A guide for schools - education.nsw.gov.au
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education.nsw.gov.au education.nsw.gov.au 2020 Planned School Budget Allocation Report: A guide for schools NSW Department of Education
Transcript of A guide for schools - education.nsw.gov.au
education.nsw.gov.aueducation.nsw.gov.au
2020 Planned School Budget Allocation Report:A guide for schools
NSW Department of Education
2 2020 School Budget Allocation Report
Table of contents
Introduction ........................................................................................................................................ 4
Maximising your resources .............................................................................................................. 5
Support for schools ........................................................................................................................... 6
2020 School Budget Allocations contacts at a glance .................................................................. 7
Targeted funding ............................................................................................................................................ 7 Equity loadings ............................................................................................................................................... 7 Base school allocation ................................................................................................................................... 8 Operational funding ........................................................................................................................................ 8 Initiative funding ............................................................................................................................................. 9 Site Specific.................................................................................................................................................. 10
Targeted Funding ............................................................................................................................. 11
Refugee Student Support (SBAR page 3) ..................................................................................... 11
New Arrivals Program (SBAR page 3) ........................................................................................... 12
Integration Funding Support (SBAR page 3) ............................................................................... 13
Equity Loadings ............................................................................................................................... 16
Socio-economic Background (SBAR page 4) ............................................................................. 16
Aboriginal Background (SBAR Page 5) ........................................................................................ 18
English Language Proficiency (SBAR page 6) ............................................................................ 20
Low Level Adjustment for Disability (page 7) ............................................................................. 23
Base School Allocation ................................................................................................................... 25
Staffing (SBAR page 8) ................................................................................................................................ 25
Sick and FACS Leave (SBAR page 8) ............................................................................................ 27
Operational funding ......................................................................................................................... 28
School Operational Funding (SBAR page 9) ............................................................................... 28
Utilities (SBAR page 9) .................................................................................................................... 29
Per Capita (SBAR Page 9) ............................................................................................................... 29
Location (SBAR pages 9 and 10) ................................................................................................... 31
Urgent Minor Maintenance (SBAR page 9) .................................................................................. 31
Teaching Principals Relief (SBAR page 9) .................................................................................. 32
Initiative funding .............................................................................................................................. 33
Professional Learning (SBAR page 9) ........................................................................................... 33
Beginning Teacher Support (SBAR page 9) ................................................................................ 34
Literacy and Numeracy (SBAR page 9) ......................................................................................... 35
Flexible Funding for Wellbeing Services (SBAR page 9) ............................................................ 36
© NSW Department of Education, Oct-19 3
Early Action for Success (EAfS) (SBAR page 9) ......................................................................... 37
School Support Allocation (Principal Support) (SBAR page 9) ................................................. 38
Schools for Specific Purposes Quality Teaching Support (SBAR page 9)............................... 39
Site Specific (SBAR page 9) ........................................................................................................... 39
Equity Funding Support Package .................................................................................................. 42
1. School Planning and Reporting Overview ............................................................................................... 42 2. Using equity funding for students from low socio-economic backgrounds .............................................. 45 3. Using equity funding for Aboriginal students ........................................................................................... 49 4. Using equity funding for students learning English as an additional language or dialect ....................... 53 5. Using equity funding for students requiring low level adjustment for disability ....................................... 57
4 2020 School Budget Allocation Report
Introduction
This guide is to help you understand your 2020 Planned School Budget Allocation Report
(SBAR) and assist with the management of the total budget delivered to schools through
the Resource Allocation Model (RAM). The guide should be read in conjunction with your
2020 Planned SBAR.
Funding to NSW public schools through the RAM methodology is in its seventh year.
Through the RAM, more resources are allocated to schools with the greatest need.
The Planned SBAR shows each school’s funding allocation for the following year including
staffing, operational costs, the seven needs-based loadings and initiative funding. The
SBAR assists schools to develop their own budget and allocate funding to deliver on the
strategic directions in their school plan to best meet student needs.
Image 1 – Components of the RAM
The following RAM loadings are included in the 2020 Planned SBAR:
1. Socio-economic Background
2. Aboriginal Background
3. English Language Proficiency
4. Low Level Adjustment for Disability
5. Per Capita
6. Professional Learning
7. Location.
© NSW Department of Education, Oct-19 5
The RAM loadings provide budget certainty and do not change between the Planned and
the Approved SBAR. Both the Planned and Approved SBARs provide details of the total
budget allocations at a point in time:
• the staff entitlement allocations in the 2020 Planned SBAR (page 8) reflect
published 2020 Anticipated Enrolment and Entitlement reports
• the staff entitlement allocations in the 2020 Approved SBAR (released in Term 1)
will be based on published Actual Enrolment and Entitlement reports.
Schools may also receive budget adjustments throughout the year to reflect published
changes in entitlement.
Additional programs have been included for the first time to ensure schools have as much
visibility as possible of their resources for the following year. The three programs, provided
under Site Specific (SBAR, page 9) are:
• Year Adviser
• Supervisor of female students
• Personal leave and additional training days (incentive schools).
A comprehensive Planned SBAR will support schools to maximise their planning and
budgeting process for the following year.
Schools are expected to expend funds in the calendar year in which they are received.
The funds have been allocated for students in the school in that year and are provided to
support their needs.
In schools that excel, resources are strategically used to achieve improved student
outcomes and high quality service delivery.
School Excellence Framework, page 14
Maximising your resources
• All schools have a school plan which must show their school community how they
propose to support students. Accountability for the effective use of the funds to
improve student learning occurs through the school plan and the annual report.
• The funding provided in the SBAR is a critical resource and is provided to support
the delivery of the strategic directions identified in the school plan that directly
impact on student learning.
• The RAM and the SBAR provide funding certainty from year to year making
deliberate underspending unnecessary. It is not intended that the funds are rolled
over from one calendar year to the next.
6 2020 School Budget Allocation Report
• Effective planning and management of resources will support student learning and
maximise outcomes for that year.
• Principals are able to combine and use their school’s total resources flexibly to
respond to the additional learning needs of all students in the school, whatever the
cause.
• The Equity Funding Support Package is included in this document as an appendix.
• Staffing and operational funding reflect published 2020 Anticipated Enrolment and
Entitlement reports including full-time equivalent (FTE) entitlement contained in
equity loadings.
• All permanent and temporary employees engaged using the School Budget
Allocation will be at standard cost. (Note: temporary staff engaged using school and
community source funds are at actual cost plus on-costs.)
Support for schools
Schools should refer to the Resource Allocation Model (RAM) information available on the
Strategic Schools Resourcing webpage for details of each aspect of the school budget
allocation.
Key contacts for each allocation are included in this guide.
A range of support materials, including School funding snapshots are also located on the
Strategic Schools Resourcing webpage under Resource Allocation Model.
[In schools that excel] longer-term financial planning is integrated with school planning and
implementation processes to address school strategic priorities and meet improvement
goals.
School Excellence Framework, p.14
© NSW Department of Education, Oct-19 7
2020 School Budget Allocations contacts
at a glance
Targeted funding
Allocation Key contact WBS* (as applicable)
Refugee Student Support
Refugee Student Programs Advisor P: 9266 8445
Statewide Internal Order 002004000122 STUDENTS – Refugee Support
New Arrivals Program
New Arrivals Advisor P: 9244 5349
Intensive English Programs Advisor P: 9244 5837
WBS Code RSP/****61-01 New Arrivals
Integration Funding Support
In the first instance, please contact your local School Services team P: 131536 or
Disability, Learning and Support
WBS – RSP/****60-17 Integration Funding Support
Equity loadings
Allocation Key contact WBS* (as applicable)
Socio-economic Background
The Director, Educational Leadership or Strategic Schools Resourcing
WBS – RSP/****50-17 RAM Equity Funding
Aboriginal Background
The Director, Educational Leadership or The Director, School Services or your local Aboriginal Education and Engagement Advisor P: 131 536.
WBS – RSP/****51-17 RAM Aboriginal Funding
English Language Proficiency
EAL/D Education Advisor P: 9244 5636
EAL/D Education Advisor (Rural and Regional) P: 9244 5764
The Director, Educational Leadership
WBS – RSP/****50-17 RAM Equity Funding
Low Level Adjustment for Disability
The Director, Educational Leadership or your local School Services team P: 131 536
WBS – RSP/****50-17 RAM Equity Funding
8 2020 School Budget Allocation Report
Base school allocation
Allocation Key contact WBS* (as applicable)
Staffing Please submit an online query and select Recruitment N/A
QTSS E: [email protected] N/A
Rural and Remote Schools – Aboriginal Employment Program
E: [email protected] N/A
Schools as Community Centres (SACCs)
E: [email protected] N/A
Sick and FACS Leave Model (SFLM)
E: [email protected] N/A
Operational funding
Allocation Key contact WBS* (as applicable)
School Operational Funding
E: [email protected] N/A
Utilities E: [email protected] N/A
Per Capita Your Director, Educational Leadership or Strategic Schools Resourcing
E: [email protected] N/A
Location Your Director, Educational Leadership or Strategic Schools Resourcing
E: [email protected] N/A
Urgent Minor Maintenance
E: [email protected] N/A
© NSW Department of Education, Oct-19 9
Initiative funding
Allocation Key contact WBS* (as applicable)
Professional Learning
E: [email protected] WBS – RSP/****05-17 Professional Learning
Beginning Teacher Support
Teacher Talent Team P: (02) 7814 3820, option 2
WBS – RSP/****06-17 Beginning Teachers
Literacy and Numeracy
Financial enquiries:
E: [email protected] or P:
7814 2708
Literacy and Numeracy support: use the School Services Contacts tool to find contact details for
the Literacy and Numeracy Strategy Advisors in your local School Services team.
Statewide Internal Order 2004000093 LITERACY/NUMERACY – Literacy/Numeracy
Flexible Funding for Wellbeing Services
Leader, Learning and Wellbeing P: 9244 5741
WBS – RSP/****04-17 Flexible Wellbeing Services or WBS – RSP/****04-16 Flexible Wellbeing Services.
Early Action for Success (EAfS)
Leader, Literacy and Numeracy Action Plan: P: 7814 2784 or
Strategy, Correspondence and Finance Coordinator: P: 7814 2708
WBS RSP/****01-17 Early Action for Success Phase 2.
School Support Allocation (Principal Support)
E: [email protected] N/A
SSP Quality Teaching Support
E: [email protected] N/A
*Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that elect to
track expenditure against a program (WBS/IO) this can be recorded against the WBS/IO indicated.
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Site Specific
Allocation Key contact WBS* (as applicable)
Access Program Funding Supplement
The Rural and Distance Education Unit P: 02 6334 8070
E: [email protected] N/A
Distance Education Funding Supplement
The Rural and Distance Education Unit P: 02 6334 8070
N/A
Agriculture Grant E: [email protected] N/A
Central Schools Allowance
E: [email protected] N/A
Community Centre E: [email protected] N/A
Nappy Bins E: [email protected] N/A
School Security Banking
E: [email protected] N/A
Support Classes E: [email protected] N/A
Specialist Support Suspension Centre
E: [email protected] N/A
Specialist Support Suspension Centre Cash Grant
E: [email protected] N/A
Specialist Support Tutorial Centre Cash Grant
E: [email protected] N/A
Braille Outpost SLSO Salary
E: [email protected] N/A
Year Adviser E: [email protected] N/A
Supervisor of female students
E: [email protected] N/A
Personal leave and additional training days (incentive schools)
E: [email protected] N/A
Smaller School Supplementation
E: [email protected] N/A
© NSW Department of Education, Oct-19 11
Targeted Funding
Refugee Student Support (SBAR page 3)
Allocation of resources
The 2020 allocation is shown on the report. This allocation does not change from the
Planned to the Approved SBAR.
Data source: English as an Additional Language or Dialect (EAL/D) survey data signed off
by the principal in June 2019.
Use of funds
This funding supports refugee students who have been enrolled in an Australian school for
less than three years. Effective support for refugee students requires a coordinated whole
school approach. Funds may be used for:
• creating a safe, welcoming school environment and orientation to school
• uniforms and essential equipment, camps and excursions
• bilingual learning support
• counsellor support
• assistance to enable teachers to differentiate teaching and learning
• additional English language learning and literacy support
• tutorial support to assist refugee students to complete homework and assessment
tasks
• peer support to assist refugee students to participate actively in the school
community
• mentoring to support refugee students in their transition to work or further education.
Contact
Refugee Student Programs Advisor P: 9266 8445
Further information
Refer to the department’s Multicultural Education and Supporting refugee students
webpages.
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For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against
Statewide Internal Order 002004000122 STUDENTS – Refugee Support.
New Arrivals Program (SBAR page 3)
Allocation of resources
Data source: Primary schools and rural and regional secondary schools with eligible,
newly arrived students submit an application for New Arrivals Program (NAP) teaching
support.
Year 6 and high school aged new arrivals in metropolitan Sydney or Wollongong should
be referred to their local Intensive English Centre (IEC) or the Intensive English High
School (IEHS) for assessment and possible enrolment.
The allocation is determined by information provided by the school on the application form
(available on the New Arrivals Program webpage).
Use of funds
This resource provides on arrival, intensive English tuition for eligible, newly arrived
students at the beginning and emerging levels of English language proficiency.
The resource provides:
• an English as an Additional Language or Dialect (EAL/D) teaching allocation for the
provision of initial intensive English tuition for eligible newly arrived students at primary
schools and rural and regional secondary schools
• a school learning support officer bilingual allocation for the provision of bilingual
support for eligible recently arrived refugee students at primary and rural and regional
secondary schools
• intensive English classes (including EAL/D teaching and school learning support
bilingual allocations) in rural and regional secondary schools with significant numbers
of eligible, newly arrived students
• additional staffing (EAL/D teaching and school learning support bilingual allocations) for
IECs and the IEHS.
© NSW Department of Education, Oct-19 13
Contact
• New Arrivals Advisor P: 9244 5349 E: [email protected]
• Intensive English Programs Advisor P: 9244 5837
Further information
Refer to the department’s English as an additional language or dialect education and New
Arrivals Program webpages.
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against WBS
Code RSP/xxxx61-01 New Arrivals.
Integration Funding Support
(SBAR page 3)
Allocation of resources
The 2020 Planned SBAR is an estimation only as it uses information from 2019 Integration
Funding Support allocations.
The actual 2020 allocation will be advised by Disability, Learning and Support in January
2020 and will be confirmed in the 2020 Approved SBAR. This allocation includes on-costs
and funding to cover vacation pay costs.
Integration Funding Support allocations support eligible students in mainstream classes
with confirmed disability and who require moderate to high levels of adjustment.
Students who access this support must have essential educational needs that are directly
related to their identified disability that cannot be met through the full range of school and
local resources.
Data source: The information provided on the Access Request is used to inform the
allocation.
Advice on completing the student profile should be sought from the Learning and
Wellbeing Advisor or Officer prior to submitting an Access Request for Integration Funding
Support.
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Use of funds
Information on the use of the allocation is available on the Disability, Learning and Support
website. Schools are expected to expend the total allocation in the year received.
The allocation is for teacher or school learning support officer salaries only – with a
minimum period of employment of an unbroken two hours for school learning support
officers.
Approved uses include:
• additional teacher time to provide adjustments
• additional school learning support officer time to provide adjustments
• teacher release
• transfer of duty
• program coordination time.
Effective practice
Examples of the effective use of the allocation include:
• mentoring a class teacher by team teaching with a visiting teacher from a support
class or local school for specific purposes to develop and practice adjustments
• visiting an ‘expert’ teacher with skills and experience with a specific disability type
and following up evaluation and discussions of adjustments implemented
• providing release for professional learning regarding a specific disability
• liaising with a therapist to implement recommendations effectively through teaching
strategies across the school day
• providing adjustments for student learning, developed by the class teacher and
implemented with the assistance of a school learning support officer
• providing adjustments for student participation, including those developed in
collaboration with medical and psychology professionals and implemented with the
assistance of a school learning support officer.
Contact
In the first instance, please contact:
• Your local School Services team P: 131536 or
• Disability, Learning and Support
© NSW Department of Education, Oct-19 15
Further information
Refer to the IFS Management Procedures document available on the department’s
Disability, learning and support webpage.
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against WBS
– RSP/****60-17 Integration Funding Support.
16 2020 School Budget Allocation Report
Equity Loadings
Socio-economic Background
(SBAR page 4)
Allocation of resources
The 2020 allocation is shown on the report. This allocation does not change from the
Planned to the Approved SBAR.
Data source: Data is extracted from the Enrolment Registration Number (ERN) system in
early Term 2 each year and is used to calculate the Family Occupation and Education
Index (FOEI) score for each school.
The Socio-economic Background loading is determined by the school’s average FOEI
score for the past two years. The use of an average provides greater stability from one
year to the next.
Every student identified in Quarter 1 and Quarter 2 of the FOEI is funded. Quarter 1
students are funded at double the rate of Quarter 2 students, as research shows they have
a higher level of additional learning needs.
The allocation may include staff entitlement related to former equity programs appearing
on published 2020 Anticipated Enrolment and Entitlement reports. Staff entitlement
included in the Socio-economic Background loading is funded from the loading and is not
in addition to the loading. If applicable, the staff entitlement will appear in the blue section
on page 8 of the SBAR.
The report includes:
• Needs based funding
This section shows the needs based allocation based on the FOEI and the number of
Quarter 1 and Quarter 2 students.
• Staffing adjustment (where applicable)
A staffing adjustment is provided to those schools that do not receive sufficient Socio-
economic Background funding to cover the cost of staff entitlement related to former equity
programs appearing on published 2020 Anticipated Enrolment and Entitlement reports.
© NSW Department of Education, Oct-19 17
Use of funds
Schools are expected to expend funds in the calendar year in which they are received.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report.
Socio-economic Background funds are to be used to support school strategic directions,
maximising opportunities to explore innovative practices that support continuous
improvement in student achievement.
Principals consult with staff, parents and carers to determine the best way to support the
learning needs of students in their schools. Schools can choose to combine their equity
funding with other funding sources to better support the needs of students. Whole of
school programs and strategies may also support particular groups of students or
individual students.
Effective practice
Examples of the effective use of the allocation from School funding snapshots include:
• releasing teachers to observe each other's practice
• employing a student mentor to provide intervention for identified students
• employing an instructional leader to support explicit quality instruction
• supporting students to gain broader and equitable access to curriculum and learning
via a financial assistance pathway, providing funding to ensure engagement in
whole school activities, including extra-curricular activities
• employing an occupational therapist to work with families, teachers and students
across K-6 to support the development of students’ gross and fine motor
development
• employing a youth worker to support social skills for seniors, leading to less
playground issues
• implementing a homework club to support Year 7-12 students to complete
assessment tasks and regular homework with university students hired by the
school
• engaging additional support for reading across K-6
• employing a speech therapist to work with students, individually and in small groups.
School learning support officers (SLSOs) provide additional practice with students
outside of speech therapy sessions
• releasing assistant principals/head teachers to work with their stage/faculty one day
per week
• employing a learning and support teacher to assess and work with students
requiring additional support.
18 2020 School Budget Allocation Report
Contact
• Your Director, Educational Leadership or
• Strategic Schools Resourcing E: [email protected]
Further information
For more information on FOEI refer to the 2019 FOEI Information Sheet,
Learning Curve Issue 5 – Getting the funding right and the School funding snapshots on
the Strategic Schools Resourcing webpage.
Additional information to support the use of equity funding is available in the Equity
Funding Support Package which is also contained as an appendix in this guide.
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against WBS
– RSP/****50-17 RAM Equity Funding (this is the same WBS as for English Language
Proficiency and Low Level Adjustment for Disability).
Aboriginal Background (SBAR Page 5)
Allocation of resources
The 2020 allocation is shown on the report. This allocation does not change from the
Planned to the Approved SBAR.
Data Source: The equity loading for Aboriginal Background is calculated using the mid-
year census data (National Schools Statistics Collection (NSSC) data 2019 – all Aboriginal
enrolments.)
The level of funding and rate per student for each school is determined by the number of
Aboriginal students and the percentage of Aboriginal students in the school.
The allocation may include Aboriginal education officer (AEO) or Aboriginal school learning
support officer (ASLSO) entitlement appearing on published 2020 Anticipated Enrolment
and Entitlement reports. Staff entitlement included in the Aboriginal Background loading is
funded from the loading and is not in addition to the loading. If applicable, the staff
entitlement will appear in the blue section on page 8 of the SBAR.
© NSW Department of Education, Oct-19 19
Based on Aboriginal Background loading calculations, schools without sufficient equity
funding to cover the full cost of permanent AEO/ASLSO positions will receive
supplementary funding to cover the cost of the position, through their Aboriginal
Background loading. In addition, these schools will receive $200 per Aboriginal student in
flexible funding for 2020 only.
Use of funds
Schools are expected to expend funds in the calendar year in which they are received.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report.
The equity loading for Aboriginal students is a funding allocation to support NSW public
schools to meet the specific learning needs of Aboriginal students. Every NSW public
school with Aboriginal student enrolments receives this funding.
Funds under the Aboriginal Background equity loading are provided to schools to ensure
that the performance of Aboriginal students in NSW public schools across a broad range
of key educational measures improves to match or better those of the broader student
population, while maintaining cultural identity. In addition, these funds may be used to
ensure that all teachers are culturally competent and schools are culturally responsive.
The Aboriginal Education Policy provides direction and guidance on the achievement of
these objectives. Schools have an obligation to ensure the Aboriginal Background equity
loading is used to embed strategies that achieve these objectives. Engaging Aboriginal
people in co-decision making should be embedded as a critical element of successful
practice. Acknowledgement of and consultation with the NSW Aboriginal Education
Consultative Group Inc. (NSW AECG Inc.) as the peak community advisory body should
be sought when implementing Aboriginal programs.
Effective practice
Examples of effective use of the allocation include:
• A primary school is working in conjunction with a Department of Education
Language and Culture Nest to create literacy resources embedding local language.
Students work with Language and Culture Nest teachers, tutors and school staff to
create rich texts which the school publishes. The texts are used in both language
and literacy lessons.
• A high school has used their flexible Aboriginal Background equity loading to appoint
an instructional leader – Aboriginal Students (literacy and numeracy focused) and
supports the initiative through the employment of two Aboriginal SLSOs as
interventionists. The interventionists support the instructional leader and classroom
teacher to deliver differentiated and personalised support at students’ points of
need.
20 2020 School Budget Allocation Report
Contact
• Your Director, Educational Leadership or
• The Director, School Services or
• Your local Aboriginal Education and Engagement Advisor P: 131 536.
Further information
Resources to support effective practice are available on the Aboriginal Education and
Communities webpage.
Additional information to support the use of equity funding is available in the Equity
Funding Support Package which is also contained as an appendix in this guide.
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against WBS
– RSP/****51-17 RAM Aboriginal Funding.
English Language Proficiency
(SBAR page 6)
Allocation of resources
The 2020 allocation is shown on the report.
Data source: The loading has been calculated using each school’s level of English
Language Proficiency need as reported in the English as an Additional Language or
Dialect (EAL/D) Survey in June 2019.
The loading provides support for students in all four phases of English language learning –
Beginning, Emerging, Developing and Consolidating – as identified by schools using the
EAL/D Learning Progression. The loading is weighted on the basis of student need, taking
into account students’ English language learning phase and length of time in an Australian
school, providing a higher level of support for students with greater need. The loading also
provides a higher weighting for students from refugee backgrounds and students in
secondary schools.
© NSW Department of Education, Oct-19 21
This loading may be delivered as staffing, flexible funding or a combination of both to
support students at each phase of English language learning. The 2020 Anticipated
Enrolment and Entitlement report has been updated to match the FTE shown on this
report.
Staff entitlement included in the English Language Proficiency loading is funded from the
loading and is not in addition to the loading. If applicable, the staff entitlement will appear
in the blue section on page 8 of the SBAR.
As schools are resourced according to need, changes in allocations may occur from year
to year with fluctuations in enrolments of EAL/D students. Where there has been a
reduction in the staffing entitlement component, schools may need to contact Human
Resources for advice.
Use of funds
Schools are expected to expend funds in the calendar year in which they are received.
This loading is to be used to support the English language learning needs of EAL/D
students in your school in 2020. Teaching allocations should be filled by qualified EAL/D
teachers as far as possible.
Flexible funding can be used to employ EAL/D teaching staff, provide EAL/D professional
learning for teachers or to provide bilingual support for students.
The loading may be combined with funding from other sources to support EAL/D students.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report. In their annual reports, schools receiving this loading are required to show
how the resources have been used to meet the English language learning needs of their
EAL/D students.
Effective practice
Examples of effective use of the allocation include:
• employing an additional EAL/D teacher to deliver targeted support for EAL/D
students. This initiative is supporting EAL/D students to achieve success at school
socially and academically
• employing an EAL/D head teacher to strengthen and oversee whole school planning
and effective EAL/D program organisation to meet the needs of EAL/D students,
including students from refugee backgrounds
• appointing a temporary teacher two days per week to provide targeted and direct
support to EAL/D students. The teacher has worked with staff to ensure classroom
teachers are confident and equipped with evidence-based strategies to support the
learning of EAL/D students across key learning areas
22 2020 School Budget Allocation Report
• enhancing the delivery of EAL/D pedagogy across the school through strategic school EAL/D leadership positions and professional learning for teachers. Teachers are effectively using techniques that promote talking and thinking and are using these to engage students in their learning
• implementing an extensive professional learning model involving workshops, collaborative planning and an action research project through which all teachers have improved their knowledge, understanding and application of EAL/D pedagogies
• employing temporary staff to allow permanent staff to gather, analyse and plan using data. Student adjustments and plans are discussed and developed during this time.
Contact
• EAL/D Education Advisor P: 9244 5636
• EAL/D Education Advisor (Rural and Regional) P: 9244 5764
• Your Director, Educational Leadership
Further information
Refer to the department’s Multicultural Education and English as an additional language or
dialect webpages.
Additional information to support the use of equity funding is available in the Equity
Funding Support Package which is also contained as an appendix in this guide.
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against WBS
– RSP/****50-17 RAM Equity Funding (this is the same WBS as for Socio-economic
Background and Low Level Adjustment for Disability).
© NSW Department of Education, Oct-19 23
Low Level Adjustment for Disability
(page 7)
Allocation of resources
The Low Level Adjustment for Disability (Learning and Support) resource allocation
comprises an allocation base determined on 2019 revised school enrolments and a
supplementary allocation based on student need.
Data source: Student need at the school level is determined using the most recent literacy
and numeracy data from NAPLAN to create a Student Learning Need Index (SLNI). A
school’s SLNI is a needs based index drawn from three years (2017 - 2019) of longitudinal
NAPLAN data. It is constructed around the number of incidents where students in
mainstream classes in the school perform in the bottom 10 percent in literacy and
numeracy. A student may be counted as two incidents if he or she performs in the bottom
10 percent for both literacy and numeracy.
This index has been used to allocate learning and support resources in NSW public
schools since 2003 and was developed in collaboration with key groups including
principals, parents and other stakeholders.
For some schools, for example, infants schools, senior high schools, new schools which
have no NAPLAN data and new schools with less than three years of NAPLAN data,
schools nominated by School Services in collaboration with Directors, Educational
Leadership, have been used as proxies to calculate the SLNI.
The Learning and Support Teacher allocation (Staffing FTE) is for 3 years – 2018-2020 –
and remains the same for 2020.
Staff entitlement included in the Low Level Adjustment for Disability loading is funded from
the loading and is not in addition to the loading.
Use of funds
Schools are expected to expend funds in the calendar year in which they are received.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report.
The equity loading for Low Level Adjustment for Disability is an allocation to support
students in mainstream classes who have additional learning and support needs.
This loading supports schools to meet their obligations to students under the
Commonwealth Disability Standards for Education, 2005.
24 2020 School Budget Allocation Report
The funding can be used for additional teacher or school learning support officer (SLSO)
time as well as teacher release, for example, for related professional learning and program
coordination. SLSOs must have a minimum period of employment of an unbroken two
hours.
Principals are able to combine and use their school’s total resources flexibly to respond to
the additional learning needs of all students in the school, whatever the cause.
Effective practice
Examples of effective use of the allocation from School funding snapshots include:
• developing and sustaining a needs-based learning and support program in which
specialist staff collaborate with classroom teachers to build capacity in meeting the
literacy needs of identified students
• employing a learning and support teacher to work with individual students and in a
case management role within the classroom to build teacher capacity to meet the
needs of all learners
• using funds to employ two trained SLSOs to support the delivery of targeted
numeracy programs for identified students
• employing an additional staff member as a learning and support teacher to work with
students and teachers to target students through a five weekly cycle with additional
support and programs for improvement
• providing support for targeted students within the classroom and playground through
the employment of SLSOs.
Contact
• Your Director, Educational Leadership
• Your local School Services team P: 131 536
Further information
Additional information and resources are available at Disability, learning and support.
Additional information to support the use of equity funding is available in the Equity
Funding Support Package which is also contained as an appendix in this guide.
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against WBS
– RSP/****50-17 RAM Equity Funding (this is the same WBS as for Socio-economic
Background and English Language Proficiency).
© NSW Department of Education, Oct-19 25
Base School Allocation
Staffing (SBAR page 8)
Allocation of resources
Data source: The allocation of funding for staffing is provided on the basis of published
2020 Anticipated Enrolment and Entitlement reports. Staff budget allocations are provided
at standard cost, details of which are available at Salaries support. Where applicable, this
allocation may include program and initiative allocations such as:
• Quality Teaching, Successful Students (QTSS) (schools with primary student
enrolments only). Please note the QTSS staffing resource allocation has reached full
implementation and is now distributed as a calendar year allocation based on the
previous year’s published Actual Enrolment and Entitlement reports.
This allocation may also include additional program and initiative allocations that do not
appear on published school enrolment and entitlement reports such as:
• Rural and Remote Schools - Aboriginal Employment Program (previously known as
Community Development Employment Projects). The full 2020 allocation is now
included. Schools should refer to information provided to schools by the Human
Resources directorate
• Schools as Community Centre (SaCCs).
Use of funds
These funds can only be used for staffing. Schools should refer to the standard cost
approach information available on the Resource Allocation Model (RAM) webpage.
Effective practice
QTSS: This initiative ensures that all primary students benefit from high quality teaching
and learning practices that best meet the full range of student needs. Examples of
effective use of the QTSS allocation from School funding snapshots include:
• providing opportunities for collegial feedback to provide staff with the opportunity to improve their practice based on the professional standards
• engaging an instructional leader to strengthen quality teaching practices through lesson observations, modelling, feedback, co-planning, co-reflection, mentoring and the use of student data as evidence of improvement
26 2020 School Budget Allocation Report
• creating a science, technology, engineering and mathematics (STEM) teacher
position to mentor/team teach with all staff and introduce a K-6 STEM program to
challenge all students in the school.
Contact
• Staffing: Please submit an online query and select Recruitment
• SACCs: E: [email protected]
• Rural and Remote: E: [email protected]
• QTSS: E: [email protected]
Further information
Details of published school enrolment and entitlement reports are available in OMSEE.
QTSS: Additional information can be found on the Quality Teaching, Successful Students
webpage.
Staff entitlement table
The green section of the staff entitlement table shows the teaching and SAS staff on
entitlement (excluding equity positions).
Positions at the same designation are rolled into one line. For example, the allocation for
classroom teacher includes classroom teacher, part-time teacher and teacher-librarian.
The blue section of the staff entitlement table shows the equity positons that appear on
entitlement and are funded from the respective equity loadings. For example, the Primary
– Learning and Support teacher is funded from the Low Level Adjustment for Disability
equity loading.
© NSW Department of Education, Oct-19 27
Sick and FACS Leave (SBAR page 8)
Allocation of resources
The 2020 allocation is shown on the report.
Data source: Schools receive a Sick and FACS Leave Model (SFLM) budget based on the
individual school’s rolling three year average of sick and FACS leave taken. The school’s
average position is moderated according to a statewide benchmark of sick days for
schools.
Since 2019, the notional Short Term Casual Relief budget has been transferred from
School Operational Funding (SOF) to the SFLM budget.
Corporate Finance will continue to monitor the number of sick and FACS leave days taken
across all schools. Schools impacted by higher than expected instances of approved sick
and FACS leave will receive a budget adjustment.
Use of funds
Schools are expected to use the SFLM budget for relieving staff for sick and FACS leave
taken. The funds can be used to employ temporary or casual staff to cover staff absences.
Contact
Further information
Refer to the department’s Sick and FACS Leave Model webpage.
For accounting and monitoring purposes
Schools are not required by the department to account for the use of the SFLM budget.
Corporate Finance will be monitoring the leave taken for sick and FACS leave by school
staff on a monthly basis.
28 2020 School Budget Allocation Report
Operational funding
School Operational Funding
(SBAR page 9)
Allocation of resources
Data source: Allocations where applicable are based on published 2020 Anticipated
Enrolment and Entitlement reports.
See table below for the nine input parameter rates generated by school type.
SCHOOL TYPE Base SOF Allocation per school
Rate per Primary Enrolment
Rate per Secondary Enrolment
Rate per Senior (11/12) Enrolment
Rate per Primary Teaching Staff Entitlement
Rate per Secondary Teaching Staff Entitlement
Rate per Immediate SASS Entitlement
Rate per Primary Non Immediate SASS Entitlement
Rate per Secondary Non Immediate SASS Entitlement
PRIMARY SCHOOL
$14,174.89 $138.44 - - $1,513.87 - $846.03 $700.95 -
SECONDARY SCHOOL
$21,826.29 - $138.44 $52.08 - $1,513.87 $846.03 - $747.25
CENTRAL SCHOOL
$26,083.56 $138.44 $138.44 $52.08 $1,513.87 $1,513.87 $846.03 $700.95 $747.25
SCHOOLS FOR SPECIFIC PURPOSE
$19,421.92 $138.44 - - $1,513.87 - $846.03 $700.95 $747.25
ENVIRONMENTAL EDUCATION CENTRE
$16,229.58 - - - $1,513.87 - - $700.95 -
INTENSIVE ENGLISH CENTRE
$1,087.92 - $76.10 - - $1,228.45 - - $747.25
COMMUNITY CARE SCHOOLS
$15,707.82 $138.44 - - $1,513.87 - $846.03 $700.95 -
*CCS known as ETUs.
The categories of staff included in Immediate SASS are:
• Aboriginal Education Officer (primary, secondary and pre-school)
• School Learning Support Officer (primary and secondary, ethnic primary and
secondary, pre-school and Centre for Effective Reading).
All other categories of SASS come under non immediate.
2020 Approved SBAR allocations will be recalculated based on 2020 February actual
enrolments and entitlements.
© NSW Department of Education, Oct-19 29
Use of funds
The funds are provided to support the operation of the school.
Contact
Utilities (SBAR page 9)
Allocation of resources
2019 utilities allocations have been maintained for the 2020 Planned SBAR and will be
updated for schools in the 2020 Approved SBAR.
Please note: In the 2020 Planned SBAR, Utilities for DECs and IECs appear in one line
under Operational Utilities.
Use of funds
The funds are provided to cover utility costs.
Contact
Per Capita (SBAR Page 9)
Allocation of resources
The 2020 allocation is shown on the report. This allocation does not change from the
Planned to the Approved SBAR.
Data source: National Schools Statistics Collection (NSSC) data 2019 – FTE enrolments
for mainstream and support classes.
Some specialised settings receive a higher weighted Per Capita loading due to the
intensive nature of teaching support required. In the SBAR, schools are provided with a
table showing the Per Capita allocation by enrolments in:
• Preschool
• Primary
• Primary Support
30 2020 School Budget Allocation Report
• Secondary
• Secondary Support
• Specialised settings.
Notional enrolments apply for specialised settings and the number of classes.
Use of funds
This allocation gives principals more flexibility in their local decision making to meet the
unique needs of students in their school. Schools have flexibility with this resource and
may choose to use this allocation to:
• enhance teaching resources
• maintain a class if there has been a small reduction in staff FTE
• allocate additional resources to support specific programs
• employ a range of personnel to support student learning needs.
Effective practice
Examples of effective use of the allocation from School funding snapshots include:
• employing part-time teachers to support the learning needs of individuals such as
gifted and talented students and students with autism, attention deficit hyperactivity
disorder (ADHD) or identified learning needs
• employing a community liaison officer (CLO) to engage parents and families in their
child’s learning and in school life
• subsidising sporting programs focusing on movement, wellbeing and social skills
and implementing the KidsMatter program to develop students’ resilience and ability
to work in teams
• engaging specialist music and cooking teachers and reading intervention teachers
who work across all mainstream classes to provide intervention programs for
students
• releasing classroom teachers with specific expertise to support particular curriculum
areas, for example mathematics.
Contact
• Your Director, Educational Leadership or
• Strategic Schools Resourcing E: [email protected]
© NSW Department of Education, Oct-19 31
Location (SBAR pages 9 and 10)
Allocation of resources
The 2020 allocation is shown on the report. This allocation does not change from the
Planned to the Approved SBAR.
Data source: The location loading measures remoteness using the
Accessibility/Remoteness Index of Australia (ARIA+) and measures isolation based on a
school’s enrolments and distance from other schools. (National Schools Statistics
Collection (NSSC) data 2019 – all enrolments.)
Use of funds
Schools have the flexibility to decide how these resources will be best used to address
school needs associated with remoteness and/or isolation.
Contact
• Your Director, Educational Leadership or
• Strategic Schools Resourcing E: [email protected]
Urgent Minor Maintenance
(SBAR page 9)
Allocation of resources
Data source: Allocations have been updated to reflect published 2020 Anticipated
Enrolment and Entitlement reports.
Use of funds
These funds are provided to support maintenance costs for emergencies or unforeseen
incidents.
Contact
32 2020 School Budget Allocation Report
Teaching Principals Relief
(SBAR page 9)
Allocation of resources
Data source: Allocations have been updated to reflect published 2020 Anticipated
Enrolment and Entitlement reports. Additional funding has been retained for the 2020
school year.
Use of funds
The funds are provided to support relief days for principals (TP1 and TP2) from classroom
teaching. Schools should ensure that additional funds are expended in line with their
school plan.
Contact
© NSW Department of Education, Oct-19 33
Initiative funding
Professional Learning (SBAR page 9)
Allocation of resources
The allocation provides funds to support the professional learning of all staff, that is:
• teaching
• school administrative and support (SAS)
• other non-teaching staff.
The allocation should be used to create a cycle of staff engaging in regular, work-focused,
evidence-informed professional learning. In the case of teaching staff, it should be oriented
towards improving student progress and achievement.
Professional learning should be:
• driven by student need (teaching staff)
• enabled through leadership
• collaborative and applied with regular constructive feedback as part of common
practice
• planned so that new learning is continuously implemented over an extended period
and is coherent in its alignment to achieve a cycle of continuous learning, which, in
the case of teaching staff is based on evidence of student learning
• implemented with a focus on all participants being accountable for their impact on
student learning (teaching staff).
Use of funds
Schools have the flexibility to decide how to use these funds to address the professional
learning needs of all staff (teaching, SAS and other non-teaching staff) to implement the
school’s strategic directions.
Contact
Further information
Refer to the Professional Learning Policy for Schools.
34 2020 School Budget Allocation Report
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against WBS
– RSP/****05-17 Professional Learning.
Beginning Teacher Support
(SBAR page 9)
Allocation of resources
In 2020, Beginning Teacher Support Funding is not included in this report. All funding will
be processed as budget adjustments throughout the year. Formal email notification will be
forwarded to schools and to eligible teachers once eligibility has been confirmed.
Use of funds
Although the funding is costed at the equivalent of teacher release hours, the funding can
be used flexibly to meet the individual needs of the beginning teacher. However, it is
anticipated that these funds will primarily be used to provide regular release time for the
beginning teacher as well as an experienced teacher to provide mentoring support.
Specifically, the funding should be used to enhance the professional growth of teachers
during their induction period in a variety of ways including:
• observing other teachers’ lessons
• enabling other teachers to observe their lessons
• engaging in collaborative practices
• receiving structured feedback based on observation
• evaluating impact of their teaching on student progress and achievement
• implementing effective classroom management strategies
• engaging in professional discussion and personal reflection
• assessing and evaluating student work
• planning quality lessons to maximise their impact on learning
• compiling evidence to achieve mandatory accreditation at Proficient Teacher level
with the NSW Education Standards Authority (NESA).
If required, the funds can also be used to support a beginning teacher to participate in
targeted professional learning activities that are specifically designed to support the
beginning teacher’s development.
© NSW Department of Education, Oct-19 35
Reference: Beginning Teachers Support Funding Policy
Contact and further information
• P: Teacher Talent Team (02) 7814 3820, option 2
• E: [email protected]
Literacy and Numeracy (SBAR page 9)
Allocation of resources
The 2020 allocation is shown on the report.
Data source: All schools with K-6 enrolments receive funding based on a moderated per
capita allocation in accordance with the principles of the Resource Allocation Model
(RAM). Some schools also receive a staffing allocation.
Use of funds
Schools may use funds to address the literacy and numeracy learning needs of students
across K-6.
Contact
• Financial enquiries: E: [email protected] or P: 7814 2708
• Literacy and Numeracy support: use the School Services Contacts tool to find
contact details for the Literacy and Numeracy Strategy Advisors in your local School
Services team.
Further information
Refer to Literacy and Numeracy.
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded against
Statewide Internal Order 2004000093 LITERACY/NUMERACY – Literacy/Numeracy.
36 2020 School Budget Allocation Report
Flexible Funding for Wellbeing Services
(SBAR page 9)
Allocation of resources
The 2020 allocation is shown on the report. A letter with additional information will be sent
to each principal.
Data source: The Flexible Funding for Wellbeing Services funding allocation is based on
indicators of school need. The allocation captures a broad range of schools with varying
needs including large schools, schools with unique profiles and schools with needs
associated with a high refugee population, child protection indicators and school
resourcing.
Use of funds
Principals may use Flexible Funding for Wellbeing Services to employ additional staff
including:
• student support officers
• school counselling staff additional to the core allocation
• teachers to support wellbeing
• social workers
• community liaison officers.
Principals may consider using some funding to support the capacity of classroom teachers
to meet the wellbeing needs of their students. For example, professional learning in whole
school evidence-based approaches such as Positive Behaviour for Learning, MindMatters
and KidsMatter.
Schools may choose to engage an external provider to deliver wellbeing services in line
with the department's procurement procedures.
Contact
• Leader, Learning and Wellbeing P: 9244 5741
• E: [email protected]
Further information
Individual letters with additional information will be sent to each principal.
© NSW Department of Education, Oct-19 37
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that
elect to track expenditure against a program (WBS/IO) this can be recorded WBS –
RSP/****04-17 Flexible Wellbeing Services or WBS – RSP/****04-16 Flexible Wellbeing
Services.
Early Action for Success (EAfS)
(SBAR page 9)
Allocation of resources
The 2020 allocation is shown on the report.
Use of funds
The allocation is for the salary of the EAfS Instructional Leaders. These funds are not to
be used for any other purpose.
Contact
• Leader, Literacy and Numeracy Action Plan: P: 7814 2784 or
• Strategy, Correspondence and Finance Coordinator: P: 7814 2708
Further information
Refer to Early Action for Success.
For accounting and monitoring purposes
Tracking expenditure against individual programs (WBS/IO) is voluntary. For schools that elect to track expenditure against a program (WBS/IO) this can be recorded WBS
RSP/****01-17 Early Action for Success Phase 2. The instructional leadership EAfS
salary should be reallocated against the EAfS program funds.
38 2020 School Budget Allocation Report
School Support Allocation (Principal
Support) (SBAR page 9)
Allocation of resources
Data source: Allocations have been updated to reflect published 2020 Anticipated
Enrolment and Entitlement reports. As part of the School Leadership Strategy, schools
have been provided with additional funding for 2020. A minimum allocation threshold is
revised and set each year. The minimum principal support allocation is calculated based
on the standard cost of a School Administration Officer (SAO) at 0.2 FTE. For 2020 the
minimum rate will be $11,960. Above that, schools are provided funding on a per student
basis.
Use of funds
This flexible funding is provided to support schools with their administrative duties. Funds
should be used to achieve the aim of reducing the administrative workload of principals,
enabling additional time to focus on leading teaching and learning. This could be used to
provide additional administrative hours, overtime or an additional position. Principals have
some discretion in the use of these funds to best meet the individual needs of their
schools.
The use of these funds to engage staff must be consistent with all relevant industrial
agreements, legislative requirements, departmental policies, procedures and guidelines.
Where schools engage contractors against additional support funds this arrangement must
also be consistent with the department’s procurement guidelines.
Contact
Further information
Refer to School Support Allocation (Principal Support) and School Leadership Strategy.
© NSW Department of Education, Oct-19 39
Schools for Specific Purposes Quality
Teaching Support (SBAR page 9)
Allocation of resources
Data source: This is an additional FTE allocation to Schools for Specific Purposes (SSPs)
to provide additional quality teaching support. This is provided to schools on the basis of
notional enrolments.
Use of funds
Schools have the flexibility to decide the best use of the resource to enhance professional
practice. Principals working in consultation with staff and the local school community can
determine the strategic allocation of resources to best meet the needs of their students.
Some support may be for the entire school, and some may be for particular groups.
Contact
Further information
Refer to Schools for Specific Purposes quality teaching support.
Site Specific (SBAR page 9)
Allocation of resources
Schools will see the allocations that are applicable to their school only.
Please note that some site specific loadings are based on 2019 data. Updated 2020
allocations will be included in 2020 Approved SBAR.
40 2020 School Budget Allocation Report
Examples include (but are not limited to):
• Agriculture Grant
• Central Schools Allowance
• Community Centre
• Nappy Bins
• School Security Banking
• Support Classes.
New allocations provided in the 2020 Planned SBAR are listed below.
• Year Adviser: This allocation is based on the number of year adviser allowances to
which a secondary school, secondary department of a central school or a senior
college is entitled as per published enrolment on the 2020 Anticipated Enrolment
and Entitlement report. The allocation will be updated in the 2020 Approved SBAR
for applicable schools as per the published 2020 Actual Enrolment and Entitlement
report for the school and will remain fixed for the school year at that time.
• Supervisor of female students: This allocation is based on the notional enrolment
of female students at publication of the 2020 Anticipated Enrolment and Entitlement
report at applicable secondary schools, secondary departments of central schools or
senior colleges. The allocation at applicable schools will be updated in the 2020
Approved SBAR based on the notional enrolment of female students at publication
of the 2020 Actual Enrolment and Entitlement report and will remain fixed for the
school year at that time.
• Personal leave and additional training days (incentive schools): This allocation
is based on teacher entitlement as published on the Anticipated Enrolment and
Entitlement report at applicable 8, 6 and 4 transfer point (incentive) schools. The
allocation at applicable schools will be updated in the 2020 Approved SBAR based
on total teacher entitlement as per the published 2020 Actual Enrolment and
Entitlement report for the school and will remain fixed for the school year at that
time.
© NSW Department of Education, Oct-19 41
Contact
Allocation Key contact
Access Program Funding Supplement
The Rural and Distance Education Unit P: 02 6334 8070
Distance Education Funding Supplement
The Rural and Distance Education Unit P: 02 6334 8070
Agriculture Grant E: [email protected]
Central Schools Allowance E: [email protected]
Community Centre E: [email protected]
Nappy Bins E: [email protected]
School Security Banking E: [email protected]
Support Classes E: [email protected]
Specialist Support Suspension Centre E: [email protected]
Specialist Support Suspension Centre Cash Grant
Specialist Support Tutorial Centre Cash Grant E: [email protected]
Braille Outpost SLSO Salary E: [email protected]
Year Adviser E: [email protected]
Supervisor of female students E: [email protected]
Personal leave and additional training days (incentive schools)
Smaller School Supplementation E: [email protected]
42 2020 School Budget Allocation Report
Equity Funding Support Package
1. School Planning and Reporting Overview
Resource Allocation Model and Equity Funding
The Resource Allocation Model (RAM) is a simpler, fairer and more transparent way of
distributing government funding and includes equity funding as one of its components.
Equity funding supports the needs of students based on:
• socio-economic background
• Aboriginal background
• English language proficiency
• low level adjustment for disability.
Schools are expected to expend their equity funds in the calendar year in which they are
received.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report.
School Excellence
School Excellence is at the core of all work across NSW public schools. School Excellence
encompasses all areas of school planning, ongoing self-assessment, reporting and
external validation. Details are included in the School Excellence policy.
The School Excellence Framework supports all NSW public schools in their pursuit of
excellence by providing a clear description of the key elements of high quality practice
across the three domains of learning, teaching and leading.
© NSW Department of Education, Oct-19 43
School Excellence cycle
Equity funds are to be used to support school strategic directions, maximising
opportunities to implement practices that support continuous improvement in student
achievement.
About the Equity Funding Support Package
The Equity Funding Support Package was developed in consultation with the NSW
Teachers Federation, the NSW Primary Principals’ Association and the NSW Secondary
Principals’ Council. The package is available online and as an appendix in this guide.
Each equity funding fact sheet contains information such as:
• the policy context
• how RAM equity funding is allocated
• how to use the equity funding strategically
• effective practice in using equity funding to support students and their learning
• resources and contact details.
The package is designed to emphasise the importance of school planning and reporting to
ensure the best possible planning, monitoring and accountability for the expenditure of
equity funding as part of the school’s total resources.
44 2020 School Budget Allocation Report
School planning, reporting and accountability
All NSW public schools, in consultation with their school communities, are required to
develop a comprehensive school plan connected to student outcomes and the school
budget. Accountability is through the school plan and the annual report.
Up to three strategic directions and associated improvement measures form the basis of
each three-year planning cycle.
School leadership teams evaluate their school plan through ongoing self-assessment. This
self-assessment identifies impact and growth, providing information to assist decision-
making.
It is important that schools consider their equity funding in relation to the needs of students
before resources are allocated.
As outlined in the School Excellence implementation guidelines – School planning,
schools receiving equity funding must explicitly state in their school plan the improvement
measures related to those student groups. School leadership teams may allocate
resources from any of the key funding initiatives to one or more of the strategic directions.
This ensures a holistic, strategic and coordinated approach to meet the needs of students
at an individual and group level.
Schools report annually to their communities in the annual report published on the school’s
website, as outlined in the School Excellence implementation guidelines – Annual
reporting. This involves schools making assessments of their ongoing progress towards
achieving the strategic directions identified in their school plan.
Resources
Resources, including School funding snapshots are published on the Strategic Schools
Resourcing website to support local decision-making and promote effective practice in the
use of equity funding.
Schools are also encouraged to watch and develop their own Filmpond to promote the
work that is occurring as a result of the additional equity funds in schools.
Leadership and High Performance
• Leadership and High Performance
• School excellence
• School planning
• Annual report
© NSW Department of Education, Oct-19 45
Strategic Schools Resourcing
• Strategic Schools Resourcing
• Resource Allocation Model
• Community consultation
Key Contacts
E: [email protected] (for school planning enquiries)
E: [email protected] (for funding related enquiries)
2. Using equity funding for students from low socio-
economic backgrounds
Public schools NSW – current student profile
Over 800,000 students are enrolled in NSW public schools. There are approximately
409,000 students from low socio-economic backgrounds in 2,187 NSW public schools.
A school’s Family Occupation and Education Index (FOEI) indicates the relative level of
need due to socio-economic disadvantage. Schools receive funding for all students in the
lowest two socio-economic quarters of the FOEI.
Policy context
Students from low socio-economic backgrounds often face additional educational
challenges. The equity funding for socio-economic background provides funding to
schools to address the additional learning needs of these students.
Allocation of resources
The funding a school receives is calculated by a combination of individual and school need
using the FOEI.
Schools may receive flexible funding and/or a staffing allocation.
Using resources strategically
These funds are to be used to support school strategic directions, maximising
opportunities to explore innovative practices that support continuous improvement in
student achievement.
46 2020 School Budget Allocation Report
Accountability for the expenditure of these funds will occur through the school plan and the
annual report.
Schools are expected to expend these equity funds in the calendar year in which they are
received.
A school with a high level of student need should link the use of the socio-economic
background resourcing to the achievement of one or more of the school’s strategic
directions. Some funding may go to support whole school programs and strategies and
some may go to support particular groups of students or individual students.
A school receiving a small amount of resourcing may choose to combine equity funding
and other resources to support the needs of students. The resources offer schools an
opportunity to plan for high quality teaching, learning and leadership initiatives.
In addition, the sharing between schools of effective innovations can provide systemic
benefits when implemented through an approach which evaluates and shares effective
practice (Teese, 2009, Low achievement and social background: patterns, processes and
interventions).
Research indicates schools achieving a high impact on student outcomes were
characterised by the following features:
• they had placed greater emphasis on innovations in teaching practice and
addressing student needs
• they had provided stronger welfare and learning support for disadvantaged students
through providing teachers with training around individual learning needs, and
strengthening the use of personalised learning and support plans for students
• stronger use of evidence to identify student learning needs
• stronger emphasis on developing staff through providing opportunities for
professional learning and development (p.iii Effective strategies for improving
student learning: results from the Low socio-economic status National Partnership
evaluation, 2015).
Sustainable workforce planning enables school leaders to attract and retain the staff and
skills required to meet the needs of all students.
Additional staffing with specialist expertise, including permanent appointments above the
staffing entitlement, can be employed to support higher student achievement and
enhanced teacher professional learning. Schools need to plan for the ongoing funding
commitment.
Professional learning might include a range of options and modes of delivery, depending
on staff learning needs.
Resources may be used to implement coaching, mentoring, enquiry-based action learning,
side-by-side support, local network activities and participation in online courses.
© NSW Department of Education, Oct-19 47
Significant additional resources can systematically build capacity for teachers and school
leaders over time through the use of inbuilt and timetabled release. The engagement of
additional teachers to provide this structured release enables teachers to remain ‘on site’
for planned collegial professional learning and ensures continuity of teaching and learning
for students.
Local initiatives may be designed to broaden the range of teacher expertise available in
schools. The options may include establishing additional temporary positions as well as
support for teachers to attain higher levels of teacher accreditation. These options can
create conditions that reduce staff turnover and broaden pathways for both staff and
students.
Effective practice
The following reflect what effective schools do to support and improve the learning of
students in schools with concentrations of students from low socio-economic backgrounds:
• ensure there are agreed approaches to regular consultation and engagement with
the local school community
• generate and draw on a wide range of data and research to ensure decision making
is based on evidence and the local context
• clearly link expenditure on school initiatives, including the purchase of resources,
additional support staff, additional teaching staff or professional learning, to the
school plan. This needs to reflect the level of resourcing a school receives
• raise expectations of achievement levels among students, staff, school leaders,
families and the wider community
• strengthen respectful partnerships between schools, families and community
organisations and local networks
• increase student participation and engagement in learning, including addressing
student attendance
• focus on the depth and breadth of learning so that students achieve across the full
range of learning capabilities
• develop a positive and inclusive school culture built on collaboration and trust
amongst students, parents/carers, teachers, leaders and community
• engage teachers in ongoing professional learning that builds teaching capacity at
the individual, whole school and local network level
• focus on literacy and numeracy as the foundations for learning
• provide challenging and rich learning experiences across the curriculum
• build leadership capacity with students, teachers, school leaders and community
• account for how the funds have been used and report on the initiatives undertaken
to address the additional learning needs of students from low socio-economic
backgrounds and the outcomes achieved.
48 2020 School Budget Allocation Report
Accountability for the impact of these funds to assist students with additional learning and
support needs will occur through the annual report.
Resources
• School funding snapshots
• Getting the funding right Learning Curve Issue 5
• 2019 FOEI Information Sheet
• Community consultation
• Henry Parkes Equity Resource Centre
Contact
School Services contacts:
• Metropolitan North - all offices
• Metropolitan South - all offices
• Regional North - all offices
• Regional South - all offices
• Rural North - all offices
• Rural South and West - all offices
© NSW Department of Education, Oct-19 49
3. Using equity funding for Aboriginal students
Public Schools NSW – current student profile
Over 800,000 students are enrolled in NSW public schools.
There are approximately 65,000 Aboriginal students in NSW public schools.
Across NSW public schools:
• 151 schools have no Aboriginal students
• 514 schools have 1-5 Aboriginal students
• 822 schools have 6-29 Aboriginal students
• 685 schools have 30 or more Aboriginal students.
(Data provided by CESE, October 2019. Extracted from NSSC 2019, based on full-time equivalent
(FTE) enrolments.)
Policy context
Aboriginal education is a core responsibility for all staff.
It is a goal of the department that Aboriginal and Torres Strait Islander students will match
or better the outcomes of the broader student population. The department is committed to:
• improving the educational outcomes and wellbeing of Aboriginal and Torres Strait
Islander students so that they excel and achieve in every aspect of their education
and training
• increasing knowledge and understanding of the histories, cultures and experiences
of Aboriginal and Torres Strait Islander peoples as the First Peoples of Australia
• collaborative decision making with Aboriginal peoples, parents and carers, families
and their communities.
These commitments affirm the inherent right of Aboriginal students to fair, equitable,
culturally inclusive and significant educational opportunities so that all students obtain a
high quality education as a platform for enriching their life chances and achieving their full
potential.
The NSW Government wants all public school students to reach their potential. In June
2019, new Premier’s Priorities were announced, including: increase the proportion of
public school students in the top two NAPLAN bands (or equivalent) for literacy and
numeracy by 15 per cent by 2023 and increase the proportion of Aboriginal students
attaining Year 12 by 50 per cent by 2023, while maintaining their cultural identity.
The Council of Australian Governments (COAG) are currently establishing updated targets
to improve the outcomes of Aboriginal students.
50 2020 School Budget Allocation Report
The Closing the Gap initiative is currently being refreshed, with revised draft targets to be
finalised. The department has an obligation to meet key targets for Aboriginal education as
set out in the COAG National Indigenous Reform Agenda.
The Wellbeing Framework (2015) states that Aboriginal students will have an individual
personalised learning pathway (PLP). Personalised learning pathways are an effective
methodology for having a positive result on the educational and wellbeing outcomes of
Aboriginal students and schools are encouraged to implement them using Aboriginal
equity loading funding.
Personalised learning pathways can include the critical work that might occur at key
transition points for Aboriginal students (from home to school, Year 6 to Year 7, Year 10 to
Years 11 and 12 and from school to work or further study).
• Premier’s Priorities 27 June 2019
• Aboriginal Education Policy
• Closing the Gap
• National Aboriginal and Torres Strait Islander Education Strategy 2015.
The department works closely in a formal partnership with the NSW Aboriginal Education
Consultative Group Inc. (NSW AECG Inc.) as the peak advisory community body
regarding Aboriginal education matters. This includes creating opportunities for Aboriginal
students through consultation between communities, parents and schools. It is imperative
that school principals and teachers consult their Aboriginal community and/or Local or
Regional Aboriginal Educational Consultative Group (AECG) when implementing the
Aboriginal Education Policy. The strength, knowledge and diversity of Aboriginal
communities should be shared and promoted and a respectful and collaborative
relationship maintained.
Allocation of resources
The equity funding for Aboriginal students is a funding allocation to support NSW public
schools to meet the learning needs of every Aboriginal student.
To ensure the learning needs of all Aboriginal students are catered for, other equity
funding such as socio-economic and low level adjustment for disability (if relevant) may be
combined with the Aboriginal student funding. Schools should also use their whole school
budget to progress the teaching and learning needs of Aboriginal students.
Using resources strategically
These funds are to be used to support school strategic directions to improve Aboriginal
student achievement and with a view to addressing targets and priorities the department
and the Commonwealth Government seek to address.
© NSW Department of Education, Oct-19 51
Accountability for the expenditure of these funds will occur through the school plan and the
annual report.
Schools are expected to expend these equity funds in the calendar year in which they are
received.
Effective practice
1. Collaborative decision making
Collaborative decision making is critical. Principals have responsibility, in consultation with
Aboriginal parents and carers, Elders, Local or Regional AECGs and community
members, to determine the best way to support the learning needs of Aboriginal students.
For example the:
• school develops a Statement of Intent with the Local or Regional AECG (if not
already developed) , reflecting the Partnership Agreement between the NSW AECG
Inc. and the department
• school develops the school plan in partnership with Aboriginal parents and carers,
Elders, Local or Regional AECGs and school community members
• principal attends Local AECG meetings
• principal provides information to Aboriginal parents and carers, Elders, Local or
Regional AECG and school community members on the equity funding as part of the
school planning process
• principal shares data on the performance and achievement of Aboriginal students
• school plans and celebrates Aboriginal cultural events in partnership with the local
Aboriginal community.
2. Quality teaching for Aboriginal students
• Actively monitor the implementation of the Aboriginal Education Policy and the local
Statement of Intent.
• Establish an Aboriginal education advisory committee led by a school executive
member and composed of Local AECG representatives, parents and other
Aboriginal community members.
• Collect, analyse and share qualitative and quantitative data for Aboriginal students.
Use data as evidence of effective practice.
• Develop, implement and monitor personalised learning pathways for Aboriginal
students.
• Provide culturally relevant and rigorous curriculum that is engaging.
• Support Aboriginal students through transition points.
• Ensure teachers know their Aboriginal students and understand the importance of
their identity, culture and extended family connections.
52 2020 School Budget Allocation Report
• Demonstrate high expectations for every Aboriginal student in planning, teaching
and assessment.
• Identify and support the learning needs of every Aboriginal student. Identify and
support gifted and talented students, disengaged students and students needing
additional learning support
• Work with the Local or Regional AECG and community to develop Aboriginal
content across key learning areas (KLAs).
• Provide Aboriginal cultural and language programs in partnership with the Local or
Regional AECG and school community.
• Establish effective partnerships with agencies to support Aboriginal students’ health
and wellbeing.
Reporting to school community
Schools need to report to their local school community about the Aboriginal Education
Policy implementation for all staff and students. This may include reporting on:
• professional learning for all staff to increase their knowledge, skills and
understanding of Aboriginal students, Aboriginal communities and Aboriginal content
in KLAs
• outcomes of strategies and programs being implemented to educate all students
about Aboriginal histories, cultures, perspectives and contemporary Aboriginal
Australia.
Reporting on Aboriginal student outcomes
• Regularly report to Local or Regional AECGs as well as Aboriginal parents and
carers and families on strategies and programs to improve Aboriginal students’
achievements.
• Demonstrate a school culture of positive and inclusive high expectations.
• Analyse data and respond to Aboriginal students’ attendance, participation and
engagement in learning.
• Provide support for Aboriginal students at key transition points (from home to school,
Year 6 to Year 7, Year 10 to Years 11 and 12 and from school to work or further
study).
• Recognise and celebrate Aboriginal students’ achievements.
Resources
• School funding snapshots
• State priorities – Premier’s Priorities
• Together we are, together we can, together we will: The Partnership Agreement
between the department and the NSW Aboriginal Education Consultative Group Inc.
© NSW Department of Education, Oct-19 53
• Aboriginal Education Policy
• National Aboriginal and Torres Strait Islander Education Strategy 2015
• Working with Aboriginal Communities (NESA)
• Henry Parkes Equity Resource Centre
• Community Consultation
Contact
4. Using equity funding for students learning English
as an additional language or dialect
Public schools NSW – current student profile
English as an Additional Language or Dialect (EAL/D) learners are students whose first
language is a language or dialect other than Standard Australian English and who require
additional support to develop English language proficiency (EALD Teacher Resource,
ACARA, 2013).
Approximately 189,000 EAL/D students, or approximately 23% of all students in NSW
public schools, are attracting equity funding for English language proficiency to support
their English language learning needs.
(Informed by student data provided by CESE, July 2019)
Policy context
Students with limited English language proficiency need high quality EAL/D education
support to develop English language competence. Improved English language proficiency
enables EAL/D students to access curriculum content, participate fully in schooling,
communicate effectively with their peers and teachers, and achieve equitable learning
outcomes. (EAL/D Advice for Schools)
Allocation of resources
Schools are provided with resources through the equity loading for English language
proficiency to support EAL/D students.
54 2020 School Budget Allocation Report
Schools receive this loading as staffing and/or flexible funding. Schools that receive an
English language proficiency loading must develop an EAL/D Student Support Strategy to
meet the English language learning needs of their EAL/D students.
To ensure that EAL/D students’ needs are catered for, funds from a variety of sources,
including other equity funding, may be combined with the English language proficiency
loading as appropriate.
Using resources strategically
School plans should outline how EAL/D students’ needs will be addressed. Accountability
for the expenditure of funds to assist EAL/D students occurs through the annual report.
The annual report should clearly indicate what initiatives were undertaken to develop the
English language proficiency of EAL/D learners and what outcomes were achieved.
Schools are expected to expend these equity funds in the calendar year in which they are
received.
Effective practice
School planning, assessment and reporting
The following is the EAL/D student support checklist to assist schools.
• EAL/D student support is included in whole school planning, self-assessment and
reporting.
• Expenditure on EAL/D initiatives, including the purchase of resources, additional
support and teaching staff or professional learning is linked to the school plan.
• Information about the language background of students and their English language
proficiency informs school planning.
• Refugee students and their needs are identified and supported appropriately.
• Interpreting and translation services and materials are used for effective
communication, consultation and engagement with families and community
members from language backgrounds other than English (LBOTE) who don’t speak
English well.
• A member of the executive/teaching staff is nominated as the EAL/D Support
Strategy supervisor.
• Staff capacity is developed through professional learning about EAL/D pedagogy
and practice.
© NSW Department of Education, Oct-19 55
Administration
• Information about arrival date, first Australian school enrolment, language
background, visa class and subclass is checked for accuracy and recorded in
Enrolment and Registration Number (ERN).
• EAL/D learners’ phases of learning English are identified using the EAL/D Learning
Progression, and recorded and updated in ERN every six months.
• The annual EAL/D survey is completed in June.
Teaching and learning
• Actively implement the Multicultural Education Policy.
• EAL/D specialist teachers use the ESL Scales to identify EAL/D students’ English
language needs.
• All teachers of EAL/D students are able to describe the broad EAL/D Learning
Progression phase for each student to identify their English language needs and to
assist with maintaining EAL/D data in ERN.
• There is evidence in teaching and learning programs of differentiation to reflect the
language learning needs of EAL/D students, including the needs of refugee
students.
Organisation
• EAL/D staffing allocations are filled by qualified specialist teachers.
• EAL/D teaching support is provided using one or more of the modes of delivery -
direct, collaborative or resource models – as outlined in the EAL/D Advice for
Schools.
• Where EAL/D teachers are timetabled to a group of EAL/D students, a program
reflecting EAL/D pedagogy and practice is developed in consultation with
class/subject teachers.
• EAL/D program organisation provides time for EAL/D staff to conduct initial
assessments and provide appropriate orientation for newly arrived EAL/D students
and disseminate information to teachers about EAL/D students.
• EAL/D program organisation provides time for EAL/D staff to plan collaboratively
with classroom teachers.
Communication
• Community engagement and collaborative decision making is inclusive of the
school’s LBOTE community.
• Important school information is provided in languages spoken by the school
community.
• Enrolment forms are provided in languages spoken by the school community.
56 2020 School Budget Allocation Report
• Parents/carers of EAL/D students who are receiving direct support from an EAL/D
teacher receive a report reflecting progress in learning English.
• Interpreters are used as appropriate when required.
Resources
• School funding snapshots
• Multicultural Plan
• English as an Additional Language or Dialect (EAL/D) - Advice for Schools
• AITSL National Professional Standards – EAL/D Elaborations (ACTA 2015)
• EAL/D Teacher Resource, ACARA, 2014
• EAL/D Learning Progression
• Multicultural Education Policy
• Anti-Racism Policy
• English as an Additional Language or Dialect (EAL/D) School Evaluation Framework
• ESL Scales – Curriculum Corporation, 1994
• Henry Parkes Equity Resource Centre
Contact
© NSW Department of Education, Oct-19 57
5. Using equity funding for students requiring low level
adjustment for disability
Public schools NSW – current student profile
Over 800,000, students are enrolled in NSW public schools. More than 125,000 students,
or in excess of 15% of the total NSW public school population, have additional needs due
to disability and/or difficulties in learning or behaviour. The majority of these students are
enrolled in mainstream classes and many have low level additional learning and support
needs.
Policy context
Under the Commonwealth Disability Discrimination Act 1992 and its associated Disability
Standards for Education (2005), all education providers are required to ensure that every
student with disability is able to access and participate in education on the same basis as
students without disability. This includes requirements to make reasonable adjustments to
the student’s learning program and/or environment based on their assessed individual
needs, and for students and their parents and carers to be consulted about the
adjustments that will be provided.
Principles
The resources are provided to support students with additional learning and support needs
in all mainstream schools to:
• improve student outcomes
• strengthen capacity to meet obligations to students under the Commonwealth
Disability Standards for Education 2005
• raise the expectations of students, teachers, executive, parents and carers and
school communities
• strengthen partnerships between schools and parents and carers
• increase levels of student participation and engagement in learning
• develop and sustain a positive and welcoming school culture for every student,
including those students with disability and additional learning and support needs,
and their parents and carers
• improve the quality of teaching and learning for every student
• enhance specialist provisions available in every school
• improve access to timely specialist support for students and their teachers within
schools
58 2020 School Budget Allocation Report
• promote recognition and understanding of the rights of students with disability and
the obligations of teachers and schools toward students and their parents and
carers.
Allocation of resources
Under the Resource Allocation Model (RAM), the equity funding for low level adjustment
for disability provides all mainstream NSW public schools with access to a specialist
teacher and flexible funding. The resource is designed to support the needs of students
who have additional needs with or without a formal diagnosis of disability and their
teachers.
Component Calculation Calculation
Specialist Teacher Allocation
- adjusted every 3 years
A base determined by school enrolments
A supplementary allocation based on the Student Learning Need Index (SLNI*)
Flexible Funding Allocation
- adjusted annually
A base determined by school enrolments
A supplementary allocation based on the Student Learning Need Index (SLNI*)
* The Student Learning Need Index (SLNI) uses literacy and numeracy data drawn from the most
recent three years of longitudinal NAPLAN data. It is constructed around the number of incidents of
students in mainstream classes in the school who perform in the bottom 10% in literacy and
numeracy. A student may be counted as two incidents if they perform in the bottom 10% for both
literacy and numeracy.
Professional learning and support
Professional learning and support assists in building the capabilities of teachers and
support staff in recognising, respecting and responding to students with disability and/or
additional learning and support needs. Professional learning available to all NSW public
schools includes:
• online training in the Disability Standards for Education 2005
• supported online professional learning courses: autism, behaviour, speech,
language and communication, motor coordination difficulties, dyslexia and significant
reading difficulties, hearing loss, and personalised learning and support
• Learning and Support teams
• Departmental scholarship and retraining programs that support teachers to gain a
tertiary qualification in special education or related areas.
© NSW Department of Education, Oct-19 59
Using resources strategically
The school Learning and Support team plays an important role in supporting teachers to
meet the learning needs of students and deploy the school’s resources to promote timely
and effective support for students with disability and/or additional learning and support
needs. The resources may be used to:
• address student need in a holistic way
• combine with other school resources to implement a range of targeted strategies
within a school
• work with other schools by pooling resources and staffing to enable better support
for targeted students
• employ additional staff with specialist expertise to support students and teacher
professional learning.
Processes involved in the Nationally Consistent Collection of Data on Students with
Disability (NCCD), mandatory for all Australian schools since 2015, will assist school
Learning and Support teams to identify students who may benefit from these additional
resources in providing personalised learning and support.
Schools are expected to expend these equity funds in the calendar year in which they are
received.
Effective practice
1. Planning and approach
Principals, through Learning and Support teams, are responsible for determining how
these resources are used. Principals should ensure that:
• agreed school approaches enable regular consultation and engagement with the
local school community
• planned use of resourcing reflects the purpose for which the funding was allocated
to the school
• expenditure on school initiatives, including the engagement of additional support
staff, additional teaching staff or release for professional learning is clearly linked to
the school plan.
60 2020 School Budget Allocation Report
2. Learning and Support teams
School Learning and Support teams:
• coordinate a whole school approach to identifying and supporting students with
additional needs
• facilitate a whole school approach to the development and provision of personalised
learning and support in consultation with students and their parents and carers
• support the professional learning needs of staff
• deploy the school’s resources to promote effective learning and support for every
student.
3. Annual reporting
Accountability for the expenditure of these funds to assist students with additional learning
and support needs will occur through the annual report.
The annual report must indicate the initiatives that were undertaken to address the
additional learning and support needs of students and the outcomes achieved. Comments
could include:
• Curriculum: Outcomes/evidence of personalised learning and support where
adjustments were made in consultation with parents and carers to enable students
to participate fully in achieving syllabus outcomes and content.
• Parent partnerships: Outcomes/evidence of collaborative processes to enhance the
engagement of parents and carers in the provision of personalised learning and
support.
• Professional learning and support: Outcomes/evidence of professional learning
implemented to address diversity in classrooms and provision of support for
teachers to recognise and respond to students’ additional learning and/or support
needs.
• School structures: Outcomes/evidence of school based structures developed to
facilitate sustained and timely support for students with disability and additional
learning and support needs.
• School culture: Outcomes/evidence of initiatives used by the school community to
develop the knowledge, skills and understanding required to build and strengthen an
inclusive and welcoming school culture for every student.
© NSW Department of Education, Oct-19 61
Resources
• School funding snapshots
• Disability, Learning and Support website
• Learning and Support Teacher role statement
• Assistant Principal, Learning and Support role statement
• Disability Discrimination Act 1992 (legislation)
• Disability Standards for Education 2005 (obligations under the DDA)
• Assisting Students with Learning Difficulties
• Curriculum planning and programming, assessing and reporting to parents K-12
• People with Disabilities – Statement of Commitment
Contact
