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 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 . 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
Reviewed 29 May 2026