education.vic.gov.au

Student Resource Package — School Specific Programs

Policy last updated

6 April 2022

Scope

  • Schools
  • School councils

Date:
February 2020

Policy

Refer to the Resources tab for DOCX and PDF versions of the 2022 confirmed guide and other SRP resources

Policy

This policy provides information about how funding is allocated to schools through the Student Resource Package (SRP) for school specific programs.

Details

‘School-based funding’ is one of three categories of funding provided for by the SRP. Funding for ‘school specific programs’ is one type of school-based funding provided to schools. The other type of school-based funding is Funding for School Infrastructure.

School-based funding provides for school infrastructure and programs specific to individual schools.

The Guidance tab provides information about each of the following types of funding for school-specific programs:

Not all types of funding are available to all schools. Funding is assessed according to school and student need. The majority of items allocated are based on regional office advice.

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.

Contact

General — Student Resource Package
Email: studentresourcepackage@education.vic.gov.au
Phone: 1800 641 943
Further support — Services Portal

Alternative Programs and Ancillary Settings
Contact the relevant Regional Office      

Instrumental Music Program
Contact the relevant Regional Office                      

Language Assistants
Email: Languages.query@education.vic.gov.au


Guidance

Guidance

This guidance provides information about how funding is allocated to schools through the Student Resource Package in the category of School Specific Programs.

This guidance contains the following chapters:

  • P-12 Complexity Allowance
  • Location Index funding
  • MARC/MACC Teachers
  • Instrumental Music Programs
  • Local Native-speaker Language Assistants Program
  • Bus coordination 
  • Country Area Program Grant 
  • MARC/MACC Grant 
  • Alternative Settings Teachers 
  • Ancillary Settings Teachers 
  • Alternative programs — regional grants
  • Joint Community Program
  • Designated Bilingual Programs

P-12 Complexity Allowance (Reference 38)

P-12 Complexity Allowance (Reference 38)

Approved P-12 colleges (with a full cohort) receive an Administration Complexity Allowance, which recognises the additional complexity involved in managing a P-12 setting. The allowance, which is based on the Principal Classification Budget (PCB), is allocated as credit. The P-12 Complexity Allowance is not included for the purpose of determining the PCB.

Eligibility

Schools with the following school types are eligible for P-12 Complexity funding at school level:

  • Primary/secondary combined
  • Special*.

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

Rates 2022

Administration Complexity Allowance ($) Principal Classification Budget (PCB) ($)
28,839 <1,553,113
57,666 1,553,114 to ​3,623,933
86,495 3,623,934 to ​9,020,002
115,335 >9,020,002

Note: PCB ranges for allocating this allowance will be done during the confirmed and revised budget cycles. PCB Ranges are outlined at Career Structure — Teaching Service.

*The following special schools are eligible for this allowance: Yarra Me School, The Austin School, Travancore School and Avenues Education.


Location Index funding (Reference 39)

Location Index funding (Reference 39)

The purpose of this funding line is to offset the costs of non-teaching services in rural schools by supplementing the added costs that rural schools incur for goods and services associated with freight and communications.

Funding is provided to schools with campuses meeting the eligibility criteria. Allocations comprise a base component and a per student component, which varies based on the campus’ Location Index.

Eligibility

Campuses of the following type and location are eligible for LIF funding.

Campus type:

  • Primary
  • Secondary
  • Primary/Secondary Combined
  • Special
  • Camp
  • Deaf.

Location

  • outside the ‘Major Cities of Australia’ Remoteness Area category, as defined by the Australian Bureau of Statistics (ABS), with reference to the 2016 Accessibility/Remoteness Index of Australia (ARIA)

Funding is calculated at the Indicative, Confirmed and Revised cycles, funding is allocated through cash funding.

Calculation

Schools are funded according to a Location Index. This is comprised of 3 components:

  • distance from Melbourne (as measure from GPO)
  • distance from nearest provincial centre with a population of more than 20,000 people (as measured according to UCL 2016)
  • the nearest primary or secondary campus, as appropriate, above the rural school size adjustment factor threshold

Note: Nearest campus required to have some of same enrolment type and have enrolments above RSAF thresholds.

Each of these 3 factors are given an equal weighting. The Location Index (rounded to 4 decimal places) is then constructed relative to the campus in Victoria with highest total of distances.

Each eligible school campus receives a base allocation plus a per student allocation.

Primary Enrolment Allocation

Allocation = Base + (Location Index × [Primary Student Enrolment] × [Per student Rate])

Note: Enrolments are capped at 300 primary students.

Secondary Enrolment Allocation

Allocation = Base + (Location Index × [Secondary Student Enrolment] × [Per student Rate])

Note: Enrolments are capped at 500 secondary students.

Campuses with Primary and Secondary enrolments will receive a primary and secondary allocation.

Rates 2022

  • Base – $677.76
  • Per Student Rate – $107.26

Other relevant information

It is intended that location measures will be updated with the release of new ABS data every 5 years. The next release is scheduled in 2021.

All distances are measured via road.

ARIA+ is a continuous index, which the ABS uses to define the Remoteness Area categories, including: Major Cities of Australia, Inner Regional Australia, Outer Regional Australia, Remote Australia and Very Remote Australia. These categories of remoteness are based on a measure of relative access to services. Further information can be found at Defining Remoteness Areas.

To determine a campus’ Remoteness Area category and UCL boundary, use the ABS map tool.

To determine a school’s geographic parameters, refer to Steps to determine a school’s geographic parameters.

Additionally, schools that may be eligible for transition should refer to: Transition Funding (Rural) (Ref 126).


MARC/MACC Teachers and Science and Technology (Reference 40)

MARC/MACC Teachers (Reference 40)

The allocation for Mobile Area Resource Centre (MARC) and the Mobile Art Craft Centre (MACC) Program is based on a teacher EFT and the funding rates are all-inclusive for salaries and related oncosts.

MARC/MACC services enable small rural and regional schools to provide students with access to a broader range of texts and educational resources. MARC services provide literacy-based programs while MACC services provide art-based programs.

MARC/MACC teachers work collaboratively with serviced schools to increase opportunities for students and, improve learning outcomes and engagement in relevant curriculum areas.

MARC/MACC:

  • provide fair and equitable service coverage to small rural and regional schools
  • provide access to high quality resources to support student learning
  • support and enrich teaching programs aligned to the Victorian Curriculum
  • deliver high quality programs aligned to the goals and priorities set by the Committees of Management (CoM)
  • participate in collaborative learning communities within and across the MARC/MACC school clusters.

Eligibility for MARC/MACC services

The MARC/MACC program focus is on small rural and regional schools. MARC/MACC eligibility is generally targeted at schools with fewer than 100 primary level (F-6 or equivalent) enrolments.

It is recommended that serviced schools are within 100km of a base school to maximise the amount of time MARC/MACC teachers spend at schools and minimise the time spent travelling between schools.

Enquiries related to service eligibility, including the request to commence a new or terminate a MARC/MACC service and provision should be raised by the CoM with the regional Service Support Manager.

Central and Regional Offices

The Targeted School Services Unit (TSSU) within the School Operations and Statewide Services Division provides oversight of the MARC/MACC program including an annual review of the Guidelines.

A designated Service Support Manager is located in each of the Department’s 4 regions to provide operational oversight over the implementation of the Guidelines.

The key responsibilities of the Service Support Manager include:

  • being a contact point for CoM
  • seeking approval for commencing and ceasing MARC/MACC services from the Area Executive Director (AED), at the request of the CoM
  • receiving annual reports submitted by each CoM
  • maintaining databases of MARC/MACC base and serviced schools
  • obtaining requests for van replacements made by base school principals
  • identifying networking opportunities for MARC/MACC teachers.

Base schools

Base schools are responsible for employing MARC/MACC teachers. Base school principals are responsible for MARC/MACC teachers in the same manner as other teachers employed at their school, including approving the MARC/MACC teachers’ hours of duty in line with the Victorian Government Schools Agreement 2017 and the allocation of non-teaching/planning time for the year.

Base school principals are also responsible for overseeing the delivery of services and are accountable for the service budget.

Funding is calculated at the Indicative cycle and may be updated at the Confirmed cycle if advice is provided by the region, funding is allocated through credit and cash funding.

Rates 2022

Rate per EFT

Sector Credit ($) Cash ($) Total ($)
Primary 118,496 3,085 121,581
Secondary 119,535 1,614 121,149

Instrumental Music Programs (Reference 41)

Instrumental Music Programs (Reference 41)

The Instrumental Music Program provides funding opportunities for new and/or developing secondary schools that were not available previously and regions will now have greater flexibility to target resources to highest priority programs. The level of  funding is determined by individual regions.

Funding is calculated at the Indicative cycle and may be updated at the Confirmed cycle, funding is allocated through credit funding. Funding also includes oncosts, specifically payroll tax and superannuation.


Local Native-speaker Language Assistants Program (Reference 42)

Local Native-speaker Language Assistants Program (Reference 42)

Language assistants are allocated to government schools on an annual basis through the Local Native-speaker Language Assistants Program (LNLAP) . The Program is managed by the Learning and Teaching Division.

Eligibility

Schools with the following school types are eligible for Language Assistants funding which is allocated to the host school:

  • Primary
  • Secondary
  • Primary/Secondary Combined.

Funding is calculated at the Confirmed budget cycle, and further updates at the Revised cycle, if required. Funding is allocated through credit funding.

Calculation

Language assistant funding = FTE × ES Salary Rate (Range 1.1.3)

Notes

Language assistants are employed as Education Support Staff at 0.8 FTE. Allocations for Language Assistants cannot be transferred to cash.

Further information

For more information, refer to the Local Native-speaker Language Assistant Program.


Bus coordination (Reference 43)

Bus coordination (Reference 43)

Funding allocations are determined by regional offices, the funding is calculated at the Indicative cycle and may be updated at the Confirmed cycle, funding is allocated through credit funding.

Calculation

Bus coordination funding = School EFT × ES Rate

Rates 2022

The Annual Full Time ES Rate is $84,051


Country Area Program Grant (Reference 45)

Country Area Program Grant (Reference 45)

The purpose of this funding line is to improve the capacity of country schools to broaden the curriculum, improve ICT, professional development and promote networking.

Funding is provided to schools with campuses meeting the eligibility criteria. Allocations comprise base and per student amounts, which increase with distance from Melbourne.

Eligibility criteria

Campuses of any type that meet all of the following location criteria are eligible:

  • more than 150 km from Melbourne (as measured from GPO), and
  • more than 25 km from the nearest provincial centre (town hall or similar used as point of measure, see below) with a population of more than 20,000 as measured according to Australian Bureau of Statistics (ABS) Urban Centres and Localities (UCL) 2016)
  • in a community with a population of less than 5000 (as measured according to UCL 2016).
Table of Provincial Centres with a population of more than 20,000 according to UCL 2016
Provincial Centre Point of measurement
Geelong Geelong City Hall
Ballarat Ballarat Town Hall
Bendigo Bendigo Town Hall
Shepparton-Mooroopna Greater Shepparton City Council
Warrnambool Warrnambool City Council
Albury-Wodonga Wodonga Council
Mildura Mildura Rural City Council
Traralgon Traralgon LaTrobe City Council Service Centre and Library
Melton Melton Community Hall
Sunbury Sunbury Memorial Hall

Funding is calculated at the Indicative, Confirmed and Revised cycles, funding is allocated through cash funding.

Calculation

Allocation = [(Base + Primary Enrolment × Per Primary Student Rate) + (Base + Secondary Enrolment × Per Secondary Student Rate)] × [1 + (Distance from Melbourne / 150 km)]

Note: The campus receives each Base only when the relevant enrolment is more than zero. Primary enrolments included in calculation are limited to a maximum of 300 students. Secondary enrolments included in calculation are limited to a maximum of 500 students.

Rates 2022

  • Base amount – $2,145.89
  • Primary – $1.32
  • Secondary – $5.75

Other relevant information

  • It is intended that location measures will be updated with the release of new ABS data every 5 years. The next release is scheduled in 2021.
  • School distances from provincial centres and Melbourne GPO are measured via road distances.
  • For more information about UCL definition and sources, refer to the Australian Bureau of Statistics website.
  • To determine the UCL that your school is in, refer to the map function on the Australian Bureau of Statistics website.

To determine a school’s geographic parameters, refer to Steps to determine a school’s geographic parameters.

Additionally, schools that may be eligible for transition should refer to: Transition Funding (Rural) (Ref 126)


MARC/MACC Grant (Reference 46)

MARC/MACC Grant (Reference 46)

The total budget for MARC/MACC services includes a credit allocation for the teacher undertaking MARC/MACC duties (refer to Reference 40) and a cash grant provided to the host school. The cash grant funding incorporates provision for vehicle maintenance, running costs, cab/chassis replacement, insurance and registration.

A MARC ‘box’ replacement program has been introduced and administered by regional offices. Any enquiries concerning ‘box’ replacement should be directed to your regional finance officer. All MARC/MACC allocations are administered through the regions.

Funding is calculated at the Indicative cycle and may be updated at the Confirmed cycle.

Rates 2022

Entitlement for each van type

  MARC MACC
Maintenance and Running Costs $34.32 cents per km $34.32 cents per km
Registration and Insurance $1,473.39 per annum $1,473.39 per annum
Replacement $7,549.59 per annum $2,834.49 per annum
Casual Clerical Hours $5,081 per annum $5,081 per annum

Alternative Settings Teachers (Reference 47)

Alternative Settings Teachers (Reference 47)

Other/Alternative Programs

​Flexible learning options provide alternative, tailored education and support for children and young people who are disengaged, or have been identified as at risk of disengaging, from mainstream school. They provide an opportunity for disengaged or at-risk children and young people to achieve positive learning outcomes through engagement in a more flexible learning environment, coupled with wellbeing supports. For further information, refer to the Department’s policy on Flexible Learning Options.

Lower teacher to student ratios are allocated to these settings to provide a tailored and supportive learning environment for a small number of students whose needs are not being met through mainstream settings.

Alternative Settings Teachers should use the Department’s re-engagement guidelines to develop their programs to support at risk and vulnerable students, refer to ​Re-engagement Programs.

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.

All Alternative Settings Teacher funding allocations are determined by regional offices.

Funding is calculated at the Indicative cycle and may be updated at the Confirmed cycle, and is allocated through credit and cash funding.

Rates 2022

Sector Credit ($) Cash ($) Total ($)
Primary 118,496 3,085 121,581
Secondary 119,535 1,614 121,149

Alternative programs – regional grants (Reference 49)

Alternative programs – regional grants (Reference 49)

This is a Regional allocation of funding, determined by each of the 4 regional offices, to support alternative programs for students.

Where these funds are to be used by schools for salaries on eduPay, schools may need (depending on their overall budget surplus situation) to undertake a cash-to-credit transfer to offset the payroll charge-out.

Funding is calculated at the Indicative cycle and may be updated at the Confirmed cycle: funding is allocated through cash funding.


Ancillary Settings Teachers (Reference 48)

Ancillary Settings Teachers (Reference 48)

Ancillary settings teachers are allocated to schools formerly having Social Adjustment Centres (SACs) and Secondary Teaching Units (STUs).

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.

Ancillary Settings Teacher funding allocations are determined by regional offices.

Funding is calculated at the Indicative cycle and may be updated at the Confirmed cycle, and is allocated through credit and cash funding.

Rates 2022

Sector Credit ($) Cash ($) Total ($)
Primary 118,496 3,085 121,581
Secondary 119,535 1,614 121,149

Joint Community Program (Reference 123)

Joint Community Program (Reference 123)

Joint Community Program grants are for Joint use facilities that were transferred from the Regional Offices and incorporated into the Student Resource Package.

Funding is dependent on individual service agreement (administered by regional offices) between the Department and an external provider.

The agreements are generally established under a committee of management with representation from schools and other parties, such as municipal offices, and allocated on advice from regions.

Funding is calculated at the Indicative cycle and may be updated at the Confirmed cycle, and is allocated through cash funding.


Designated Bilingual Programs (Reference 124)

Designated Bilingual Programs (Reference 124)

The Designated Bilingual Program (DBP) provides annual funding to support the delivery of bilingual education across a select number of government bilingual schools, through face-to-face teaching in the target language to 100% of students for a minimum of 30% (7.5 hours) and up to 50% (12.5 hours) per week.

The DBP is managed by the Learning and Teaching Division.

Eligibility

Schools with the following school types are included in the DBP:

  • Primary.

Subject to Ministerial approval and the availability of resources, the Department may provide an opportunity for a new school to enter the DBP. This involves a targeted Expression of Interest (EOI) process to a small number of schools who can demonstrate existing, strong language programs, such as highly successful Content and Language Integrated Learning (CLIL) programs, and that have strong community support. Applicant schools need to articulate an evidence-based pathway toward achieving 100% student participation in a bilingual program, with instruction time in the target language to be offered for a minimum of 30% (7.5 hours) per week and ranging through to an aspirational target of 50% (12.5 hours).

Calculation

Funding is calculated at the Confirmed budget cycle, and further updates at the Revised cycle if required. Funding is allocated through credit funding.

Funding is per capita and based on all students being offered a bilingual education for a minimum of 30% (7.5 hours) and up to 50% (12.5 hours) of bilingual instruction in the target language per week, with funding scaled accordingly based on the DBP funding and operating model.

Notes

Allocations to DBP schools include a 30% cash component.


Resources

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


Reviewed 21 May 2020