Student Resource Package – Equity Funding (Student-Based Funding)

Policy

This policy provides information about how funding is allocated to schools through the Student Resource Package (SRP) for additional learning needs.

Details

Equity funding is one of two types of student based funding. The other type of student based funding is Core Student Learning Allocation Funding.

Student based funding represents the main funding source for all schools and comprises approximately 90% of the total SRP provided to schools. This funding is designed to cover core teaching and learning, leadership, teaching support, professional development, relief teaching, payroll tax and superannuation costs for the school.

The SRP provides equity funding where additional funding is required to compensate for additional learning needs. The specific types of Equity funding are listed below.

The Guidance tab provides information about each of the specific types of equity funding:

Education State (including additional Gonski)

• Equity (Social Disadvantage)
• Equity (Catch Up) 2026

Other equity

• Mobility

Programs for Students with Disabilities

• Program for Students with Disabilities Levels 1-6
• Special School Complexity
• Interpreter Staff Salaries
• Medical Intervention Support
• Special School Transport Administrative Cost

English as an Additional Language

• EAL Program Funding
• EAL Contingency Funding

Disability Inclusion

• Tier 2 School level funding
• Tier 3 Student level funding
• Disability Inclusion transition funding

Schools are expected to use SRP funds for the purpose for which it was allocated.

For more general information on the SRP, please refer to the Student Resource Package – Overview page.

Related policies

• Disability Inclusion Funding and Support
• EAL – Support and Funding
• Finance Manual – Financial Management for Schools
• Framework for Improving School Outcomes
• Student Enrolment Census
• Student Resource Package – Overview
• Student Resource Package – Core Student Learning Allocation funding (Student Based Funding)
• Student Resource Package – Managing the Budget
• Student Resource Package – School Infrastructure
• Student Resource Package – School Specific Programs
• Student Resource Package – Targeted Initiatives
• Students with Disability

Contacts

SRP Support
Phone: 1800 641 943
Email: studentresourcepackage@education.vic.gov.au

Contact details: Services Portal (Service Request SRP Option) phone: 1800 641 943

For queries regarding the PSD: Services Portal (‘log a request’ and select ‘PSDMS’)

For queries regarding EAL:
Phone: 03 7022 1111
Email: eal@education.vic.gov.au

Guidance

The SRP provides Equity Funding where additional funding is required to compensate for additional learning needs. These needs are categorised as:

Education State (including additional Gonski)

• Equity (Social Disadvantage)
• Equity (Catch Up) 2026

Other Equity

• Mobility

Programs for Students with Disabilities

• Program for Students with Disabilities Levels 1-6
• Special School Complexity
• Interpreter Staff Salaries
• Medical Intervention Support
• Special School Transport Administrative Cost

English as an Additional Language

• EAL Program Funding
• EAL Contingency Funding

Disability Inclusion

Applicable to schools in Bayside Peninsula, Barwon, Central Highlands, Inner Gippsland, Loddon Campaspe, Mallee, Outer Eastern Melbourne, Ovens Murray and Western Melbourne Areas, as well as 10 specified supported inclusion schools in 2023:

• Tier 2 School-level funding
• Tier 3 Student-level funding
• Disability Inclusion transition funding

Equity (Social Disadvantage) (Reference 11)

Funding for Equity (Social Disadvantage) provides individual support for students from disadvantaged backgrounds, increasing with the level of disadvantage at the school.

Students from socially disadvantaged backgrounds often fall behind their peers when they enter the education system. Increased funding for schools has proven to raise educational outcomes, particularly for socially disadvantaged students. Schools will use Social Disadvantage funding to deliver tailored educational programs to meet the needs of student cohorts.

Equity (Social Disadvantage) loading allocates funding based on parental occupation, parental education, living arrangements, and the level of disadvantage in a school. Students with the highest level of need will receive the most funding to ensure schools have sufficient resources to support them. The loading is needs-based, however, to increase year-on-year stability for schools – a floor on negative funding changes and a weighted rolling average is applied to this loading.

Whilst having similarities to the former Student Family Occupation (SFO) index, the Equity (Social Disadvantage) funding contains some important differences:

• Social Disadvantage utilises both the Student Family Education (SFE) and SFO index, further strengthening the targeting of existing and new equity funding.
• The median threshold previously used under the SFO for equity no longer exists.
• All students identified with high needs will be provided with funding, including those students who are in out-of-home care.

Eligibility

All school types are eligible. Students identified with high needs will be provided with funding at school level.^*

Funding will be calculated at the Indicative budget cycle only. Funding is allocated as cash and credit funding. From 2026 the credit and cash composition will be altered to reflect a 90/10 split, the credit portion will be altered from 50% to 90% and the cash portion will alter from 50% to 10%.

How Social Disadvantage is identified

The level of Social Disadvantage is measured through the student’s Student Family Occupation and Education (SFOE), which is a combination of their SFO and SFE categories. The matrix below in Table 1 depicts the possible SFOE categories a student may have. These categories determine the Disadvantaged backgrounds and Social Disadvantage students would be categorised in. There are 2 levels of Social Disadvantage loadings available, depending on the student’s level of need:

• Level 1: For students with parents who are unemployed with below a diploma level education or have lower skilled jobs with very low or low education, and students who are in out-of-home care.
• Level 2: For students with parents who have various combinations of medium and low skilled jobs and education levels or are unemployed with a diploma level education.

Table 1

The letters (A to U) in the far right columns reference SFO categories

NOTE: Students listed in CASES21 as being in Living Arrangement A (out-of-home care) will attract Level 1 Funding regardless of their SFOE category.

The density of need according to each school’s new SFOE index will further weigh the Social Disadvantage loadings.

To calculate the SFO index, the parents' occupations are categorised and weighted according to the categories found in Table 2 below.

Data regarding occupational categories and student living arrangements are collected each year as part of the August census.

While schools can access Panorama data, this is not used for SRP funding purposes. Only data collected at census is used for SRP funding.

Table 2

Data recorded in the August census as 'unknown' is allocated to the SFO density category as ‘Occupation Group A’ and attracts a zero weighting.

For detailed categorisation of SFO occupational categories please refer to the link below:

Student Family Occupation Education Portal

SFO, SFO and SFOE index calculation

The SFO index is then calculated using the method below:

SFO calculation = (Number of students × Weighting for each occupational category)/Total number of students based on the occupational groupings and weightings in Table 2

To calculate the SFE index, the parent’s educational qualification is categorised and weighted according to the categories found in Table 3 below. Data regarding educational qualifications is collected annually as part of the August census.

Table 3

NOTE: CASES21 Code 8 is No non-school qualification and defaults to the highest year of school completion.

The SFE index is then calculated using the method below:

SFE calculation = (Number of students × Weighting for each educational category)/Total number of students

To determine the SFOE index with the SFO and SFE indices, the following calculation is used:

SFOE calculation = (SFO index + SFE index)/2

Example: If a school has an SFO of 0.6342 and an SFE of 0.6156, the SFOE index would be 0.6249.

How social disadvantage funding is calculated

Social Disadvantage funding is allocated to schools based on the number of eligible students. Measures are applied to ensure funding remains stable while reflecting the need profile of current and recent student cohorts. A weighted rolling average is based on the current year and the following 2 years preceding will be used to determine the inputs to calculate Social Disadvantage funding allocations. The weightings are 70% of the current year, 20% of the prior year, and 10% of the year before that will be applied to the campus SFOE index and the number of eligible Level 1 and 2 students.

To determine how much Social Disadvantage funding a school will receive, the following method is used (weighted accordingly for the current year and the 2 previous years):

• The school’s SFOE is used to calculate the rate of Social Disadvantage loading each student will attract. Where a school’s SFOE is at or below the Minimum SFOE threshold, the minimum rate of each loading will be applied and, where it is at or above the Maximum SFOE threshold, each student attracts the Maximum rate for their loading. (Thresholds and rates can be found in Table 4).
• For schools with an SFOE between the Minimum SFOE threshold and the Maximum SFOE threshold, the rate will be tapered based on their SFOE index. To determine the taper, the following calculation is used:

Taper = ((Campus SFOE − Minimum SFOE threshold) / (Maximum SFOE threshold − Minimum SFOE threshold))

This is then applied to each loading rate by:

Minimum funding rate + (Taper × (Maximum funding rate − Minimum funding rate))

• Once the Social Disadvantage loading rates are determined for the school, it is multiplied by the number of enrolled students eligible for either the Level 1 loading or Level 2 loading. The enrolment is based on the students recorded in the August census of the preceding year.
• The school’s overall Social Disadvantage funding is calculated by combining both the total Level 1 and Level 2 loadings for eligible students.
• To further reduce negative funding variability, a $90,000 floor on negative funding changes is applied to a school’s Social Disadvantage funding allocation from one year to the next. This means that a school’s Social Disadvantage funding allocation will not be reduced by more than $90,000 year-on-year.

Example of Loading calculations for a primary school (excluding the floor):

• Level 1 student: ($1,443 + ((0.5797 − 0.3397) / (0.6192 − 0.3397)) × ($5,792 − $1,443)) × 167 enrolments = $864,623
• Level 2 student: ($722 + ((0.5797 − 0.3397) / (0.6192 − 0.3397)) × ($2,898 − $722)) × 125 enrolments = $323,810
• Total Social Disadvantage funding: $864,623 + $323,810 = $1,188,433

Table 4

*The minimum funding allocation = $5,000

The enrolment is based on the numbers of Level 1 and 2 students recorded annually in the August census of the preceding year. Data for 2026 is calculated using August 2025 census data submitted by schools and is not adjusted for the 2026 calendar year. The rolling weighted average also relies on August census data from the 2 periods prior (2024 and 2023).

Equity (Social Disadvantage) funding displayed in the Student Resource Package (SRP) reports

Funding calculated through the Equity (Social Disadvantage) formula is displayed in the SRP reports under the section titled Education State (Including Additional Gonski).

^{*The equity calculation for Parkville College is undertaken outside the standard formulation outlined in this section.}

Equity (Social Disadvantage) extraordinary growth

For schools that experience a significant growth in enrolments in the February census compared to the SFOE census held in August of the preceding years, Social Disadvantage (SD) Extraordinary Growth line funds the percentage growth more than 50% if the enrolment growth is higher than a threshold (Threshold for secondary schools = 20 and for all other school types = 10). Funding rates are the same as the rates for Equity (Social Disadvantage).

Additionally, Equity (Social Disadvantage) Extraordinary Growth funding is provided to secondary campuses in their first 6 years of operation by reducing the enrolment growth threshold 50% to 0% for these settings only for a duration of their first 6 years.

Equity (Catch Up) 2026 (Reference 158)

Equity (Catch Up) funding targets government secondary school students who need additional support in literacy and numeracy, enabling schools to provide evidence-based learning interventions. Schools are encouraged to use a portion of their Equity (Catch Up) funding ($835 per student) to deliver small group learning to students who need additional support.

Identifying eligible students

Government school students identified as ‘needs additional support’ in their most recent National Assessment Program – Literacy and Numeracy (NAPLAN) results attract Equity (Catch Up) funding.

In 2026, eligible students will attract Catch Up funding of $1,094.34.

This funding is not affected by the school’s or student’s level of disadvantage and is based only on the academic achievement of the student.

The number of students is aggregated at a campus level to provide a total number of students per campus.

An update of student movements, using updated NAPLAN data, is applied annually post the confirmed SRP budget release.

Year level match to NAPLAN results

A student’s most recent NAPLAN Reading assessment result will be used to determine their eligibility for the Catch Up loading.

The number of eligible FTE enrolments at each campus is determined by matching the current year February census enrolment records to their corresponding NAPLAN Reading status (as per the table below for 2026 Catch Up). The FTE update for current year occurs at the post confirmed SRP budget release.

* 2026 Year 7 student data is not yet available, so the Year 5 NAPLAN data of 2025 Year 7 students have been used to predict 2026 Year 7 allocations at each campus.

Note: Schools can identify students to be supported through Equity (Catch Up) funding via Panorama.

Absent, exempt, unmatched and withdrawn students

In 2026, students will not be eligible for Catch Up funding if they:

• were absent from their latest NAPLAN Reading assessment
• were exempt from sitting their latest NAPLAN Reading assessment
• cannot be matched with their NAPLAN data (for example, they sat their test interstate)
• are recorded as withdrawn and did not sit NAPLAN.

Students previously receiving Equity (Catch Up)

In 2026, if a student who in 2025 received the Catch Up funding, due to being previously assessed as ‘needs additional support’ (or below national minimum standards if prior to 2023), has been assessed as above 'needs additional support’ in their latest NAPLAN Reading assessment’, the student will receive a reduced ‘previous Catch Up’ funding of $547.18.

Eligibility

Secondary and Primary/Secondary combined schools with the following campus types are eligible for Equity (Catch Up) funding at a campus level:

• Secondary
• Primary/Secondary combined
• Community
• Special Development
• Language.

Funding is allocated as 10% cash and 90% credit funding.

Rates – 2026

Calculation

A campus’s overall Catch Up funding allocation is determined by combining the amounts from the following calculations:

• Number of secondary graded students reported as ‘needs additional support’ in their latest NAPLAN Reading assessment × ‘needs additional support’ per-capita rate
• Number of secondary graded students who previously received the Catch Up loading but are no longer eligible × ‘previous Catch Up’ per-capita rate.

Mobility (Reference 14)

Mobility funding supports schools with high levels of student mobility over a sustained period. This funding should be used by schools to design and provide programs specific to mobile students' needs.

Schools eligible for mobility funding are those with a transient enrolment density equal to or greater than 10% when averaged over 3 years and must have mobility enrolments in all 3 years. The transient enrolment density for each school is a measure of the number of students who enrolled at the school during abnormal times as defined by the following criteria:

• Students who enrolled at the school in the previous year after the mid-year census and up to 30 November OR who enrolled in the current year between 1 March and the current mid-year census are counted as transient enrolments.

Transient enrolment density is calculated as the school’s transient enrolment divided by the total school enrolments provided in the August census of the previous year.

Eligibility

Schools with the following campus types are eligible for mobility funding at campus level if they meet the transient criteria above:

• Primary
• Secondary
• Primary/Secondary combined
• Community.

Funding is calculated at the Indicative budget cycle. Funding is allocated as cash and credit funding.

From 2026, the program will start being phased out and be fully phased out by 2029 and schools will receive 75% of their full funding entitlement in the 2026 SRP.

Calculation

Mobility funding = Base + (Total transient enrolments × Student per capita rate)

Example: a school with 25 transient enrolments would calculate their funding as:

Base + (Total transient enrolments (25) × Student per capita rate)

Rates – 2026

• Base rate $2,145
• Per capita $297

Program for Students with Disabilities Levels 1–6 (Reference 15)

The Program for Students with Disabilities (PSD) is a targeted supplementary funding program for Victorian government schools. It provides resources to schools for a defined population of students with disabilities, with high needs, to support the provision of school-based educational programs.

Schools receive funding for students with current eligibility at one of six levels, informed by the responses provided to the Educational Needs Questionnaire.

Use of funding

Resources provided to the school can be used in a number of ways to support students, including:

• teaching staff
• specialist staff (for example, Special Needs Coordinator, occupational therapist, speech pathologist)
• consultancy or professional development
• specialist equipment or materials
• education support staff
• associated payroll tax
• superannuation.

PSD resources assist schools to meet their obligations under the Disability Discrimination Act 1992 (Cth); they do not define or limit the support provided by a school for a student with a disability.

The Student Support Group is the primary source of advice to the principal regarding personalised learning and support required. Schools are required to establish Student Support Groups for all students supported under the PSD, refer to Student Support Groups.

It is the school's responsibility, in consultation with parents/carers in the Student Support Group, to determine the specific nature of the support required. Schools are required to consider their total budget in supporting a student with a disability.

Program for Students with Disabilities funding allocations will be progressively replaced by Disability Inclusion funding.

Eligibility

Schools with the following campus types will receive Program for Students with Disabilities funding at school level for eligible students:

• Primary
• Secondary
• Primary/Secondary combined
• Special
• Language
• Community.

All campus types belonging to Special schools' type are eligible. Special development campuses of mainstream schools are also eligible.

Funding is calculated for each of the 4 school terms and allocated through credit funding.

Calculation details

PSD resources are allocated according to enrolment information provided by schools via the Program for Students with Disabilities Management System (PSDMS) prior to budget-critical dates early each term.

For students in specialist schools, enrolment eligibility and regional approval need to be established.

Where enrolment details are not correct in CASES21, or enrolments are not registered in PSDMS prior to budget critical dates each term, or (for specialist schools) regionally approved, Program for Students with Disabilities funding cannot be guaranteed.

Principals must ensure all students eligible for the PSD are listed on PSDMS prior to these critical dates. Enrolment details for new students, or current students not listed on PSDMS, must be promptly uploaded from CASES21 and registered in PSDMS, see PSDMS, for more details.

Where a student transfers during the school year, resources remaining for the year will be adjusted and made available to the new school from the commencement of the next school term (pending enrolment registration on PSDMS). The SRP is revised at the end of each term to capture these changes.

Schools should make local arrangements to transfer resources for enrolment changes occurring during term.

Where agreement has been reached that a student is enrolled and attends two schools, the allocation will be provided on a pro-rata basis consistent with the enrolment details contained in CASES21 and registered on PSDMS.

Rates – 2026

• Level 1: $8,813
• Level 2: $20,382
• Level 3: $32,174
• Level 4: $43,911
• Level 5: $55,559
• Level 6: $67,270

Example

A school with 5 Level 3 Equivalent Full Time (EFT) would calculate their funding as:

Level 3 EFT (5) × Level 3 rate

This calculation is repeated for all EFT levels at the school.

Levels of funding are determined in accordance with PSD eligibility criteria, which are set out in the PSD Guidelines for Schools below.

Important items to note:

• The Indicative SRP is based on PSD application and enrolment information as at Term 3 the year prior. Allocations are updated in the Confirmed SRP, capturing enrolment and application changes that occur between Term 3 and Term 1.
• PSD allocations should be reviewed termly in PSDMS (Resource Allocation Listing) and the SRP (Budget Details report), and any questions can be logged via the DE Services Portal. Reconciliation requests can only be considered on a one-term basis. Requests for budget adjustments will not be considered beyond the previous term.

Further information

• Program for Students with Disabilities
• Student Support Groups
• PSDMS log in (for registered users)
• DE Services Portal
• Disability Inclusion Funding and Support

Special School Complexity Allowance (Reference 18)

Specialist School Complexity Allowance applies to specialist schools receiving per capita student-based Core Index funding.

Specialist school complexity allowance is calculated once a year (Confirmed budget cycle) by multiplying the Core Index enrolment totals (Reference 5) by a school specific index point from the chart below. The index point is calculated by the weighted mean of the Students with Disabilities index Levels 1 to 6 in the school as at Term 1.

An example of the Special School Complexity Allowance calculation can be seen below.

Index point = 130 (weighted value)/45 (students FTE) = 2.9

Supplementation per student = $1,073.20 (from rates table for index point 2.9)

Special School Complexity Allowance = $1,075.40 × 45 = $48,393.00

Eligibility

Schools with the following campus types are eligible for the specialist school complexity allowance:

• Day Special
• Special Development
• Disability
• Special
• Furlong Park School for Deaf Children.

Calculation

Special School Complexity Allowance = Core Index enrolment × Supplementation per student

Paramedical and Interpreter Staff Salaries (Reference 19)

Paramedical and Interpreter Staff funding is allocated to deaf facilities with secondary enrolments. The funding is inclusive of on costs (12.20% superannuation and 5.40% payroll tax), 1.35% leave loading, plus 1.5% for short-term relief costs.

Eligibility

Schools with the following campus types with secondary enrolments are eligible for Interpreter funding at a campus level:

• Deaf*

*Deaf campuses must be attached to a primary, secondary or primary/secondary combined school.

Funding is calculated at the Indicative, Confirmed and Revised cycles. Funding is allocated as credit funding.

2026 rates

Calculation details

Funding is allocated based on enrolments and resourcing model for deaf facilities.

Deaf facilities with secondary enrolments are funded at a rate of 1 FTE for every 6 enrolments.

For example: A facility with 8 secondary enrolments will be funded for 8 secondary enrolments divided by 6 FTE = (8/6) = 1.33 FTE (rounded).

This is then multiplied with the interpreter staff salary rate (including school oncosts, leave loading, short term relief).

Medical Intervention Support (Reference 20)

Medical Intervention Support (MIS) funding supports schools to engage appropriately trained staff to assist students who require regular, complex medical support at school.

MIS funding is available to support schools to put in place the necessary work arrangements for the delivery of specialised assistance to these students. This involves the engagement of appropriately trained Education Support (ES) staff to undertake duties and responsibilities for delivering supporting procedures, consistent with Level 1, Range 2 of the ES Class.

The ES staff members must have undergone specific training to support the students' medical needs. Training may be provided by an appropriate healthcare provider, or through the Schoolcare Program.

Eligibility

Schools with the following campus types are eligible for Medical Intervention Support funding at campus level:

• Primary
• Secondary
• Primary/Secondary combined
• Special
• Disability
• Day Special
• Special Development
• Deaf

Funding is calculated for each of the four school terms and is allocated through credit funding.

Rates – 2026

Rate per eligible student: $15,876

Medical Intervention Support funding is allocated on a pro-rata basis according to when applications are received from schools and the enrolment time fraction of an eligible student.

In cases where the student transfers to another school, an application for Medical Intervention Support is required from the new school.

Further information

Medical Intervention Support guidelines are available at: Medical Intervention Support.

Special School Transport Administration (Reference 25)

A Special School Transport Administration allocation is used to manage transport arrangements in consultation with bus contractors and parents.

Eligibility

• Special Schools*

*Including primary, secondary and primary/secondary combined schools with a defined special school campus.

Funding is calculated for each of the 4 school terms. Funding is allocated through cash funding.

Calculation

Funding is calculated based on enrolment ranges provided in the rates section below.

For example, a school with 27 enrolments would fall into the 26 to 50 enrolment range.

Rates – 2026

• Enrolment range 0 to 25: 2,877
• Enrolment range 26 to 50: 3,600
• Enrolment range 51+: 4,321

EAL Program Funding (Reference 26)

EAL program funding for mainstream schools

The EAL program funding for primary and secondary schools in the Student Resource Package (SRP) consists primarily of EAL Index funding (Levels 1 to 5) and is provided to schools that meet a pre-determined threshold. Schools that experience a significant increase in their EAL student profile during the school year which takes them beyond that threshold are also eligible for EAL Contingency funding. Refer to EAL Contingency (Reference 27).

EAL Index funding (Levels 1 to 5)

EAL Index funding is made available to schools to staff EAL programs with EAL teachers and Multicultural Education Aides (MEAs).

EAL Index funding is based on data collected from mainstream schools in the preceding August school census. New schools that did not participate in the preceding August census can apply for EAL Contingency funding if their EAL student profile meets the EAL Index funding threshold.

Eligibility

• Primary
• Secondary
• Primary/Secondary combined

Allocation of EAL index funding

EAL Index funding is allocated to schools at campus level to provide EAL programs for students based on the number of students who:

• come from a language background other than English
• speak a language other than English at home as their main language
• have been enrolled in an Australian school for less than 5 years
• attract SRP funding.

Schools should plan programs that are sufficiently flexible to accommodate the changes that occur to their EAL populations during the school year. This can be due to new enrolments or students transferring or leaving.

Calculation

EAL funding is based on an integrated weighted index for primary and secondary students.

This is applied to the number of students identified in the August school census as meeting the EAL Index funding criteria.

A school’s EAL allocation includes a weighting based on the school’s densities of Student Family Occupations (SFO weighting). Refer to Reference 11 for the calculation of SFO.

The SFO weighting reflects the high correlation between student outcomes and family occupation to target funding to schools with EAL learners who have the greatest need.

A campus is required to reach a threshold of EAL funding (EAL index funding + EAL for Likely Refugee Background funding) before EAL Index funding will apply. Thresholds are applied separately to primary and secondary students for Primary/Secondary combined campuses.

Rates – 2026

Funding is determined by:

List 1: EAL Index funding thresholds

• Primary: $29,011.48
• Secondary: $55,332.24

List 2: Index levels and level descriptions

• Level 1 – Foundation – weighting of 1.00 applied
• Level 2 – 2 to 5 years in Australian school Years 1 to 6 – weighting of 2.00 applied
• Level 3 – 2 years in Australian school Years 1 to 6 – weighting of 4.00 applied
• Level 4 – 2 to 5 years in Australian school Years 7 to 12 – weighting of 5.09 applied
• Level 5 – 2 years in Australian school Years 7 to 12 – weighting of 7.64 applied

List 3: Further weightings are applied to campuses based on the campus densities of Student Family Occupations (SFO)

• Level 1 – where a SFO density is less than or equal to 52.73% (0.5273) – a 0.6 weight is applied
• Level 2 – where a SFO density greater than 52.74% (0.5274) but less than or equal to 54.69% (0.5469) – a 1.00 weight is applied
• Level 3 – where a SFO density is greater than or equal to 54.70% (0.5470) – a 1.40 weight is applied

The combined effect of Lists 1, 2 and 3 results in the following matrix:

^{*Due to rounding some rates do not multiply exactly by the weightings above and also the credit cash split has been rounded to equate to the total.}

Teacher salary charges to schools in 2026 will continue to be based on actual payroll debits for individual staff as reflected on eduPay. This includes the actual cost of annual leave loading and all allowances, such as higher duties, special payments and non-cash benefits for teachers.

EAL for Likely Refugee Background students

An additional loading is provided to campuses:

• that have enrolments eligible for EAL Index funding and
• have an SFO weighting below 1.4 (this equates to an SFO density greater than 0.547) and
• have 10 or more Likely Refugee Background (LRB) students enrolled.

In these cases, the school is provided with funding for the LRB students at an SFO weighting of 1.4.

If eligible, the following lines (as applicable) will also appear in a school’s SRP budget details: EAL for Refugees – Primary, or EAL for Refugees – Secondary. As with EAL Index funding, a campus is required to reach a threshold of EAL funding (EAL Index funding + EAL for LRB funding) before EAL for LRB funding will apply. Thresholds are applied separately to primary and secondary students for Primary/Secondary combined campuses.

EAL program funding for English language schools and centres

English language schools and centres and the Virtual New Arrivals Program (VNA) receive EAL Program funding to support a targeted number of students enrolled in their new arrivals programs. The English language schools and some centres provide services through outreach and transition services to newly arrived students who are not yet or no longer enrolled in a full-time new arrivals program.

English language schools and centres or the VNA Program that experience a significant increase in their enrolments before week 5 in term 1 that requires provision of an additional class are eligible for adjustment to their target enrolments for the confirmed SRP. From week 6 in term 1 and beyond they may also be eligible for EAL Contingency funding. Refer to EAL Contingency (Reference 27).

Funding for English language schools and centres is based on target enrolments established by the Statewide Programs and Tech Schools Division in consultation with regions, schools and centres. Classes are funded at a student to teacher ratio of 13:1.

English language schools receive a per target enrolment rate and a base to provide both safety net and support. Both allocations are multiples of the rates that apply in standard settings.

English language centres are campuses of a primary or secondary school. Base support is provided by the primary or secondary school and the centre receives a per target enrolment rate. The Virtual New Arrivals Program receives a per target enrolment rate at English language centre rates.

EAL program funding to English language schools and centres is allocated at campus level.

Eligibility

• English language schools
• English language centres
• Virtual EAL New Arrivals Program

2026 English language school and centre target enrolment rates

In an English language school, primary target enrolments receive a total of $14,885 made up of:

• Credit: $14,023 (referenced in your SRP budget report under Primary per Student Non-Standard Setting (NS))
• Cash: $862 (referenced in your SRP budget report under Primary per Student Non-Standard Setting (NS))

Calculation – for example, an English language school with 26 primary enrolments would receive the following:

• 26 primary enrolments × $14,885 = $387,010

In an English language school, secondary target enrolments receive a total of $17,982 made up of:

• Credit: $17,090 (referenced in your SRP budget report under Secondary per Student Non-Standard Setting (NS))
• Cash: $892 (referenced in your SRP budget report under Secondary per Student Non-Standard Setting (NS))

Calculation – for example, an English language school with 52 secondary enrolments would receive the following:

• 52 secondary enrolments × $17,982= $935,064

In an English language centre, primary target enrolments receive a total of $15,573 made up of:

• Credit: $14,784 (referenced in your SRP budget report under Primary per Student Non-Standard Setting (NS))
• Cash: $789 (referenced in your SRP budget report under Primary per Student Non-Standard Setting (NS))

Calculation – for example, an English language centre with 26 primary enrolments would receive the following:

• 26 primary enrolments × $15,573 = $404,898

In an English language centre, secondary target enrolments receive a total of $18,898 made up of:

• Credit: $18,001 (referenced in your SRP budget report under Secondary per Student Non-Standard Setting (NS))
• Cash: $897 (referenced in your SRP budget report under Secondary per Student Non-Standard Setting (NS))

Calculation – for example, an English language centre with 52 secondary enrolments would receive the following:

• 52 secondary enrolments × $18,898 = $982,696

Multicultural Education Aides

An allocation for the employment of Multicultural Education Aides (MEAs) is made to English language schools and centres based on target enrolments. The current student to MEA ratio is 65:1. Campuses with target enrolments below 65 are entitled to a 1.0 FTE MEA. For campuses with target enrolments above 65, the 65:1 ratio applies.

The 2026 MEA rate is $69,337.

EAL student services

In addition, English language schools and centres receive funding to provide services to EAL students who are not yet or no longer enrolled in a full-time intensive program. These services include outreach services and transition support for high needs Likely Refugee Background students. This is paid at the 2026 salary rate of $137,596 (Credit: $134,246 + Cash: $3,350).

EAL student services (Cluster funding)

In regional and rural areas, primary and secondary schools that coordinate EAL cluster programs are provided with funding to employ EAL specialists to provide advice and guidance to teachers in cluster schools to build their understanding, knowledge and capacity to meet EAL student learning needs.

EAL Contingency (Reference 27)

EAL Contingency funding is provided, budget allowing, to enable the employment of additional EAL teachers and Multicultural Education Aides (MEAs) where mainstream schools or English language schools and centres experience a significant increase to their EAL student profile after their EAL funding has been established for the year.

A ‘significant increase’ for a mainstream school – primary, secondary or combined primary/secondary – means that the cohort of additional students, based on the rates and weightings outlined in Reference 26, attract funding above the relevant EAL Index funding threshold (primary or secondary). This means there is no set number of students a school must enrol to be eligible for EAL Contingency. Each student’s year level and length of time in Australia determines the level of funding they attract.

A ‘significant increase’ for an English language school or centre or the Virtual EAL New Arrivals Program is one which requires provision of an additional class.

EAL Contingency funding is allocated at campus level.

Applications for EAL Contingency funding can be submitted at any time of the school year.

Eligibility

• Primary
• Secondary
• Primary/Secondary combined
• English language schools
• English language centres
• Virtual New Arrivals Program

Applications from mainstream schools

Primary and secondary schools that have experienced a significant increase of student enrolments since their EAL Index funding was established by the preceding year’s August census may apply for EAL Contingency funding. Each application is assessed based on the additional students’ eligibility for EAL Index level funding and the rates and weightings outlined in Reference 26.

New primary and secondary schools will not have participated in the preceding August census. They can apply for EAL Contingency funding to establish an EAL program following the February school census.

To apply, primary and secondary schools should run a Contingency Report ST21038 from CASES21 and email this with a request to be considered for EAL Contingency funding to the EAL Unit at eal@education.vic.gov.au. The ST21038 report is used to compare current enrolments with enrolments from the preceding August census to determine if an increase beyond the relevant threshold has been reached. Schools already receiving Index Funding that apply for Contingency funding must meet the relevant threshold again. Applications from new schools are assessed based on the student numbers in the ST21038 report.

Calculation

EAL Contingency = FTE allocation × teacher rate

For primary and secondary schools, EAL Contingency is calculated based on the change in the school’s EAL student profile between the previous August census and the date of application, as outlined above. Any additional entitlement to EAL Index funding using the levels and weightings outlined in Reference 26, is converted to FTE and paid pro-rata for the remainder of the school year.

Primary and secondary FTE allocations are calculated separately.

Schools that apply within the first 5 weeks of term and meet eligibility requirements are funded for that term and any other remaining terms in the school year.

Schools that apply in week 6 or beyond and meet eligibility requirements are funded for the following and any remaining terms of the school year.

All schools are notified when their request has been approved. Payment is made through the Student Resource Package (SRP) at the end of each applicable term.

Rates – 2026

List 1: EAL Index funding thresholds

• Primary: $29,011.48
• Secondary: $55,332.24

List 2: Teacher rates

Primary schools receive a total of $137,596 made up of:

• Credit: $134,246
• Cash: $3,350

Secondary schools receive a total of $137,167 made up of:

• Credit: $135,422
• Cash: $1,745

Teacher salary charges to schools will continue to be based on actual payroll debits for individual staff as reflected on eduPay. This includes the actual cost of annual leave loading and all allowances, such as higher duties and special payments. Also included are non-cash benefits for teachers.

Applications from English language schools and centres

English language schools and centres or the Virtual New Arrivals Program experiencing a significant increase to their enrolments before week 5 in Term 1 that requires provision of an additional class are eligible for adjustments to their target enrolments for the Confirmed SRP. From week 6 in Term 1 and beyond they may be eligible for EAL Contingency Funding, applied pro-rata for rest of the school year.

English language schools and centres should use the Request for EAL Contingency Funding for New Arrivals Provision form to discuss changed provision needs with their Senior School Improvement Practice Lead. Once approved, the form must be emailed to: eal@education.vic.gov.au

All English language schools or centres are notified when their Contingency request has been assessed, with further notification of their total funding after it has been approved and on confirmation of teacher recruitment. Payment is made through the Student Resource Package (SRP) at the end of each applicable term.

For English language schools and centres and the Virtual New Arrivals Program, each additional class to be provided attracts 1.0 FTE at the average teacher rate below, paid pro-rata for the period for which the class will be required.

Teacher rates

Primary schools receive a total of $193,883 made up of:

• Credit: $182,673
• Cash: $11,210

Secondary schools receive a total of $234,371 made up of:

• Credit: $222,639
• Cash: $11,732

Disability Inclusion Tier 2 school level funding (Reference 137)

Tier 2 school-level funding builds on the Core student learning allocation funding by recognising that additional resources will further strengthen school capacity (staff time and resources) and capability (staff skills and knowledge) to better meet the needs of students with disability. This also recognises that to meet the diverse needs of students with disability, increasing frequency and intensity of support can be required.

It is important to note that Tier 2 school-level funding builds on the quality teaching and differentiated practice for all students, including students with disability delivered through core student learning allocation funding.

Schools will use Tier 2 funding to develop more inclusive education environments, with flexibility to tailor support to their local context and needs of their student cohort. Refer to the Disability Inclusion Funding and Support guidance tab for advice on how to plan, implement and monitor Tier 2 funding and support.

Schools must make reasonable adjustments to ensure that students with disability can access and participate in education on the same basis as students without disability, regardless of the availability of additional funding. Refer to: Students with Disability.

Schools must plan their Disability Tier 2 funding expenditure within the school’s Annual Implementation Plan and document the plan in the Strategic Planning Online Tool (SPOT) funding planner. Schools are required to report Tier 2 expenditure using eduPay (for credit transactions) and CASES21 (for cash transactions).

Eligibility

The following school types are eligible for Tier 2 school-level funding:

• Primary
• Secondary
• Primary/Secondary combined
• Specialist
• Language.

Funding is allocated as approximately 90% credit and 10% cash funding.

Tier 2 school-level formula

Tier 2 funding is calculated using a formula, which is comprised of 2 parts:

• Part 1: a base funding component, which ensures all schools have a basic level of resources required to enhance overall school-level capacity to provide inclusive education and engage in new Disability Inclusion processes.
• Part 2: a variable funding component, which builds on the base component to provide additional resources calculated based on the school’s characteristics, to support schools to further enhance capacity and strengthen adjustments for students with disability. This means schools will have resources to continue to build school capacity in line with their unique school attributes. Funding in this component varies across schools based on the estimated prevalence of need for adjustment at a school level.

Part 1: Base funding component

This component allocates each school a ‘base amount’ based on enrolments that increases linearly up to 100 enrolments, as outlined below:

• schools with 5 students or less, the base amount is $5,408.69
• schools with between 6 and 99 enrolments, the base amount is $5,408.69 + (number enrolments − 5) × $284.67
• schools with 100 students or more, the base amount is capped at a maximum of $32,452.34.

Part 2: Variable funding component

The variable funding component takes the characteristics of students in a school and uses these measures to calculate an allocation of funding. This component is calculated based on:

• an index, calculated using statistical weights based on:
  • student family education (SFE) – which is an indicator of socio-educational disadvantage
  • school type (primary)
  • base (note that this is only applied to the first 100 enrolments in the school)
• number of enrolled students
• a variable funding rate.

The index value is multiplied by the number of enrolments in the school and the variable funding rate to calculate the school-level funding amount.

Index calculation

The index is calculated using the weights for the index categories outlined in table 1 below. The weights are used directly within the funding formula.

For SFE, the weight is multiplied by the share of students in each SFE category (SFE 1 to SFE 7).

Weights result in the allocation of relatively more funding to schools with those attributes.

Each school’s index value is updated each year based on the latest available data.

Tier 2 school-level funding calculation

Total Tier 2 school-level funding is calculated as:

Base funding component + (Index × Enrolments × Variable Funding Rate).

Where: the variable funding rate for 2025 is $4,782.77 (credit: 89.6%, cash: 10.4%).

A tool to calculate your school’s Tier 2 funding is available on PAL: Disability Inclusion Tier 2 funding calculator (XLSX).

Example of Tier 2 school-level funding calculation for a school

Consider a primary school with 90 enrolments and the following SFE distribution: 15% of enrolments are in SFE 1 and SFE 2 category; 15% of enrolments are in SFE 3 and SFE 4 category; 25% of enrolments are in SFE 5 category; 45% of enrolments are in SFE 6 and SFE 7 category.

Base calculation

The base would be calculated as:

$5,408.69 + (90 − 5 enrolments = 85 enrolments) × $284.67 = $29,605.64

Index calculation

The index would be calculated as:

(15% × 0.1800) + (15% × 0.1158) + (25% × 0.1127) + (45% × 0.0117) + (1 × 0.0202) + (1 × 0.0348) = 0.1328

Total annual school allocation

Total Tier 2 funding for the example school would be:

$29,605.64 + (0.1328 × 90 × $4,782.77) = $86,769.31

Disability Inclusion Tier 3 student-level funding (Reference 138)

Tier 3 student-level funding builds on the core student learning allocation and Tier 2 funding, providing individualised funding to support students with high and complex needs relating to their disability. Over the DI rollout period, Tier 3 funding will gradually replace the existing individualised disability funding provided through the Program for Students with Disabilities.

Tier 3 allocations are based on the strengths and needs of students with disabilities and the associated levels of adjustment captured in the Disability Inclusion Profile (the Profile). The Profile records levels of adjustment against 31 educational activities, across 6 domains. Refer to: Disability Inclusion Profile.

Eligibility

The following school types are eligible for Tier 3 funding:

• Primary (excluding deaf facilities)
• Secondary
• Primary/Secondary combined
• Specialist

A student is eligible for Tier 3 funding depending upon 2 criteria:

1. Evidence of disability or functional need as determined by (at least one of):
   1. measured functional capacity limit (Vineland Composite score of 70 or below)
   2. evidence of a diagnosed condition
   3. enhanced moderation pathway
2. Profile-related (at least one of):
   1. greater than or equal to 8 educational activities requiring Substantial or higher adjustment
   2. greater than or equal to 3 educational activities requiring Extensive adjustment

For more information on Tier 3 eligibility refer to: Disability Inclusion Funding and Support.

Tier 3 calculation

Weighted score

The weighted score is calculated using a student’s Profile. The Profile records levels of adjustment against 31 educational activities, across 6 domains. The levels of adjustment are given a numerical score ranging from 0 (Present Environment of Supports) to 4 (Extensive Adjustments).

These unweighted scores are then weighted according to their domain and standardised. Weightings balance funding requirements across domains. For example, activities in the Self-care Domain will be weighted differently compared to those in the Learning and Applying Knowledge Domain.

Funding rate

A funding rate of $713.74 applies in 2026.

Formula

Tier 3 funding is calculated using the following formula:

Tier 3 funding = Weighted score × Funding rate

Annual allocation

A Student’s Annual Enrolment Time Fraction is calculated as below:

((0.25 × Term 1 Enrolment Time Fraction) + (0.25 × Term 2 Enrolment Time Fraction) + (0.25 × Term 3 Enrolment Time Fraction) + (0.25 × Term 4 Enrolment Time Fraction))

Annual allocation = Tier 3 Funding Amount × Portion of the year funding is active × Student’s Annual Enrolment Time Fraction

The annual allocation factors in the student’s enrolment time fraction at their school per term.

For example, a student’s enrolment time fraction at their school is 1 per term. A Tier 3 Funding Start Date of Term 2 would be active for 3 terms of the year (Portion of the year funding is active is 0.75), then typically active for the whole year in the following years.

Example of Tier 3 student-level funding calculation

A student is eligible for Tier 3 funding if their Vineland and their Profile contains 5 extensive and 7 substantial levels of adjustment meaning the student has functional needs. The profile is finalised with Tier 3 funding starting from Term 2.

Weighted score calculation

A student’s level of adjustment recorded in their Disability Inclusion Profile is used to calculate their weighted score. It is calculated to be 47.25.

Allocation calculation

The allocation would be calculated as:

Tier 3 funding = Weighted score × Funding rate

Tier 3 funding = 47.25 × $713.74 (2026)

Tier 3 funding = $33,724.22

The allocation that the student attracts for the year is determined as follows:

Annual allocation = Tier 3 Funding Amount × Portion of the year funding is active × Student’s Annual Enrolment Time Fraction

Annual allocation = $33,724.22 × 1 × 0.75

Annual allocation = $25,293.16

The Student Support Group (SSG) is notified by the school contact of the Tier 3 funding via the School Resource Notification, which provides an indication of the annual rate. The allocation is then typically reflected in the school’s budget at the end of the term.

Enrolment, budget and reporting information

Student enrolment data

Tier 3 funding allocations are made based on Profiles finalised prior to budget-critical dates early in each term.

The Indicative Student Resource Package (SRP) is based on Profile and enrolment information as at Term 3 of the year prior. Allocations are then updated in the Confirmed SRP, capturing enrolment and application changes that occur between Term 3 of the prior year and Term 1 of the current year.

Where enrolment details are not correct in CASES21 prior to budget critical dates each term, Tier 3 student-level funding cannot be guaranteed. Enrolment details for new or current students must be promptly uploaded to CASES21.

Student movements

Where a student transfers during the school year, resources remaining for the year will be adjusted and made available to the new school from the commencement of the next school term. The SRP is revised at the end of each term to capture these changes.

Schools should make local arrangements to transfer resources for enrolment changes occurring during term.

Where agreement has been reached that a student is enrolled and attends two schools, the allocation will be provided on a pro-rata basis that is consistent with the enrolment details contained in CASES21.

Reporting

Schools are provided with School Resource Notifications that provide an indication of a student’s annual rate at the finalisation of their Disability Inclusion Profile.

Updated allocation information is provided to schools through termly Tier 3 student-level funding allocation reports available on the Disability Inclusion Facilitator Service (DIFS) Portal. Refer to the DIFS Portal User Guide (PDF) for report access details.

Student-level funding reports should be reviewed against School Resource Notifications and students’ CASES21 enrolment information. Any queries can be raised through an email to disability.inclusion.outcomes@education.vic.gov.au

Budget

Reconciliation requests can be logged via the DE Services Portal and will only be considered on a one-term basis. Requests for budget adjustments cannot be considered beyond the previous term.

Disability Inclusion Transition Funding (Reference 140)

The Disability Inclusion reform package introduced a new funding and support model for students with disability over a staged rollout between 2021 to 2025. Refer to: Disability Inclusion Funding and Support.

Disability Inclusion Transition Funding provides schools with funding continuity for eligible students moving from Program for Students with Disabilities (PSD) Level funding to the new individualised disability funding model, Disability Inclusion Tier 3 Student-Level Funding.

Eligibility

Schools receive a Disability Inclusion Transition Funding allocation for students meeting the applicable eligibility requirements. Eligibility requirements vary dependent on the student’s PSD Level and their PSD expiration date.

PSD Levels 5 and 6 without PSD review date

Disability Inclusion Transition Funding is provided to schools for eligible students in this cohort without an assigned PSD review date until they complete their schooling.

For this cohort, an allocation is made where a Disability Inclusion Profile is completed, and the following criteria are met:

1. the student’s PSD Level funding rate is greater than the Tier 3 funding rate
2. the student’s PSD funding is active.

Examples of Disability Inclusion Transition Funding

Example 1 – PSD Level 5 and 6

A Year 3 student attending a primary/secondary school in a Disability Inclusion rollout area in 2026 is PSD Level 5 funded. This student’s PSD funding is not subject to review. A Disability Inclusion Profile is completed for the student and results in a Tier 3 funding rate of $51,000.

The student meets the Disability Inclusion Transition Funding eligibility criteria for their cohort. The PSD Level 5 funding rate is $55,559 in 2026. The school is provided with a Tier 3 allocation at a rate of $51,000 and a Disability Inclusion Transition Funding allocation at a rate of $4,559 in 2026. The student maintains their enrolment at the school in 2026 and beyond, and the school continues to receive Disability Inclusion Transition Funding in addition to the Tier 3 funding.

Enrolment, budget and reporting information

Disability Inclusion Transition Funding allocations are made according to Disability Inclusion Profiles finalised prior to budget-critical dates early in each term.

Where enrolment details are not correct in CASES21 prior to budget critical dates each term, Disability Inclusion Transition Funding cannot be guaranteed. Enrolment details for new or current students must be promptly reflected in CASES21.

Student movements

Where a student transfers during the school year, resources remaining for the year will be adjusted and made available to the new school from the commencement of the next school term. The SRP is revised at the end of each term to capture these changes.

Schools should make local arrangements to transfer resources for enrolment changes occurring during terms.

Where agreement has been reached that a student is enrolled and attends 2 schools, the allocation will be provided on a pro-rata basis that is consistent with the enrolment details contained in CASES21.

Reporting

Schools are provided with School Resource Notifications that provide an indication of a student’s annual funding rate at the finalisation of their Disability Inclusion Profile. Disability Inclusion Transition Funding information will be provided in the School Resource Notification where applicable.

Updated information is provided to schools through termly Disability Inclusion Tier 3 and Disability Inclusion Transition Funding allocation reports available on the Disability Inclusion Facilitator Service (DIFS) Portal. Refer to the DIFS Portal User Guide (PDF) for report access details.

Student-level funding reports should be reviewed against School Resource Notifications and students’ CASES21 enrolment information. Any queries can be raised through an email to disability.inclusion.outcomes@education.vic.gov.au

Budget

Reconciliation requests can be logged via the DE Services Portal and will only be considered on a one-term basis. Requests for budget adjustments cannot be considered beyond the previous term.

Resources

School student resource package (SRP) interactive site (staff login required)

To see budget and planner reports for principals and delegates, login to student resource package.

Current SRP guidance

• 2026 Student Resource Package Indicative Guide (PDF)
• 2026 Student Resource Package Indicative Guide (DOCX)