School-led Clusters

Policy

This policy provides guidance and resources to support schools that are interested in working together as a cluster or looking to maintain or grow an existing cluster.

Summary

• School-led clusters are initiated by schools interested in collaborating to improve student opportunities and outcomes, or to share resources or workload to mitigate the challenges of small student or staff numbers.
• There is a range of tools and supports schools can draw on to assist with starting or enhancing a cluster, including the Cluster development plan.
• School-led clusters may be initiated as part of a school network to support schools to work together on common priorities, address local issues and provide collegiate support to principal class colleagues.

Details

School-led clusters refer to clusters initiated by schools and are distinct from department-initiated clusters – for example, those based around implementation of a department program.

School-led clusters can be an effective way for schools, particularly small schools, to work together to overcome resourcing or curriculum challenges, share resources or workload, support student or staff cohorts or provide collegiate support.

School-led clusters can save leaders time through sharing complex administrative tasks, reducing duplication and streamlining access to knowledge and advice.

There is no single model for school-led clustering. Arrangements will depend on local need and they may be informal or formal. The cluster activities described in this policy are primarily focused on partnerships between government schools of any size.

Rural and regional schools may face unique challenges, including access to services and supports. School-led clusters can mitigate some of these challenges and deliver positive outcomes for staff and students. This may include improved learning and wellbeing outcomes as clustering can provide peer support, reduce isolation, strengthen professional dialogue, and ease workload pressures.

Assistance is available to support rural and regional schools to cluster together, including through Curriculum Access Leaders (CALs) and the Country Education Partnership (CEP). Refer to the Contact section at the bottom of this page for contact details.

Forming and maintaining a school-led cluster

When forming a school-led cluster, it is important to consider the needs of the participating schools and plan carefully. A clear commitment from member schools and their councils is foundational to successful shared initiatives.

Schools are encouraged to proactively communicate about their cluster to ensure their communities understand what the cluster is, what the benefits are and what activities will be shared between the schools. Refer to the Cluster letter template (DOCX) for an example template of how schools might communicate with parents about a new or existing cluster.

School-led cluster initiatives will often involve many areas of schools’ work, and it is important for all members to have a clear understanding of arrangements across areas, including curricular and extracurricular activities, finance and staffing.

School networks provide an opportunity for school-led clusters to be established as part of the School network plan (DOCX). Each school network must develop, implement and monitor an annual work plan that outlines the actions the school network will take to address their local improvement priorities in line with statewide directions and reforms.

Refer to the Guidance tab for more information on forming and maintaining a successful school-led cluster.

Types of school-led cluster initiatives

School-led cluster initiatives can range in complexity from running shared camps or major excursions, to joint strategic planning and school review. The level of engagement between member schools will depend on cluster needs and governance.

Student-focused initiatives bring students from 2 or more schools together to increase the viability of specialised subjects and extracurricular activities while also building peer networks, developing social skills and providing connection to a wider community. They can also reduce the administrative effort of organising learning, social, cultural and health activities.

Staff-focused initiatives help schools build staff capability through joint curriculum planning and professional learning and share staff capacity to deliver programs across multiple locations.

Strategic and whole school initiatives bring together schools with shared goals and challenges for holistic strategic planning, which can include implementing department initiatives. Schools in clusters can develop common School Strategic Plans, undertake common School Reviews and develop common Annual Implementation Plans (AIPs).

Refer to the Guidance tab for more information about these types of cluster initiatives and how they can be implemented.

Definitions

School-led cluster
A school-led cluster is formed by 2 or more schools that work together by sharing resources, expertise or activities to achieve common goals. Schools may choose to cluster to strengthen or build capacity and expertise of staff, and/or improve access, participation and outcomes for students.

Contacts

There are a range of supports available for further guidance.

Partnerships and Priority Cohorts Branch: Statewide Programs and Tech Schools Division. For guidance in relation to this policy, contact rural.regional.reform@education.vic.gov.au.

Curriculum Access Leaders (CALs): Funded by the department to support school-led clustering across the 7 rural and regional department areas outlined in the Guidance tab. For support, schools can contact their area office.

Country Education Partnership (CEP): A not-for-profit organisation with significant experience in supporting school clusters in rural and regional Victoria. For advice, contact contact@cep.education.vic.gov.au.

Related policies

• Annual Implementation Plan (AIP)
• Annual Report to the School Community
• Curriculum Programs Foundation to 10
• Data Collection and Surveys
• Excursions
• Finance Manual – Financial Management for Schools
• Professional Learning Communities
• Risk Management – Schools
• School Communications Toolkit
• School Networks
• School Review
• School Strategic Plan
• Student Voice, Agency and Leadership
• Supervision of Students
• Travel
• Working in More Than One School

Relevant legislation

• Education and Training Reform Act 2006

Guidance

This guidance contains the following chapters:

• Forming a school-led cluster
• Cluster governance and administration
• Clustering – shared school activities

Forming a school-led cluster

Consider local need

When forming a school-led cluster, schools are encouraged to consider:

• What challenge or issue does the cluster aim to address?
• How many schools are needed to make shared initiatives worthwhile?
• Are there geographical or contextual factors to be considered?
• Are there existing cluster arrangements for the same or similar purposes?
• What are the commonalities and connection points, including strengths and existing informal networks?
• What areas of work would the cluster pursue, and what would that look like?

If the above points have been considered and multiple schools are interested in establishing a cluster, the next recommended step is to bring the school representatives together to develop a Cluster development plan (refer to the Resources tab for a template), to support cluster planning and implementation that can be reviewed at an annual general meeting.

Planning for success

Schools are required to complete an Annual Implementation Plan and to contribute to their School network plan (DOCX). As part of the school network plan, clusters of schools can document their actions and expected evidence of change.

For clusters wanting to develop a more formalised approach to their work, the Cluster development plan template, developed with Country Education Partnership (CEP), provides a structure for a group of schools to discuss, agree and document the arrangements of their cluster.

The Cluster development plan can be used to support schools to:

• establish the purpose of the cluster
• identify the needs, goals, actions, values and visions of their cluster
• understand the separate and combined strengths, challenges and resources of schools in the cluster
• reach agreement on cluster roles and responsibilities
• develop a 12-month (or more) action plan
• consider communication and engagement – who is responsible for communication and how the cluster will communicate
• consider and reach agreement on governance and administration
• establish a financial plan
• establish the key work areas which can include student focused initiatives, staff initiatives and strategic and whole school initiatives.

A Cluster development plan may not be necessary for a single event, such as a camp or excursion.

Refer to the Resources tab for the Cluster development plan template.

Commitment to the cluster

Initially, it is recommended that school principals are the lead representative for their school. They provide the authorising environment for cluster activities and are key to engaging and leading staff, students and the school community.

It is important that schools prioritise time and resources towards their cluster arrangements, if they are to remain sustainable and achieve desired outcomes. Seeking input from staff, lead teachers and students during the planning and implementation phase can promote engagement and secure commitment to the cluster.

Student input can play a critical role in developing and steering the cluster, particularly for clusters that seek to support and expand access to curriculum options and subject selection, incursions, excursions and other student activity-based clustering.

It is recommended that the cluster plans activities well ahead, and meets regularly (for example, termly) to support and ensure:

• strong communication across the cluster, so that any issues or challenges are addressed early
• schools share the cluster load by dividing and/or having a clear understanding of cluster roles and responsibilities
• regular opportunities to review, reflect on and plan cluster activities
• mutual agreement on what success looks like, in terms of measures and goals
• a strong sense of trust and collegiality within the cluster.

Once cluster activities become embedded in the school community, the cluster agreement and arrangements between the clustering schools will evolve, adapt and be better able to withstand significant changes across the schools, such as changes in school leadership.

Cluster governance and administration

Leadership and meeting structure

Most clusters meet termly and are represented by principal class officers.

Administrative responsibilities including chairing, minutes, agendas, and financial reporting are either shared across the cluster or are the responsibility of a cluster administrator or coordinator. Sometimes, schools agree to pool resources, integrating the administration within position responsibilities of a staff person at one of the participating schools. This is a decision for the cluster. If this is agreed, it’s important to clearly identify who is responsible for performance management of staff, and to consider salary on-costs.

It is recommended that decisions on meeting frequency, responsibilities and actions are agreed and recorded in the Cluster development plan. This can be reviewed annually at an annual general meeting and shared with new principals as part of their integration into the cluster.

Cluster roles and responsibilities

Membership

School-led clustering is a voluntary arrangement between schools and is not bound by specific department-defined geographical areas.

The cluster activities described in this policy are focused on partnerships between government schools of any size.

Schools can work with senior education and improvement leaders (SEIL), their curriculum area leader (CAL) or CEP to identify which schools could be suitable for a cluster arrangement.

When considering making a cluster, it is important to consider the practicalities of active collaboration and engagement with other schools.

Member school roles

To realise the greatest benefits, it is recommended that schools engage in clusters by:

• contributing to development of the Cluster development plan, a memorandum of understanding and/or other strategic or action plan documents
• nominating staff for the cluster’s governance group, which is ideally a principal class officer
• actively engaging in cluster operations, including ensuring lead staff can attend and participate in cluster meetings and activities
• working closely with area SEILs and CALs, to keep them informed and engaged with cluster activities.

Cluster leadership

It is essential that a lead representative from each school is nominated for the cluster, with a clear understanding of roles and responsibilities – outlined in the Cluster development plan.

The recommended range of responsibilities includes:

• cluster operations, such as managing the daily operations of the cluster
• chairing and managing meetings (can rotate responsibility across the cluster)
• implementing student, staff and whole-school initiatives
• stakeholder engagement, such as:
  • acting as the central point of contact with the leadership group and with parents/carers, students and the broader community
  • identifying and developing relationships with new stakeholders that will benefit the cluster’s objectives and goals
• communications and documentation, such as:
  • developing cluster communications products, including promotional and information materials, and managing their dissemination
  • developing and maintaining cluster documentation.

Succession planning

Planning for succession can help ensure clusters continue to flourish through staffing and leadership changes. For example, schools could include information about the cluster in recruitment materials for leadership positions so that potential candidates are aware of the cluster and can ask questions during recruitment. Refer to the Cluster development plan template (DOCX) for more examples of succession planning.

Support for school-led cluster arrangements

SEILs and CALs

The department’s SEILs and CALs provide ongoing support to clusters and can strengthen cluster planning and operations. For new clusters, SEILs and CALs can support the initial development of a shared vision and implementation of structures to support increased collaboration. For long-term clusters, SEILs and CALs can support clusters to deepen the engagement of the cluster from more incidental student focused initiatives to strategic and whole school cluster initiatives.

There are 8 CAL positions located across 7 (of the total 11) department areas in rural and regional Victoria:

• Central Highlands
• Goulburn
• Inner Gippsland
• Loddon Campaspe
• Ovens Murray
• Outer Gippsland
• Wimmera Southwest.

CALs support schools to address challenges associated with curriculum choice and quality in rural and regional schools and facilitate school-led clustering arrangements as a mechanism for strengthening learning and teaching.

CALs can provide support by:

• working with schools to plan and implement collaborative provision models, adopt blended learning approaches and improve use of technologies or virtual learning
• connecting clusters of schools with other DE initiatives and policies relating to curriculum delivery, such as the Victorian Teaching and Learning Model 2.0
• identifying teaching capability needs and support through professional development, mentoring and networking opportunities
• supporting cultures of challenge, collaboration and continuous improvement
• drawing on and connecting school-based staff with system resources to support effective practice.

Schools can contact their CAL via their SEIL, who will facilitate a referral to the aligned CAL. Schools can also email rural.regional.reform@education.vic.gov.au to be linked to their aligned CAL.

Country Education Partnership

The Country Education Partnership (CEP) is an independent organisation funded by the department to support and facilitate clustering arrangements between small rural schools. CEP supports school-led clustering at all stages – from the early stage of building relationships between schools, to supporting cluster longevity. CEP has a high level of expertise in this area and can provide support by:

• working with clusters to establish appropriate structures, processes and key initiatives
• setting out an agreed approach in a Cluster development plan
• supporting the implementation of cluster initiatives and providing existing examples of effective clusters to inform the approach
• attending, supporting and participating in cluster meetings
• providing administrative support to help run the cluster.

For more information on the role of the CEP in supporting school-led clusters, visit their webpage Clusters – Country Education Partnership.

Cluster success indicators, review and reporting

Discussing and agreeing on review and reporting parameters is important, as is identifying cluster goals and implementing the cluster actions, which can be built into the Cluster development plan.

Depending on the cluster's focus area/s, sharing and understanding baseline data can help the cluster identify success indicators.

Agreeing and maintaining cluster outcomes data can be used to support shared grant applications and can be a helpful tool when communicating with department staff, parents/carers and the broader school community, where appropriate, on cluster outcomes.

Finances

Clusters can establish a financial plan that specifies the funding commitments of each member school to support agreed cluster activities and resources. The financial model may be based, for example, on a user-pays approach for individual activities, or through an annual contribution from each member school to meet the projected needs of the cluster.

Cluster financial arrangements operate within the requirements of the department’s Finance Manual – Financial Management for Schools policy.

When commencing as a cluster, the cluster is strongly recommended to discuss and ensure there is clear agreement on items such as:

• the funding to be contributed, including any agreed affiliation fees or charges, for each school
• expectations of what funds will be spent on
• who has the authorisation for payment of accounts and ordering of supplies.

If there is a host or a base school, the school needs to advise their school council that funds for identified specific purposes will be managed by the school and indicate the sub-program. It is also important to ensure the purpose of the program is documented.

Pooling Student Resource Package to deliver programs

Schools can pool Student Resource Package (SRP) funding, such as Instrumental Music Programs funding, and Schools’ Mental Health Fund and Menu funding, to jointly deliver programs or curriculum. Pooling SRP funds to deliver specialist programs can:

• strengthen workforce retention by increasing hours of employment for specialist teachers, working across multiple schools
• provide students with a broader range of options, such as more musical instruments to choose from
• enhance collaborative experiences for students, such as school performances, shared incursions or excursions
• improve buying power for activities such as Outside School Hours Care (OSHC) or cleaning.

For guidance on setting up split ledgers for shared teaching staff or other SRP lines, contact 1800 641 943 or log a HR service call with the DE Services Portal.

For other financial support, contact schools.finance.support@education.vic.gov.au.

For more information on sharing Mental Health fund across schools, refer to the Mental Health Fund and Menu policy.

CASES21

A host or base school:

• activates a dedicated sub-program
• invoices the participating schools for their payments (if required) using the Sundry Debtors module is the best option for this
• uses Revenue Code – GL73541 – Transfers from other Schools (refer to the Chart of Accounts in the Finance Manual for advice on GST coding).

The cluster ensures that:

• financial reports are tabled, and minutes are reflected correctly at cluster meetings
• any changes to authorising of invoices is documented, and the managing school is aware of the changes
• the school council for the host school receives reporting on the cluster funding
• the Financial Commitments Summary – End of Year represents the funds as a School Shared Arrangements
• the hosting school is aware of fringe benefits tax (FBT) responsibilities and obligations and provides accurate documentation and reports reflecting financial matters.

In line with the Finance Manual, if there is movement of funds or closure of a program, the host school needs to:

• inform their school council that the funds are being moved to another school, or the program is ceasing
• ensure participating schools agree upon distribution of residual funds.

If moving the funds to another school, use the following CASES21 code:

• GL89360 – School to School Transfers.

Sharing information

Sharing activities can lead to sharing student information and schools are recommended to review the requirements of the Privacy and Information Sharing policy.

When schools will be clustering for the upcoming year, they are advised to inform their school community. Schools can use the parent consent for information sharing template to help avoid surprises as part of good privacy practice and privacy compliance.

If opt-in consent is required for specific activities, including those where health information is shared with cluster schools, then schools can use the appropriate section of the template.

Please contact the Privacy Team on 03 8688 7967 or at privacy@education.vic.gov.au for assistance regarding sharing student personal information.

Clustering – shared school initiatives

School-led clustering can be done in a variety of ways to suit the schools’ needs and the level of sharing between schools. A school-led cluster can develop over time and may first come together for standalone events (for example, a camp or major excursion) and then grow and formalise larger student, staff and whole school initiatives over time.

A common strategy for many types of clustering is pooling resources, which can enrich options for students and staff and provide financial benefits for schools. Smaller schools can often reduce costs and provide a broader range of activities for students by jointly contracting services such as incursions, camps, excursions, or jointly purchasing resources.

Sharing physical resources such as classroom exams, class novels, and science equipment can enrich student learning and wellbeing. When different schools invest in different resources, all students across the cluster can utilise a wider range of materials.

Each cluster is strongly encouraged to determine and agree on how resources will be pooled, shared and used to deliver activities.

Student-focused initiatives

These initiatives bring students from multiple schools together to increase the viability of specialised subjects and extracurricular activities while also building peer networks, developing social skills and providing connection to a wider community. They can also reduce the administrative effort of organising learning, social, cultural and health activities. These can include:

• classes for specific curriculum areas
• regular ‘cluster days’ in which schools or classes come together at one site to increase student peer networks and social groups, for example, in small schools with limited student numbers per year level
• camps and excursions
• incursions in areas such as culture, arts, health
• school athletics, arts or cultural days
• school formals and other social activities
• school presentations, end of year celebrations, graduations.

Delivering combined school activities can be an effective way to broaden students’ options and meet student needs and interests, including building support groups among their peers to increase social connection and sense of belonging.

Sharing the hosting responsibility for cluster activities can help streamline operations and strengthen overall relationships. For example, some schools rotate the role of host, enabling students and staff to visit and participate in activities at different schools each term. This approach fosters pride among host school students, broadens exposure to a variety of activities and environments, and builds strong peer-to-peer relationships across the cluster.

In some clusters, the host role may remain with one school, while resources are shared based on each school’s strengths. For example, one school might host the graduation event because it has the most suitable venue, while another provides transport using its available vehicles. Considering staffing strengths and interests will also help when planning what and how a school might lead or participate in the cluster activity.

Bringing together students from different schools can increase the viability of offering a subject that individual students would otherwise not have access to. This is related to sharing staff to expand subject offerings which is detailed below.

All excursions must be planned in accordance with the requirements outlined in the department’s Excursions policy and the mandatory Excursion guidelines.

Staff-focused initiatives

These initiatives help schools build staff capability through joint curriculum planning and professional learning and share staff capacity to deliver programs across multiple locations.

Sharing staff

A shared staffing arrangement can be considered when schools experience workforce challenges in delivering mandated or desired curriculum activities or extra-curricular activities.

Sharing teaching and other staff can help schools overcome workforce challenges and expand subject offerings and expertise available to students. It can benefit staff and schools by better matching teaching expertise against subjects and enhancing financial efficiencies across the cluster.

There are various recruitment and staffing strategies that can be utilised to enable an employee to work across more than one school, including where:

• there is one base central location or school location that pays the employee’s salary and the assignment of work delegation is exercised for the employee to work at other locations (for example, to teach at another school)
• an employee is successfully appointed to part-time vacancies at multiple schools, where one base school is assigned for administrative purposes and each school pays the employee for the respective hours worked at their school
• a single vacancy is advertised for a position to work across multiple schools, where one base school is assigned for administrative purposes, and each school pays the employee for the respective hours worked at their school
• a temporary or permanent administrative transfer is arranged with a base school for an ongoing employee to work at more than one school, with one base school assigned for administrative purposes, and each school pays the employee for the respective hours worked at their school.

Arrangements for an employee to work in more than one school can:

• ensure students continue to access specialist subjects, including VCE, particularly where recruitment is difficult
• provide a cost-effective option when class sizes are small, by employing one teacher across multiple schools rather than one per school
• secure a teacher by offering a suitable number of employment hours across schools
• ensure subject delivery is matched with teaching expertise
• act as a backfill option if a teacher leaves during the year.

For guidance on shared staffing arrangements, refer to the Working in More Than One School policy and guidelines.

For any advice or assistance with recruitment and staffing strategies, schools can contact Schools Recruitment on 1800 941 643 (option for Recruitment) or at schools.recruitment@education.vic.gov.au.

Shared curriculum planning and delivery

Schools may consider forming a cluster of 2 or more schools to support shared curriculum development, planning and delivery.

Schools may plan and deliver curriculum within an existing cluster or commence clustering with the key purpose to undertake shared curriculum planning and delivery.

This approach can strengthen teaching and learning by:

• reducing professional isolation, especially for teachers in small rural schools
• creating opportunities for teachers to connect regularly, share expertise, and collaborate on curriculum development
• coordinating shared professional learning activities
• developing new teaching strategies that improve both student outcomes and teacher practice.

When undertaking shared curriculum planning, it is recommended that schools consider:

• the alignment of curriculum approaches between the clustering schools
• the support, willingness and readiness of teachers and leaders to collaborate
• developing a plan that outlines the roles and expectations for each school and participating staff member being clear on the purpose of coming together to cluster with other schools
• considering whether the work is evenly shared
• clear protocols for developing and sharing curriculum, resources and expertise
• clear feedback loops to support the success of the cluster
• ongoing monitoring of effectiveness and workloads.

Schools may also consider clustering to implement department initiatives and priorities, for example, shared curriculum days to collaborate on embedding the VTLM 2.0 or Victorian Lesson Plans.

For further advice on shared subject delivery and clustering, schools are encouraged to contact their SEIL or CAL.

Shared professional learning

Cluster-wide professional learning days provide an opportunity to enrich the skills of staff and provide a shared base of knowledge to support practice within the cluster.

Professional Learning Communities (PLC) are an important part of the architecture for improving student outcomes in government schools. They provide a system for collaboration at the school level, providing opportunities for teachers and relevant Education Support (ES) staff to work together in small teams.

PLCs are focused on improving teaching practice, drawing on contemporary evidence of effective teaching through implementation of the Victorian Teaching and Learning Model 2.0. The selection of instructional strategies is informed by trends in student data.

Schools may consider clustering to support and extend on the work of PLCs. The following professional learning activities could be used by clusters in support of PLCs:

• establishing communities of practice that align with common focus areas for PLCs, such as analysing student data
• conducting peer observations and reflections on practice virtually or via the sharing of videos
• engaging in coaching conversations with knowledgeable others, such as a literacy or numeracy learning specialist or a high ability practice leader
• moderation of student work samples
• sharing best practices, resources, and innovative approaches.

For further guidance and resources for PLCs, refer to Professional Learning Communities.

Strategic and whole school initiatives

These initiatives bring together schools with shared goals and challenges for holistic strategic planning, which can include implementing department initiatives. Schools in clusters can develop common School Strategic Plans, undertake common School Reviews and develop common Annual Implementation Plans (AIPs).

Implementing department initiatives such as the Victorian Teaching and Learning Model 2.0 could be enabled and enhanced through a strategic approach across a cluster.

Sharing or pooling data

Data analysis is a critical tool in school clusters and will require aggregating data from clustered schools to highlight strengths, identify areas for focus and monitor improvement over time. It can also benefit small schools who may face limitations in data sets reported for individual schools due to privacy or small cohort sizes.

The department can assist with sharing or pooling data to support cluster activities. Please contact school.performance.data@education.vic.gov.au.

Shared school reviews and planning approaches

The department supports schools to undertake shared school reviews where this approach benefits participating schools and keeps improvements to teaching and learning at the core.

A shared school review can involve 2 or more schools. There is no prescribed model of how it should be conducted, as the process reflects the needs and visions of the participating schools, and be planned with their SEIL. If schools are interested in a cluster review, their SEIL will follow up with the School Planning, Review and Annual Reporting Unit to coordinate the timing.

Benefits of a shared school review may include:

• where schools are small and may not have the student numbers to provide school cohort data, it can be beneficial to aggregate data sets within a cluster. This can help schools understand community trends and inform curriculum planning by reflecting on similarities, differences and trends across schools
• pooling student cohorts to plan for and implement shared curriculum and shared student activities
• planning for shared and targeted professional learning activities
• strengthening an existing cluster by taking it to the next level of collaboration
• commencing or trialling working as a cluster, by identifying area/s of shared focus
• sharing and reducing workload for school leaders.

If desired, the cluster schools can develop common key directions for their next School Strategic Plans.

Very small schools may wish to collaborate on AIP implementation as a network or cluster. In these instances, schools may have shared actions but undertake different tasks in response to their context. Schools can support each other with monitoring and critically reflecting on implementation.

More information about cluster reviews and other school review support for small schools can be found in the School Review policy. Schools may also contact the school review team on schoolreview@education.vic.gov.au.

Resources

Tools and templates

• Cluster development plan template (DOCX) – developed with Country Education Partnership, provides a structure for schools to consider the governance and administrative arrangements of the cluster
• Country Education Partnership – supports rural schools to plan, implement and embed school-led cluster arrangements
• Cluster letter template (DOCX) – schools can use this resource to tell parents/carers about a new or existing cluster between Victorian government schools
• Privacy information sharing parent consent template (DOCX) – schools can use this resource with parents/carers when sharing information about students between schools within their cluster to fulfill information sharing consent requirements
• The Pyrenees Cluster is a successful long-term partnership of schools in Victoria’s South-West Region. Find out more in this case study (DOCX)