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Annual Report 2025

Introduction

St Martins Lutheran College is a coeducational Reception to Year 12 school situated in Mt Gambier, South Australia. The College is a member of the Lutheran Schools Association and was established in 1982 as a Lutheran Primary School. In 2004 the first secondary students were educated at the school, with the first Year 12 students graduating in 2008. In 2025 St Martins educated 810 students within a friendly, inclusive and caring school community.

The College draws students from a wide area of the Limestone Coast, including Naracoorte, Penola, Millicent, Glencoe, Mil-Lel, Kongorong, Port MacDonnell and Mt Gambier. The College operates as one community with two villages. The Reception to Year 6 Village and the Year 7 to 12 Village.

The College has strong links with the St Martin’s Lutheran Church congregation and the St Martin’s Kindergarten in Edward Street, Mt Gambier. The College provides an education designed to assist the development of students academically, spiritually, socially and physically. A strong sense of belonging is fostered by professional and committed staff who demonstrate traditional values such as compassion, respect and encouragement. The College achieves its purpose by building positive partnerships with students and their families and by careful attention to the individual needs of students.

Students are guided and encouraged to develop a love of learning in a supportive environment that focuses on the whole child. The College’s values of Hope, Faith, Encouragement, Compassion, Growth and Respect form the ‘St Martins Spirit’ and are applied in daily interactions within the school.

Strategic Direction

With the College’s Strategic Plan expiring at the end of 2025, the College began the process early in the year of developing a new plan for implementation in 2026. Students, staff, parents and the College Board were widely consulted, with the intent that the new plan will strengthen alignment across the school, bringing together our strategic direction, culture, practice and action into one clear and connected approach. This has led to the development of a new St Martins Strategic Framework, which will be finalised in the first part of 2026. In 2025 the College also began a review of its existing Campus Master Plan, to ensure that its facilities, both existing and planned, complement the new Strategic Framework.

2025 saw the construction of an exciting new Senior Student Hub. Opening in January 2026, the new building will provide modern, flexible learning spaces designed to support independent study, group collaboration and student engagement. In addition to classrooms and breakout areas, the facility includes a student forum, café and services centre, staff offices, and student and staff amenities. These dynamic new learning spaces add to the existing, well resourced, learning environment. In addition, a rolling program is underway to renovate some of the College’s older teaching spaces and facilities, particularly in the R to 6 Village.

Teaching and Learning

Ongoing school improvement continues to be a strong feature of St Martins. In 2025, the College commenced a review of its Teaching and Learning Framework to strengthen shared understandings and consistency across Reception to Year 12 practice. Key areas of focus included clarifying planning expectations, building staff repertoire in high impact and evidence-based teaching strategies, and implementing an evidence-based Reception to Year 6 Mathematics program. The College also strengthened the use of PAT data to inform teaching, intervention and curriculum planning, while continuing to develop policies and frameworks that support a cohesive whole school approach to inclusion, curriculum entitlement, assessment, and reporting practices.

Student Wellbeing

In 2025 the College continued to provide a broad range of proactive and responsive wellbeing supports designed to help students across Reception to Year 12 flourish socially, emotionally, spiritually, and academically. Across the College, students had access to counselling for support with their emotional wellbeing, mental health, relationships, resilience, and navigating personal challenges. In addition, the wellbeing centre was available to support students. In Reception to Year 6, students engaged in a variety of wellbeing and pastoral programs, including Kimochis, Positive Living, and Grow Your Mind, helping students develop emotional literacy, resilience, positive relationships, and healthy coping strategies. In Years 7 to 12 students participated in weekly Pastoral Care lessons focused on wellbeing, relationships, identity, resilience, and personal growth. Families also had access to SchoolTV, providing practical resources and expert-informed guidance to support student wellbeing, mental health, parenting, and online safety.

Staff Professional Development

Professional Learning remained a key priority throughout 2025, with a strong focus on building leadership capacity and strengthening staff capability across the College. Middle Leaders participated in Growth Coaching professional learning to support the development of a coaching culture and mindset, enhancing reflective practice, collaboration, and staff growth. Staff also completed Berry Street Education Model training, further strengthening trauma-aware and relationship-centred approaches to student wellbeing, engagement, and learning. In addition, the College commenced a partnership with Bower Schools to support the review and enhancement of enrolment processes, communication, and family engagement practices across the College.

Value Added Programs

Alongside a stimulating academic program, which provides pathways to work, vocational training and tertiary education, opportunities are provided for students to participate in a variety of co-curricular and extra-curricular activities. These range from academic enrichment activities in areas such as public speaking, to sport, music, drama, art, outdoor education and community service.

Students compete with considerable success in both local and state level sporting competitions for athletics, swimming, golf and a variety of other team and individual sports. A highlight is the College’s very successful involvement with the Human Powered Vehicle program.

For students interested in music the College provides a range of developmental bands and choirs, along with the opportunity to participate in a variety of community music and choral festivals, including the well-known annual Generations in Jazz Festival held in Mount Gambier. In addition, the Year 6 Musical is a popular annual event, and the 7- 12 Village produces a colourful musical in alternate years.

House competitions in the performing arts, athletics, swimming and lunchtime sport, along with special House days add another dimension to student learning. Weekend sport and a Sporting Schools program all encourage participation in healthy lifestyle activities.

A vibrant program of camps and excursions are organised across the College, which provide opportunities for students to explore and develop a range of different interests and skills. Above all, students across the College are encouraged to nurture their strengths and explore ideas using creative and critical thinking to help them develop lifelong learning skills.

Students at St Martins are encouraged to be globally aware through intercultural visits to sister schools in Germany and Indonesia. Student exchanges and visits to our sister schools also help to compliment the College’s language program.

A one-to-one device program is in place within the College for students in Years 5 to 12. Students use Chromebooks or laptops to produce innovative and creative work. In addition, students in Reception to Year 4 have access to shared class sets of iPads.

Ongoing programs include Vetamorphus, a course for students interested in developing Christian leadership skills. This program continues to be popular, with students completing a Certificate 3.

Community service is a strong feature of the College. Student leaders organise fundraising events in support of various local, national and international charities. In addition, service learning through a partnership with a school in Sumatra, Indonesia, forms part of the College’s international service program for senior students.

Teacher Standards and Qualifications

Staff members at St Martins contribute greatly to the education of students, both in the classroom and through extra-curricular activities. All teaching staff at St Martins Lutheran College are registered teachers. At our school, we are fortunate to have a number of teachers with two or more qualifications in education. Sixteen percent of teaching staff hold master’s degrees, with a further 21% holding postgraduate certificates or diplomas. Staff regularly update their First Aid and Child Protection training, as required by the Teachers Registration Board and St Martins’ employment policies. Ongoing training for accreditation to teach Christian Studies in Lutheran schools is also provided. Staff members are supported in their professional learning and are encouraged to upgrade their qualifications through further study. A number of teachers have also been involved in mentoring student teachers.

80 teaching staff

16% hold master’s degrees a further 21% hold postgraduate certificates or diplomas

Workforce Composition

In 2025, the College had 142 staff members, 80 (67.1 full time equivalent) teaching staff and 62 (43.9 full time equivalent) non-teaching staff. The St Martins out of school hours care program permanently employs two Diploma qualified childcare workers bringing innovation and continuity to the after-school care program.

There are currently no staff that identify as indigenous.

56% are teaching staff

44% are non-teaching staff 142 staff members

Student Attendance

St Martins recognises that regular school attendance is essential for students to learn and develop. Parents are encouraged to inform the school if their child will be absent via the Student Management System, SEQTA, or a phone call to the school. If this information has not been supplied absences are followed up with a text message or phone call from the school.

Senior Secondary Outcomes

Year 12 Results, 2025

There were 58 students in the Year 12 cohort at the end of 2025. In addition, there were 16 Year 11 students who studied a Year 12 subject. Of the Year 12 students, 46 were eligible for an ATAR. 95% of Year 12 students obtained their SACE and 11 students received an ATAR of 80 or above. 34% of year 12 students completed some VET competencies while at school. 25% of year 12 students completed a Cert III qualification (Year 12 equivalent).

Student Outcomes in

Parent, Student and Teacher Satisfaction

Parents, staff and students are regularly surveyed to enable them to provide feedback to the College.

Students are also able to provide feedback through regular SRC meetings and meetings with the Principal and leadership staff. The Parents and Friends group meet regularly each month, providing excellent communication opportunities between families and staff. Additionally, staff provide feedback regularly throughout the year via staff meetings.

Through previous surveys, areas that are identified as strengths include:

Students

Teachers care for and know the students Sense of community

Strong sense of community connection College values

Teachers are highly accessible to students

Areas for improvement include:

Students

Equal opportunities for support

Student behaviour management

Ability to manage their own learning

Positive school/parent relationships

Supportive and caring team

Highly skilled teachers, committed to supporting students

Strong relationships between teachers and students

Increased subject choices

Improved communication channels

Consistency in supporting students

School Income

Improved outdoor spaces for learning, play & leisure

Larger facilities for whole school gatherings

Increased ability to meet needs of individual students

Parents Staff

Post-School Destinations

students completed Year 12 in 2025

32 students received a university offer (57%)

25 students received a university offer for their first preference (78% of students who received an offer)

University Fields of Education

Intentions

62% intend to follow a university pathway, either with or without a gap year

16% intend to take up employment, including apprenticeships or traineeships

5% intend to follow a vocational training pathway, either with or without a gap year

5% were unsure of the immediate post school destination

3 St Martins Drive Mount Gambier, SA 5290

(08) 8725 1430