bilingual Schools Project | $15,578 |
Jodie Benveniste Brave New | Psychological first aid leadership program | $17,000 |
Jones Lang Lasalle Pty Ltd | Provision of support for departmental initiatives (property portfolio strategy) | $47,000 |
Julia Atkin Pty Ltd | Learning and development consulting | $191,219 |
Julie Dini Psychology | Psychological assessment services | $21,674 |
K Welsh & Co Pty Ltd | Professional financial administration services to support Wiltja Residential Program | $12,705 |
Kids First Australia | Professional mentoring services for School Retention Program | $135,515 |
Kidsafe SA Inc | Delivery of training services | $224,595 |
KIK Innovation Ltd | Autism Pre Pathway Program assessment and development workshops | $45,908 |
Kodaly Music Education Institute | Delivery of training services | $28,000 |
KPMG | Fee for professional services (cleaning services review) | $175,770 |
KPP Ventures Pty Ltd | Engagement of temporary staffing services | $89,856 |
Kristy Lyn Sinkovic | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $11,396 |
Lady Gowrie Child Centre Inc | Delivery of training services | $48,568 |
Latitude It Pty Ltd | Provision of support for departmental initiatives (Digital Transformation) | $98,613 |
Learning Lab Psychology | Psychological assessment services | $16,772 |
Learning Through Doing Pty Ltd | Provision of support for departmental initiatives (Mathematics, learning through doing) | $135,000 |
Life Without Barriers | Professional mentoring services for School Retention Program | $62,987 |
Lisa Williams | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $13,959 |
Little Bee Psychology | Psychological assessment services | $18,853 |
Luisa Sergi | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $18,860 |
Lyn Langeluddecke | Provision of support for departmental initiatives (New Site Leader Program and mentoring) | $10,438 |
M&M Group of Companies Pty Ltd | Professional Landscaping Services | $20,672 |
Matthew Nairn | Psychological assessment services | $51,780 |
Maureen Hegarty | Provision of support for departmental initiatives (Mathematic - Thinking Maths Program) | $102,900 |
Maxima Training Group (Australia) | Engagement of temporary staffing services | $92,905 |
Maybo | Delivery of training services | $24,767 |
McArthur Management Services | Engagement of temporary staffing services | $36,506 |
McNeil Consulting | Wellbeing assessment services | $16,900 |
MEGT (Australia) Ltd | Engagement of temporary staffing services | $1,381,331 |
Microsoft Pty Ltd | Unified Enterprise Support | $96,330 |
Mindful Pathways Psychological | Psychological assessment services | $16,681 |
Mindset Procurement | Engagement of temporary staffing services | $140,525 |
Miri Kawi Services | Provision of support for departmental initiatives (Aboriginal Funding Reform) | $49,903 |
Mixed Mediums Enterprises | Provision of support for departmental initiatives (multimedia production) | $19,830 |
MTX Australia Pty Ltd | Provision of support for departmental initiatives (digital architecture and support) | $58,728 |
Murdoch Children's Research | Provision of support for departmental initiatives (Children's centre review) | $90,335 |
Nathan Rice | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $10,620 |
Nation Creative Pty Ltd | Provision of support for departmental initiatives | $39,897 |
Nec Australia Pty Ltd | Provision of support to support ICT delivery (Corporate site upgrades) | $335,496 |
Neil White | School site visits, reporting and consultation services relating to incidents | $36,040 |
Newman Education | Professional tuition services for School Retention Program | $12,150 |
Nharangga Warra Wambana | Nharangga language scope & sequence document | $10,800 |
Nicholas Kingsley | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $11,351 |
North Eastern Metrostars Inc | Provision of support for departmental initiatives (South Australian Aboriginal Secondary Training Academy - Indigenous Cup) | $39,535 |
Nutshell Systems Pty Ltd | Provision of support for departmental initiatives (EdAnalytics) | $201,040 |
Oakhill Farm | Anangu lands partnership conference 2025 | $32,619 |
Olivia Kathigitis | Delivery of training services | $25,185 |
Oncall Language Services Pty Ltd | Provision of translation and interpreting services | $14,055 |
Opex Nominees Pty Ltd | Provision of support for departmental initiatives (Procurement services) | $387,492 |
Orff Schulwerk Association of SA Inc | Delivery of training and development services | $28,458 |
Our Global Table | Delivery of training services | $25,000 |
Outsidein Group | Observation and Report Writing Services | $143,350 |
Pamela Grigg | Video production | $6,639 |
Patrick Moran | Mentoring services for new site leaders | $5,138 |
Pauline Carter Educational | Provision of support for departmental initiatives (Mathematic - Thinking Maths Program) | $59,500 |
Paxus Australia Pty Ltd | Engagement of temporary staffing services | $2,461,759 |
Peoplebank Australia Ltd | Engagement of temporary staffing services | $83,090 |
Perks People Solutions Pty Ltd | Provision of support for departmental initiatives (Recruitment) | $12,572 |
Pernix Pty Ltd | Provision of support for the Education Management System project | $534,100 |
Peter Gandolfi | Delivery of training services | $112,773 |
Peter Heydrich | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $14,232 |
Phil Jenkins | Provision of support for departmental initiatives (Leader Advisor Program) | $18,087 |
Plan IT Test Management Solutions | Professional Framework and Practice Development | $395,338 |
Pop Education Pty Ltd | Creation of Learning Materials / Resources | $145,455 |
Power To Move | Fitness Program Facilitation | $10,600 |
Project Green Pty Ltd | Provision of support for bushfire safety | $241,300 |
Promind Psychology | Psychological assessment services | $173,627 |
Psychmed | Psychological assessment services | $44,201 |
Qualtrics LLC | Business analysis and strategy services | $124,280 |
Rachael Furner Speech Path | Professional Services (Speech Pathology) | $55,287 |
Randstad Pty Ltd | Engagement of temporary staffing services | $3,987,122 |
Reconciliation South Australia | Provision of support for departmental initiatives (Reconciliation Action Plan) | $3,000 |
Richard Costi | Provision of support for departmental initiatives (Pitjantjatjara Yankunytjatjara Education Committee Governance and Implementation Project) | $30,612 |
RKM Consulting Pty Ltd | Provision of support for departmental initiatives (Human Resources Management Information System Design) | $21,094 |
RNTT Pty Ltd | Engagement of temporary staffing services | $112,550 |
Robert Eldridge | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $11,571 |
Robert Walters Pty Ltd | Engagement of temporary staffing services | $992,283 |
Ronald Berger | Delivery of training services | $36,089 |
Rosa Enterprises | Provision of support for departmental initiatives (Leader Advisor Program) | $15,369 |
Royal Life Saving Society Aust | Delivery of training services | $36,450 |
Rupert Wegerif | Delivery of training services | $17,501 |
SA Netball Association Inc | Provision of support for departmental initiatives (South Australian Aboriginal Secondary Training Academy) | $32,820 |
Sammy D Foundation | Professional mentoring services for School Retention Program | $204,382 |
Sarah McDonagh | Delivery of training services | $17,500 |
Schools Ministry Group | National Student Wellbeing Program | $5,374,254 |
Scyne Advisory Pty Ltd | EMS program assurance and management | $34,732 |
Sean Fitzgibbon | SA curriculum engagement data analysis tool development | $14,400 |
Seedling Education Pty Ltd | Professional tuition services for School Retention Program | $133,789 |
Semaphore Consulting | Provision of support for departmental initiatives (data collection) | $23,975 |
She Creative Pty Ltd | CE Dialogues week zero resources: Areas of impact work | $78,807 |
Simfoni Analytics Ltd | Provision of support for departmental initiatives (Procurement analytics) | $78,022 |
Sitback Solutions Pty Ltd | Online Digital Edspark work | $47,349 |
Smaart Pty Ltd | Engagement of temporary staffing services | $152,483 |
Smiles All Round | Psychological assessment services | $55,583 |
Soji Pty Ltd | Delivery of training services | $63,867 |
Sonder | Psychological assessment services | $133,149 |
Stanislaw Pulgies | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $10,870 |
Switch Education Recruitment | Provision of support for departmental initiatives (Future Leaders Program) | $50,447 |
Synergy Iq Pty Ltd | Delivery of training services | $137,871 |
System Solutions Engineering | Heating, ventilation and cooling systems review to inform update of the department's design standards | $26,250 |
Tafe SA | Delivery of training services | $523,455 |
Talent International (SA) Pty Ltd | Engagement of temporary staffing services | $2,379,794 |
Talk Speech Pathology | Professional Services (Speech Pathology) | $165,034 |
Taptu Pty Ltd | Application modernisation and finance system reform program | $74,355 |
Taysols Pty Ltd | Provision of support for departmental initiatives (Financial Consolidation Project) | $126,793 |
Telstra Ltd | Provision of support for ICT delivery (ICT and telecommunication expenses) | $1,187,443 |
Telus Health (BG Australia) | Psychological first aid leadership program | $518,081 |
Terry Sizer | Provision of support for departmental initiatives (New Site Leader Program) | $26,783 |
The Benevolent Society | Professional Services (Speech Pathology) | $11,062 |
The Eventful Learning Co | Provision of support for departmental initiatives (Public Education Purpose Design) | $29,318 |
The French Beauty Academy Pty Ltd | Aboriginal pathways pilot program | $24,000 |
The Learning Hook Pty Ltd | Development of custom learning resources | $45,000 |
Think Tank Consulting Aust | Provision of support for departmental initiatives (Business analysis and strategy) | $130,631 |
Thirdera Aus Pty Ltd | ICT service delivery consulting | $256,991 |
Trainable Pty Ltd | Delivery of training services | $10,027 |
Transforming Education | Provision of support for departmental initiatives (English as an Additional Language or Dialect Project) | $19,600 |
Translation Consultants | Provision of translation and interpreting services | $22,445 |
Trevor Lovegrove | Injury Management Services | $40,000 |
Trisan Australia Pty Ltd | Testing and supply of electrical appliances | $48,785 |
Turner Townsend Thinc Pty Ltd | Provision of support for departmental initiatives (Department for Education modular review) | $281,850 |
Unified Solutions Group Pty | Provision of support for ICT infrastructure in schools | $29,000 |
Uniting Communities | Professional Services - School Mental Health Services | $121,030 |
Uniting Country SA Ltd | Professional mentoring services for School Retention Program | $99,578 |
University of Adelaide | Australian Curriculum scope and sequence - linguistic expertise Aboriginal Languages | $16,143 |
University of New England | Provision of support for departmental initiatives | $2,924 |
University of South Australia | Chinese Bilingual Quality Assurance | $90,655 |
Upstream Health Pty Ltd | Psychological assessment services | $173,267 |
Victoria Mckinnon | Provision of support for delivery of National Assessment Program Literacy and Numeracy | $10,530 |
Vincent Raymond Riviere | Professional assessment services | $13,870 |
Vision Australia Ltd | Sensory learning materials for those with impaired vision | $14,633 |
Vivienne Wright | Provision of support for departmental initiatives (Leader Wellbeing Program) | $13,725 |
Vonnie Dolling | Provision of support for departmental initiatives | $20,823 |
Wattle Psychology Studio | Psychological assessment services | $33,518 |
Wiltalk Speech Pathology | Professional Services (Speech Pathology) | $22,406 |
Win-Win Matters Pty Ltd | Delivery of training services | $17,250 |
With the 18th Pick Pty Ltd | Provision of support for departmental initiatives (Sports Program) | $21,875 |
Work Safety Hub | Delivery of training services | $37,440 |
WSP Australia Pty Ltd | Provision of support for departmental initiatives (Sports Program) | $13,020 |
XP School Trust Ltd | Delivery of training services | $64,178 |
Xtreme Kites & Paddle | Provision of support for departmental initiatives (School Aquatics Program) | $65,964 |
Yamagigu Consulting Pty Ltd | Provision of support for departmental initiatives (Aboriginal Adult Education and Trainings Strategy) | $20,300 |
Your Dream Inc | National Student Wellbeing Program | $549,756 |
Zed Management Consulting | Inclusive Education Support Program Funding Application Development | $257,802 |
Zertain Pty Ltd | Provision of support for departmental initiatives (Digital transformation work) | $928,728 |
Contractors over $10,000 Total | $50,337,175 |
Data for previous years is available at: https://data.sa.gov.au/data/dataset/contractors-reporting-by-the-department-for-education
The details of South Australian Government-awarded contracts for goods, services, and works are displayed on the SA Tenders and Contracts website. View the agency list of contracts.
The website also provides details of across government contracts.
Risk management
Risk and audit at a glance
The Audit and Risk Committee (ARC) provide 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 three members from senior management and three independent external members. Representatives of the Auditor-General's Department attend as observers. The committee met on five occasions during 2025.
During 2025, the ARC has focused on the following matters:
- Corporate governance and risk management frameworks.
- External accountabilities and financial legislative compliance.
- Internal audit coverage and review of significant issues identified in audit reports and actions taken.
- External audit oversight of implementation and actions taken to address issues raised in Auditor General’s audit reports.
Fraud detected in the agency
Category/nature of fraud | Number of instances |
|---|---|
Maladministration | 0 |
Misconduct | 4 |
Corruption | 0 |
NB: Fraud reported includes actual and reasonably suspected incidents of fraud.
Strategies implemented to control and prevent fraud
The department is committed to maintaining a working environment free of fraud and corrupt behaviour and prompts this position through the department’s fraud and corruption control policy and framework. The policy and framework articulate 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.
Data for previous years is available at: Annual Report open data fraud 2013-2025.csv
Public interest disclosure
Number of occasions on which public interest information has been disclosed to a responsible officer of the agency under the Public Interest Disclosure Act 2018:
0
Data for previous years is available at: Annual report open data public interest disclosure 2013-2025.csv
Note: Disclosure of public interest information was previously reported under the Whistleblowers Protection Act 1993 and repealed by the Public Interest Disclosure Act 2018 on 1/7/2019.
Reporting required under any other act or regulation
Reporting required under the Carers’ Recognition Act 2005
The Department for Education reports under the Carers Recognition Act 2005 in accordance with section 7, which requires applicable organisations to include information on their obligations under section 6 of the Act in their annual report.
The department supports carers who are employees and students across three areas:
- Awareness - A system is in place to ensure management, staff, volunteers, parents and students understand the Act and Carers Charter.
- Consultation - A system is in place to ensure carers, or persons or bodies that represent carers, are consulted in the development and review of human resource plans, policies, procedures and practices.
- Practice - A system is in place to ensure the principles of the Carers Charter are reflected in human resource practices.
Public complaints
Number of public complaints reported in 2025
Complaint categories | Sub-categories | Example | Number of Complaints |
|---|---|---|---|
Professional behaviour | Staff attitude | Failure to demonstrate values such as empathy, respect, fairness, courtesy, extra mile; cultural competency | 215 |
Professional behaviour | Staff competency | Failure to action service request; poorly informed decisions; incorrect or irrelevant information provided | 157 |
Professional behaviour | Staff knowledge | Out of date knowledge of processes/services/supports | 2 |
Communication | Communication quality | Inadequate, delayed or absent communication with customer, language difficult for the customer to understand | 52 |
Communication | Confidentiality | Customer’s confidentiality or privacy not respected; information shared incorrectly | 11 |
Service delivery | Systems/technology | System offline; inaccessible to customer; incorrect result/information provided; poor record keeping operating system design | 2 |
Service delivery | Access to services | Service difficult to find; location poor; facilities/ environment poor standard; not accessible to customers with disabilities, lack of access for parents | 24 |
Service delivery | Process | Processing error; incorrect process used; delay in processing application; process does not meet customer’s needs | 114 |
Policy | Policy application | Incorrect policy interpretation; incorrect policy applied; conflicting policy advice given | 192 |
Policy | Policy content | Policy content difficult to understand; policy unreasonable or disadvantages customer | 22 |
Service quality | Information | Information is incorrect, incomplete, out-dated or inadequate | 7 |
Service quality | Access to information | Information difficult to understand, hard to find or difficult to use; not plain English | 1 |
Service quality | Timeliness | Lack of staff punctuality; excessive waiting times (outside of service standard); advised timelines not met | 3 |
Service quality | Safety | Maintenance; personal or family safety; duty of care not shown; poor security service/ premises; poor cleanliness or SunSmart practices | 134 |
Service quality | Service responsiveness | Service design doesn’t meet customer needs; poor service fit with customer expectations, funding or learning opportunities and or staff resources needed | 159 |
No case to answer | No case to answer | Third party; customer misunderstanding; redirected to another agency; insufficient information to investigate | 1 |
Total | 1,096 |
Additional Metrics | Total |
|---|---|
Number of positive feedback comments | 44 |
Number of negative feedback comments | 310 |
Total number of feedback comments | 354 |
% complaints resolved within policy timeframes | 82% |
Data for previous years is available at: https://data.sa.gov.au/data/dataset/public-complaints-received-by-the-department-for-education
Service Improvements
Aligned with PC039 – Complaint Management in the South Australian Public Sector, the departments central complaint management system (CMS) has been instrumental in driving improvements through effective data capture, analysis, and reporting. Key business improvements include:
Enhanced Case Management Capability:
CMS system enhancements were implemented to strengthen how complex complaint matters are recorded and managed. Improvements to the system introduced more accurate categorisation of unreasonable conduct and communication strategies, enabling faster retrieval of information and supporting more consistent, accountable decision making.
Improved Accessibility and Inclusivity of Complaint Resources:
Complaint resources for schools were enhanced to be more user-centred, inclusive and easy to navigate. These updates focused on improving accessibility for students and parents with disability, ensuring clearer guidance, flexible pathways, and more equitable support for diverse needs across school communities.
Strengthened Professional Capability in Managing Complex Customer Interactions:
Targeted training on complaint management was delivered across customer facing areas within the department, supporting staff to respond confidently, consistently, and safely to challenging issues and behaviours. This enhanced capability, reinforcing clear communication, appropriate boundaries and a respectful approach to resolving enquiries and complaints.
The department has made considerable improvements to school operations by using complaints and feedback more effectively to identify issues, improve processes, and the overall experience for students, families, and school communities.
Key sites (school and preschool) business improvements:
Stronger Alignment with Department Policies:
Schools and preschools strengthened their understanding and application of departmental policy requirements. Improvements were made in behaviour support local policy requirements, accurate recording of parental responsibility, item inspection procedures, and student health related needs. These actions support more consistent, compliant, and transparent practices across several sites.
Local Policy and Practice Reviews:
A number of sites undertook comprehensive reviews of their local policies and operational practices, with a strong focus on strengthening communication with families. Key areas addressed include processes relating to excursion information, transition processes, parental contact procedures, communication following incidents, and timely updates regarding changes to school routines. These improvements promote clearer expectations and more responsive engagement with school communities.
Targeted Training and Professional Development:
As a result of reviewing practices within complaint management, many staff engaged in training to enhance service quality, safety and inclusivity for all students. Key areas included updates to suspension and exclusion procedures, management of head related incidents, and implementing appropriate adjustments for students with a disability. This investment in capability supports safer environments and more equitable outcomes for students.
Compliance Statement
| Requirement | Compliant |
|---|---|
The Department for Education is compliant with Premier and Cabinet Circular 039 – complaint management in the South Australian public sector | Yes |
The Department for Education has communicated the content of PC 039 and the agency’s related complaints policies and procedures to employees. | Yes |
Appendix: Audited financial statements 2024-25
Contact
General enquiries
Phone: 8226 1000
Free call: 1800 088 158


