2020 Approved School Budget Allocation Repo - A guide for schools rt
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NSW Department of Education 2020 Approved School Budget Allocation Report: A guide for schools education.nsw.gov.au
Contents
Contents ................................................................................................................................................ 2
Introduction .......................................................................................................................................... 4
Maximising your resources ................................................................................................................ 6
Support for schools ............................................................................................................................. 7
2020 School Budget Allocation contacts at a glance ...................................................................... 8
Targeted funding .............................................................................................................................................. 8
Equity loadings ................................................................................................................................................. 8
Base school allocation ..................................................................................................................................... 9
Operational funding .......................................................................................................................................... 9
Initiative funding ............................................................................................................................................. 10
Site Specific.................................................................................................................................................... 11
Targeted Funding...............................................................................................................................12
Refugee Student Support (SBAR page 3) .......................................................................................12
New Arrivals Program (SBAR page 3) .............................................................................................13
Integration Funding Support (SBAR page 3)..................................................................................14
Equity Loadings .................................................................................................................................17
Socio-economic Background (SBAR page 4) ................................................................................17
Aboriginal Background (SBAR Page 5) ..........................................................................................19
English Language Proficiency (SBAR page 6) ...............................................................................21
Low Level Adjustment for Disability (SBAR page 7) .....................................................................23
Base School Allocation .....................................................................................................................26
Staffing (SBAR page 8) .....................................................................................................................26
Sick and FACS Leave (SBAR page 8)..............................................................................................28
Operational funding ...........................................................................................................................29
School Operational Funding (SBAR page 9) .................................................................................29
Utilities (SBAR page 9) ......................................................................................................................31
Per Capita (SBAR Page 9) .................................................................................................................32
Location (SBAR pages 9 and 10) .....................................................................................................33
Urgent Minor Maintenance (SBAR page 9) .....................................................................................34
Teaching Principals Relief (SBAR page 9) .....................................................................................33
Initiative funding ................................................................................................................................35
Professional Learning (SBAR page 9).............................................................................................35
Beginning Teacher Support (SBAR page 9) ...................................................................................35
Literacy and Numeracy (SBAR page 9) ...........................................................................................37
Flexible Funding for Wellbeing Services (SBAR page 9) ..............................................................38
Early Action for Success (EAfS) (SBAR page 9) ............................................................................39
2 2020 Approved School Budget Allocation Report: A guide for schoolsSchool Support Allocation (Principal Support) (SBAR page 9) ...................................................40
Schools for Specific Purposes Quality Teaching Support (SBAR page 9).................................41
Site Specific (SBAR page 9) .............................................................................................................41
1. Equity Funding Support Package ................................................................................................46
2. Using equity funding for students from low socio- economic backgrounds .........................47
3. Using equity funding for Aboriginal students ............................................................................50
4. Using equity funding for students learning English as an additional language or dialect ..55
5. Using equity funding for students requiring low level adjustment for disability ..................58
© NSW Department of Education May 2020 3Introduction
This guide is to help you understand your 2020 Approved School Budget Allocation
Report (SBAR) and assist with the management of the total budget delivered to schools
through the Resource Allocation Model (RAM). The guide should be read in conjunction
with your 2020 Approved SBAR.
Funding to NSW public schools through the RAM methodology is in its seventh year.
Through the RAM, more resources are allocated to schools with the greatest need.
The Approved SBAR shows each school’s funding allocation for the current year and
includes staffing, operational costs, the seven needs-based loadings and initiative funding.
The SBAR assists schools to develop their own budget and allocate funding to deliver on
the strategic directions in their school plan to best meet student needs.
Image 1 – Components of the RAM
The following RAM loadings are included in the 2020 Approved SBAR:
1. Socio-economic Background
2. Aboriginal Background
3. English Language Proficiency
4. Low Level Adjustment for Disability
5. Per Capita
6. Professional Learning
7. Location.
4 2020 Approved School Budget Allocation Report: A guide for schoolsBoth the Planned and Approved SBARs provide details of the total budget allocations at a
point in time:
• the staff entitlement allocations in the 2020 Planned SBAR reflect
published 2020 Anticipated Enrolment and Entitlement reports
• the staff entitlement allocations in the 2020 Approved SBAR are based on
published 2020 Actual Enrolment and Entitlement reports.
Schools may also receive various budget adjustments throughout the year, for example to
reflect published changes in entitlement.
Changes to the 2020 Approved SBAR
School administrative support staff (SASS) pay rise
SASS pay rates have been amended in the 2020 Approved SBAR to reflect the new SASS
award and hence will generate a variance between the 2020 Planned and 2020 Approved
SBARs when compared. These variances will be seen against the applicable staff in the
entitlement calculations and may also have an impact on the Aboriginal background equity
loading funding.
The 2020 Approved SBAR will calculate the differences between the 2020 Planned SBAR
and the 2020 Approved SBAR and include an adjustment (2020 Approved SBAR
adjustments) to reflect these variances. The budget adjustment completed in February 2020,
which provided additional funding for SAS entitlement staff based upon the 2020 Planned
SBAR FTE, will be reversed upon the processing of the 2020 Approved SBAR adjustments.
This is required as these amounts will already be reflected in the 2020 Approved SBAR
adjustments amounts.
Additional programs
Additional programs have been included to ensure schools have as much visibility as
possible over their resources for the following year. The five new programs provided under
Site Specific (SBAR, page 9) are:
• School for Specific Purposes (SSP) supplementary funding
• New Schools Student Support
• Year Adviser
• Supervisor of female students
• Personal leave and additional training days (incentive schools).
Additional information about each allocation is provided in this guide under Site Specific.
© NSW Department of Education May 2020 5In schools that excel, resources are strategically used to achieve improved student
outcomes and high quality service delivery.
School Excellence Framework, page 14
Maximising your resources
• Schools are expected to expend funds in the calendar year in which they are
received. The funds have been allocated for students in the school in that year
and are provided to support their needs.
• All schools have a school plan which must show their school community how they
propose to support students. It is vitally important that accountability for the
effective use of needs-based funding extends beyond financial expenditure to
include evaluation of the impacts on student learning. Accountability for the
effective use of the funds to improve student learning occurs through the school
plan and the annual report.
• The funding provided in the SBAR is a critical resource and is provided to support
the delivery of the strategic directions identified in the school plan that directly
impact on student learning.
• The RAM and the SBAR provide funding certainty from year to year. It is not
intended that the funds are rolled over from one calendar year to the next.
• Effective planning and management of resources will support student learning and
maximise outcomes for that year.
• The Equity Funding Support Package was developed in consultation with the NSW
Teachers Federation, the NSW Primary Principals’ Association and the NSW
Secondary Principals’ Council. The package is available online and as appendix at
the end of this document. It contains information about how to use the funding
strategically and effective practice in using equity funding to support students and
their learning.
• Staffing and operational funding reflect published 2020 Actual Enrolment and
Entitlement reports including full-time equivalent (FTE) entitlement contained in
equity loadings.
• All permanent and temporary employees engaged using the School Budget
Allocation will be at standard cost. (Note: temporary staff engaged using school and
community source funds are at actual cost plus on-costs.)
6 2020 Approved School Budget Allocation Report: A guide for schoolsSupport for schools
Schools should refer to the Resource Allocation Model (RAM) information available on the
Strategic Schools Resourcing webpage for details of each aspect of the school budget
allocation.
Key contacts for each allocation are included in this guide.
A range of support materials are also located on the Strategic Schools Resourcing
webpage under Resource Allocation Model. This includes school funding snapshots
which present examples of how school leaders made strategic funding decisions with
their school funding allocations. The snapshots highlight the great work that schools are
doing to make a positive difference to student learning and wellbeing.
[In schools that excel] longer-term financial planning is integrated with school planning and
implementation processes to address school strategic priorities and meet improvement
goals.
School Excellence Framework, p.14
© NSW Department of Education May 2020 72020 School Budget Allocation contacts at
a glance
Targeted funding
WBS* (as
Allocation Key contacts
applicable)
Refugee Student Program Advisor Statewide Internal
Refugee Order 002004000122
Student P: 7814 3796 (Mon, Tues, Wed);
support STUDENTS –
P: 7814 3715 (Thurs, Fri) Refugee Support
New Arrivals Advisor P: 7814 3046
E: ESLnap@det.nsw.edu.au WBS Code
New Arrivals
EAL/D Education Advisor (Rural and Regional) RSP/****61- 01 New
Program
P: 7814 3731 Arrivals
Intensive English Programs Advisor P: 7814 3284
In the first instance, please contact your local School WBS Code
Integration Services team RSP/****60-17
Funding
P: 131536 or Disability, Learning and Support Integration Funding
Support
E: integration_funding_support@det.nsw.edu.au Support
Equity loadings
Allocation Key contact WBS* (as applicable)
Socio- The Director, Educational Leadership or
economic Strategic Schools Resourcing WBS – RSP/****50-17
Background E: SSR@det.nsw.edu.au RAM Equity Funding
The Director, Educational Leadership or
The Director, School Services or your local WBS – RSP/****51-17
Aboriginal RAM Aboriginal
Aboriginal Education and Engagement Advisor
Background Funding
P: 131 536
EAL/D Education
Coordinator P: 7814
3727
English
Language EAL/D Education Advisor WBS – RSP/****50-17
Proficiency (Rural and Regional) P: RAM Equity Funding
7814 3731
The Director, Educational Leadership
Low Level The Director, Educational Leadership or your local WBS – RSP/****50-17
Adjustment School Services team RAM Equity Funding
for Disability P: 131 536
*Tracking expenditure against an individual program’s WBS/IO is voluntary. Schools that elect to
track expenditure against a program’s WBS/IO, can record this against the WBS/IO indicated.
8 2020 Approved School Budget Allocation Report: A guide for schoolsBase school allocation
Allocation Key contact WBS* (as applicable)
Staffing Please submit an online query and select Recruitment N/A
QTSS E: SSR@det.nsw.edu.au N/A
Rural and
Remote
Schools –
E: AboriginalEmployment@det.nsw.edu.au N/A
Aboriginal
Employment
Program
Schools as
Community
E: Tasnim.kazi@det.nsw.edu.au N/A
Centres
(SACCs)
Sick and E: SFLM@det.nsw.edu.au
FACS Leave N/A
Model (SFLM)
Operational funding
Allocation Key contact WBS* (as applicable)
School
Operational E: schoolfunding@det.nsw.edu.au N/A
Funding
Utilities E: schoolfunding@det.nsw.edu.au N/A
Per Capita Your Director, Educational Leadership or
Strategic Schools Resourcing N/A
E: SSR@det.nsw.edu.au
Location Your Director, Educational Leadership or
Strategic Schools Resourcing N/A
E: SSR@det.nsw.edu.au
Urgent Minor E: schoolfunding@det.nsw.edu.au N/A
Maintenance
*Tracking expenditure against an individual program’s WBS/IO is voluntary. Schools that elect to
track expenditure against a program’s WBS/IO, can record this against the WBS/IO indicated.
© NSW Department of Education May 2020 9Initiative funding
Allocation Key contact WBS* (as applicable)
Professional E: professionallearning@det.nsw.edu.au WBS – RSP/****05-17
Learning Professional Learning
Beginning Teacher Talent Team
WBS – RSP/****06-17
Teacher P: (02) 7814 3820, option 2
Beginning Teachers
Support E: beginningteachersupport@det.nsw.edu.au
Financial enquiries:
E: literacy.numeracy@det.nsw.edu.au
P: 7814 2708 Statewide Internal Order
Literacy and 2004000093
Literacy and Numeracy support: use the School
Numeracy LITERACY/NUMERACY
Services Contacts tool to find contact details for the
– Literacy/Numeracy
Literacy and Numeracy Strategy Advisors in your
local School Services team.
WBS – RSP/****04-17
Flexible
Leader, Wellbeing Strategy Flexible Wellbeing
Funding for
P: 7814 2356 Services or WBS –
Wellbeing
E: wellbeing@det.nsw.edu.au RSP/****04-16 Flexible
Services
Wellbeing Services.
Leader, Literacy and Numeracy Action Plan:
Early Action P: 7814 2784 or WBS RSP/****01-17
for Success Strategy, Correspondence and Finance Early Action for Success
(EAfS) Coordinator: P: 7814 2708 Phase 2.
E: Literacy.numeracy@det.nsw.edu.au
School
Support
Allocation E: hrcompliancegroup@det.nsw.edu.au N/A
(Principal
Support)
SSP Quality
Teaching E: hrcompliancegroup@det.nsw.edu.au N/A
Support
*Tracking expenditure against an individual program’s WBS/IO is voluntary. Schools that elect to
track expenditure against a program’s WBS/IO, can record this against the WBS/IO indicated.
10 2020 Approved School Budget Allocation Report: A guide for schoolsSite Specific
Allocation Key contact WBS* (as applicable)
Access Program The Rural and Distance
Funding Supplement Education Unit N/A
P: 02 6334 8070
E: rde@det.nsw.edu.au
Distance Education
The Rural and Distance
Funding
Education Unit N/A
Supplement
P: 02 6334 8070
E: rde@det.nsw.edu.au
Agriculture Grant E: schoolfunding@det.nsw.edu.au N/A
Central Schools E: schoolfunding@det.nsw.edu.au N/A
Allowance
Community Centre E: schoolfunding@det.nsw.edu.a u N/A
Nappy Bins E: schoolfunding@det.nsw.edu.au N/A
School Security
E: schoolfunding@det.nsw.edu.au N/A
Banking
Support Classes E: schoolfunding@det.nsw.edu.au N/A
Specialist Support
Suspension Centre E: studentbehaviour@det.nsw.edu.au N/A
Specialist Support
Suspension Centre Cash E: studentbehaviour@det.nsw.edu.au N/A
Grant
Specialist Support
Tutorial Centre Cash E: studentbehaviour@det.nsw.edu.au N/A
Grant
Braille Outpost SLSO E: disability.support@det.nsw.edu.au N/A
Salary
Year Adviser E: richard.coxon1@det.nsw.edu.au N/A
Supervisor of female
E: richard.coxon1@det.nsw.edu.au N/A
students
Personal leave and
additional training days E: richard.coxon1@det.nsw.edu.au N/A
(incentive schools)
Smaller School
E: teacherrecruitment@det.nsw.edu.au N/A
Supplementation
SSP supplementary WBS code format:
E:staffingmethodologyreview@det.nsw RSP/xxxx62-01 Funding
funding
.edu.au Name: SSP Supplement
New Schools Student The Director, Strategic Schools
Support Resourcing E: SSR@det.nsw.edu.au
*Tracking expenditure against an individual program’s WBS/IO is voluntary. Schools that elect to
track expenditure against a program’s WBS/IO, can record this against the WBS/IO indicated.
© NSW Department of Education May 2020 11Targeted Funding
Refugee student support (SBAR page 3)
Allocation of resources
The 2020 allocation is shown on the report. This allocation does not change from the Planned
to the Approved SBAR.
Data source: English as an Additional Language or Dialect (EAL/D) survey data signed off by
the principal in June 2019.
Use of funds
This funding supports students from refugee backgrounds who have been enrolled in an
Australian school for less than three years. Effective support for refugee students requires a
coordinated whole school approach. Funds may be used for:
• creating a safe, welcoming school environment and orientation to school
• uniforms and essential equipment, camps and excursions
• bilingual learning support
• counsellor support
• assistance to enable teachers to differentiate teaching and learning
• additional English language learning and literacy support
• tutorial support to assist refugee students to complete homework and assessment
tasks
• peer support to assist refugee students to participate actively in the school
community
• mentoring to support refugee students in their transition to work or further education.
Effective practice
A secondary school uses their targeted refugee funding to create a refugee support
coordinator role. This staff member coordinates personalised support for vulnerable refugee
students. This resource is also used to provide uniforms and school equipment for some
students, and to cover the cost of excursions and school activities to enable them to
participate in school life.
Contact
Refugee Student Programs Advisor P: 7814 3796 (Mon, Tues, Wed); P: 7814 3715 (Thurs,
Fri)
12 2020 Approved School Budget Allocation Report: A guide for schoolsFurther information
Refer to the department’s Multicultural Education and Supporting refugee students
webpages.
For financial accounting and monitoring purposes
Tracking expenditure against an individual program’s WBS/IO is voluntary. For schools that
elect to track expenditure against this program’s WBS/IO, the expenditure can be recorded
against Statewide Internal Order 002004000122 STUDENTS – Refugee Support.
New Arrivals Program (SBAR page 3)
Allocation of resources
Data source: Primary schools and rural and regional secondary schools with eligible,
newly arrived students submit an application for New Arrivals Program (NAP) teaching
support.
The allocation is determined by information provided by the school on the application form
(available on the New Arrivals Program (NAP) webpage). NAP teacher allocations are
moderated against the level of funding a school may receive through the English language
proficiency equity loading.
Year 6 and high school aged new arrivals in metropolitan Sydney or Wollongong should be
referred to their local Intensive English Centre (IEC) or the Intensive English High School
(IEHS) for assessment and possible enrolment.
Use of funds
This resource provides on arrival, intensive English tuition for eligible, newly arrived
students at the beginning and emerging phases of English language proficiency.
The resource provides:
• an English as an Additional Language or Dialect (EAL/D) teaching allocation for the
provision of initial intensive English tuition for eligible newly arrived students at
primary schools and rural and regional secondary schools
• a school learning support officer bilingual allocation for the provision of bilingual
support for eligible recently arrived refugee students at primary and rural and
regional secondary schools
• intensive English classes (including EAL/D teaching and school learning support
bilingual allocations) in rural and regional secondary schools with significant
numbers of eligible, newly arrived students
• additional staffing (EAL/D teaching and school learning support bilingual allocations)
for IECs and the IEHS.
© NSW Department of Education May 2020 13Effective practice
• Employment of a teacher to provide intensive English language support focusing
on language development for social purposes, alongside language required to
participate successfully in schooling, including understanding school routines,
structures and key learning concepts.
• Teachers of newly arrived EAL/D students create personalised learning profiles
identifying students’ level of English language needs using the ESL scales and
EAL/D learning progression. Language learning needs are identified in the context
of the school environment as well as the curriculum with support strategies clearly
outlined and communicated to all staff working with the student.
• The NAP teacher works with class teachers to enhance teaching and learning
programs through built-in language scaffolding to ensure classroom content is
accessible for students with limited English language proficiency.
Contact
• New Arrivals Advisor P: 7814 3046 E: ESLnap@det.nsw.edu.au
• EAL/D Education Advisor (Rural and Regional) P: 7814 3731
• Intensive English Programs Advisor P: 7814 3284
Further information
Refer to the department’s English as an additional language or dialect education and New
Arrivals Program webpages.
For financial accounting and monitoring purposes
Tracking expenditure against an individual program’s WBS/IO is voluntary. For schools that
elect to track expenditure against this program’s WBS/IO, the expenditure can be recorded
against WBS Code RSP/xxxx61-01 New Arrivals.
Integration Funding Support (SBAR page 3)
Allocation of resources
The 2020 allocation was advised by Disability, Learning and Support in January 2020 and
is confirmed in the 2020 Approved SBAR. This allocation includes on-costs and funding to
cover vacation pay costs and takes into account the new SASS award.
Integration Funding Support allocations support eligible students in mainstream classes
with confirmed disability who require moderate to high levels of adjustment.
14 2020 Approved School Budget Allocation Report: A guide for schoolsStudents who access this support must have essential educational needs that are directly
related to their identified disability that cannot be met through the full range of school and
local resources.
Data source: The information provided on the Access Request is used to inform the
allocation.
Advice on completing the student profile is online or may be sought from the Learning and
Wellbeing Advisor or Officer prior to submitting an Access Request for Integration Funding
Support.
Use of funds
Information on the use of the allocation is available on the Disability, Learning and Support
website. Schools are expected to expend the total allocation in the year received or return
any unused allocation in excess of $100.
The allocation is for teacher or school learning support officer salaries only – with a
minimum period of employment of an unbroken two hours for school learning support
officers.
Approved uses include:
• additional teacher time to provide adjustments
• additional school learning support officer time to provide adjustments
• teacher release
• transfer of duty
• program coordination time.
Effective practice
Examples of the effective use of the allocation include:
• mentoring a class teacher by team teaching with a visiting teacher from a support
class or local school for specific purposes to develop and practice adjustments
• visiting an ‘expert’ teacher with skills and experience with a specific disability type
and following up evaluation and discussions of adjustments implemented
• providing release for professional learning regarding a specific disability
• liaising with a therapist to implement recommendations effectively through teaching
strategies across the school day
• providing adjustments for student learning, developed by the class teacher and
implemented with the assistance of a school learning support officer
• providing adjustments for student participation, including those developed by the
teacher in collaboration with medical and psychology professionals and
implemented with the assistance of a school learning support officer.
© NSW Department of Education May 2020 15Contact
In the first instance, please contact:
• Your School Services team P: 131536 or
• Disability, Learning and Support E: integration_funding_support@det.nsw.edu.au
Further information
Refer to the IFS Management Procedures document available through the
department’s Disability, learning and support webpage.
For financial accounting and monitoring purposes
While schools are expected to meet program obligations, tracking expenditure against an
individual program's WBS/IO is voluntary. For schools that elect to track expenditure against
this program’s WBS/IO, the expenditure can be recorded against WBS RSP/****60-17
Integration Funding Support.
16 2020 Approved School Budget Allocation Report: A guide for schoolsEquity Loadings
Socio-economic Background (SBAR page 4)
Allocation of resources
The 2020 allocation is shown on the report. This allocation does not change from the Planned
to the Approved SBAR.
Data source: Data is extracted from the Enrolment Registration Number (ERN) system in
early Term 2 each year and is used to calculate the Family Occupation and Education
Index (FOEI) score for each school.
The socio-economic Background loading is determined by the school’s average FOEI
score for the past two years. The use of an average provides greater stability from one
year to the next.
Every student identified in Quarter 1 and Quarter 2 of the FOEI is funded. Quarter 1 students
are funded at double the rate of Quarter 2 students, as research shows they have a higher
level of additional learning needs.
The allocation may include staff entitlement related to former equity programs appearing on
published 2020 Actual Enrolment and Entitlement reports. Staff entitlement included in the
socio-economic Background loading is funded from the loading and is not in addition to the
loading. If applicable, the staff entitlement will appear in the blue section on page 8 of the
SBAR.
The report includes:
• Needs based funding which shows the needs based allocation based on the FOEI
and the number of Quarter 1 and Quarter 2 students.
• Staffing adjustment (where applicable) which is provided to those schools that
do not receive sufficient socio- economic Background funding to cover the cost
of staff entitlement related to former equity programs appearing on published
2020 Actual Enrolment and Entitlement reports.
Use of funds
Schools are expected to expend funds in the calendar year in which they are received.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report.
Principals consult with the school community to determine the best way to support the
learning needs of students in their schools. Schools can choose to combine their equity
funding with other funding sources to better support the needs of students. Whole of school
programs and strategies may also support particular groups of students or individual
students.
© NSW Department of Education May 2020 17Effective practice
Examples of the effective use of the allocation from School funding snapshots include:
• releasing teachers to observe each other's practice
• employing a teacher to work as a numeracy and literacy mentor with identified
students.
• employing an expert teacher as an instructional leader to support explicit quality
instruction
• supporting students to gain broader and equitable access to curriculum and learning
via a financial assistance pathway, providing funding to ensure engagement in
whole school activities, including extra-curricular activities, school equipment and
excursions
• employing an occupational therapist to work with families, teachers and students
to support the development of students’ gross and fine motor development
• employing a youth worker to support students’ social skills, leading to less
playground issues
• implementing a homework club to support students to complete assessment
tasks and regular homework with university students hired by the school
• employing an expert teacher to develop and implement a whole school literacy
program
• employing a speech therapist to work with students, individually and in small groups.
School learning support officers (SLSOs) provide additional practice with students
outside of speech therapy sessions
• releasing assistant principals/head teachers to work with their stage/faculty one day
per week
• employing a learning and support teacher to assess and work with students
requiring additional support.
Contact
• Your Director, Educational Leadership or
• Strategic Schools Resourcing E: SSR@det.nsw.edu.au
Further information
For more information on FOEI refer to the 2019 FOEI Information Sheet,
Learning Curve Issue 5 – Getting the funding right and the School funding snapshots on
the Strategic Schools Resourcing webpage.
Additional information to support the use of equity funding is available in the Equity
Funding Support Package which is also contained as an appendix in this guide.
18 2020 Approved School Budget Allocation Report: A guide for schoolsFor financial accounting and monitoring purposes
While schools are expected to meet the obligations associated with the funding, tracking
expenditure against an individual program’s WBS/IO is voluntary. For schools that elect to
track expenditure against this program’s WBS/IO, the expenditure can be recorded against
WBS RSP/****50-17 RAM Equity Funding (this is the same WBS as for English language
proficiency and low level adjustment for disability).
Aboriginal Background (SBAR Page 5)
Allocation of resources
The 2020 allocation is shown on the report.
Data source: The equity loading for Aboriginal Background is calculated using the mid- year
census data (National Schools Statistics Collection (NSSC) data 2019 – all Aboriginal
enrolments.)
The level of funding and rate per student for each school is determined by the number of
Aboriginal students and the percentage of Aboriginal students in the school.
The allocation may include Aboriginal education officer (AEO) or Aboriginal School Learning
Support Officer (ASLSO) entitlement appearing on published 2020 Actual Enrolment and
Entitlement reports. Staff entitlement included in the Aboriginal Background loading is funded
from the loading and is not in addition to the loading.
If applicable, the staff entitlement will appear in the blue section on page 8 of the SBAR. The
2020 Approved SBAR Aboriginal Background loading includes the SASS pay rise for staff
indicated in the blue section of page 8 of the SBAR. For further information, see the staffing
section of this guide.
Based on Aboriginal Background loading calculations, schools without sufficient equity
funding to cover the full cost of permanent AEO/ASLSO positions will receive supplementary
funding to cover the cost of the position, through their Aboriginal Background loading. In
addition, these schools will receive $200 per Aboriginal student in flexible funding for 2020
only.
Use of funds
Schools are expected to expend funds in the calendar year in which they are received.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report.
The equity loading for Aboriginal students is a funding allocation to support NSW public
schools to meet the specific learning needs of Aboriginal students. Every NSW public
school with Aboriginal student enrolments receives this funding.
© NSW Department of Education May 2020 19Funds under the Aboriginal Background equity loading are provided to schools to ensure
that the performance of Aboriginal students in NSW public schools across a broad range of
key educational measures improves to match or better those of the broader student
population, while maintaining cultural identity. In addition, these funds may be used to
ensure that all teachers are culturally competent and schools are culturally responsive.
The Aboriginal Education Policy provides direction and guidance on the achievement of
these objectives. Schools have an obligation to ensure the Aboriginal Background equity
loading is used to embed strategies that achieve these objectives. Engaging Aboriginal
people in co-decision making should be embedded as a critical element of successful
practice. Acknowledgement of and consultation with the NSW Aboriginal Education
Consultative Group Inc. (NSW AECG Inc.) as the peak community advisory body should
be sought when considering, designing and implementing Aboriginal programs.
Effective practice
Examples of effective use of the allocation include:
• A primary school is working in conjunction with a Department of Education
Language and Culture Nest to create literacy resources embedding local language.
Students work with Language and Culture Nest teachers, tutors and school staff to
create rich texts which the school publishes. The texts are used in both language
and literacy lessons.
• A high school has used their flexible Aboriginal Background equity loading to appoint
an instructional leader – Aboriginal Students (literacy and numeracy focused) and
supports the initiative through the employment of two Aboriginal SLSOs as
interventionists. The interventionists support the instructional leader and classroom
teacher to deliver differentiated and personalised support at students’ points of
need.
• Schools have used funding to ensure community consultation and engagement to
promote and enable the inclusive development of cultural competency.
Contact
• Your Director, Educational Leadership or
• The Director, School Services or
• Your local Aboriginal Education and Engagement Advisor P: 131 536.
Further information
Resources to support effective practice are available on the Aboriginal Education and
Communities webpage.
Additional information to support the use of equity funding is available in the Equity
Funding Support Package which is also contained as an appendix in this guide.
20 2020 Approved School Budget Allocation Report: A guide for schoolsFor financial accounting and monitoring purposes
Tracking expenditure against an individual program’s WBS/IO is voluntary. For schools that
elect to track expenditure against this program’s WBS/IO, the expenditure can be recorded
against WBS RSP/****51-17 RAM Aboriginal Funding.
English Language Proficiency (SBAR page 6)
Allocation of resources
The 2020 allocation is shown on the report.
Data source: The loading has been calculated using each school’s level of English
language proficiency need as reported in the English as an Additional Language or
Dialect (EAL/D) Survey in June 2019.
The loading provides support for students in all four phases of English language learning –
Beginning, Emerging, Developing and Consolidating – as identified by schools using the
EAL/D Learning Progression. The loading is weighted on the basis of student need, taking
into account students’ English language learning phase and length of time in an Australian
school, providing a higher level of support for students with greater need. The loading also
provides a higher weighting for students from refugee backgrounds and students in
secondary schools.
This loading may be allocated as staffing, flexible funding or a combination of both to
support students at each phase of English language learning. The 2020 Actual Enrolment
and Entitlement report has been updated to match the FTE shown on this report.
Staff entitlement included in the English language proficiency loading is funded from the
loading and is not in addition to the loading. If applicable, the staff entitlement will appear in
the blue section on page 8 of the SBAR.
As schools are resourced according to need, changes in allocations may occur from year
to year with fluctuations in enrolments of EAL/D students. Where there has been a
reduction in the staffing entitlement component, schools may need to contact Human
Resources for advice.
Please note that in 2020, an additional 104 FTE positions were approved to assist schools
in meeting the needs of growing numbers of EAL/D students, bringing the total pool of
EAL/D teacher positions to 1,000FTE. This has resulted in an increase in staffing
entitlement, including a 0.2 FTE allocation, for some schools.
© NSW Department of Education May 2020 21Use of funds
Schools are expected to expend funds in the calendar year in which they are received.
This loading is to be used to support the English language learning needs of EAL/D
students in your school in 2020. Teaching allocations should be filled by qualified EAL/D
teachers as far as possible.
Flexible funding can be used to employ EAL/D teaching staff, provide EAL/D professional
learning for teachers or to provide bilingual support for students.
The loading may be combined with funding from other sources to support EAL/D students.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report. In their annual reports, schools receiving this loading are required to show
how the resources have been used to meet the English language learning needs of their
EAL/D students.
Effective practice
Examples of effective use of the allocation include:
• employing an EAL/D teacher to deliver targeted support for EAL/D students. This
initiative is supporting EAL/D students to achieve success at school socially and
academically
• employing an EAL/D head teacher to strengthen and oversee whole school planning
and effective EAL/D program organisation to meet the needs of EAL/D students,
including students from refugee backgrounds
• appointing a temporary teacher two days per week to provide targeted and direct
support to EAL/D students. The teacher has worked with staff to ensure classroom
teachers are confident and equipped with evidence-based strategies to support
the learning of EAL/D students across key learning areas
• enhancing the delivery of EAL/D pedagogy across the school by providing
professional learning for teachers such as Teaching English Language Learners
(TELL). Teachers are effectively using techniques that promote talking and thinking
and are using these to engage students in their learning
• implementing an extensive professional learning model involving workshops,
collaborative planning and an action research project through which all teachers
have improved their knowledge, understanding and application of EAL/D pedagogies
• employing temporary staff to allow permanent staff to gather, analyse and plan using
EAL/D student data. Student adjustments and plans are discussed and developed
during this time.
22 2020 Approved School Budget Allocation Report: A guide for schoolsContact
• EAL/D Education Coordinator P: 7814 3727
• EAL/D Education Advisor (Rural and Regional) P: 7814 3731
• Your Director, Educational Leadership
Further information
Refer to the department’s Multicultural Education and English as an additional language or
dialect webpages.
Additional information to support the use of equity funding is available in the Equity
Funding Support Package which is also contained as an appendix in this guide.
For financial accounting and monitoring purposes
Tracking expenditure against an individual program’s WBS/IO is voluntary. For schools that
elect to track expenditure against this program’s WBS/IO, the expenditure can be recorded
against WBS RSP/****50-17 RAM Equity Funding (this is the same WBS as for socio-
economic background and low level adjustment for disability).
© NSW Department of Education May 2020 23Low Level Adjustment for Disability (SBAR page 7)
Allocation of resources
The low level adjustment for disability (learning and support) resource allocation
comprises an allocation base determined on 2019 revised school enrolments and a
supplementary allocation based on student need.
Data source: Student need at the school level is determined using the most recent literacy
and numeracy data from NAPLAN to create a Student Learning Need Index (SLNI). A
school’s SLNI is a needs based index drawn from three years (2017 - 2019) of longitudinal
NAPLAN data. It is constructed around the number of incidents where students in
mainstream classes in the school perform in the bottom 10 percent in literacy and
numeracy. A student may be counted as two incidents if he or she performs in the bottom
10 percent for both literacy and numeracy.
This index has been used to allocate learning and support resources in NSW public
schools since 2003 and was developed in collaboration with key groups including
principals, parents and other stakeholders.
For some schools, for example, infants schools, senior high schools, new schools which
have no NAPLAN data and new schools with less than three years of NAPLAN data,
schools nominated by School Services in collaboration with Directors, Educational
Leadership, have been used as proxies to calculate the SLNI.
The Learning and Support Teacher allocation (Staffing FTE) is for 3 years – 2018-2020 –
and remains the same for 2020.
Staff entitlement included in the low level adjustment for disability loading is funded from the
loading and is not in addition to the loading.
Use of funds
Schools are expected to expend funds in the calendar year in which they are received.
Accountability for the expenditure of these funds occurs through the school plan and the
annual report.
The equity loading for low level adjustment for disability is an allocation to support
students in mainstream classes who have additional learning and support needs.
This loading supports schools to meet their obligations to students under the
Commonwealth Disability Standards for Education, 2005.The funding can be used for
additional teacher or school learning support officer (SLSO) time as well as teacher release,
for example, for related professional learning and program coordination. SLSOs must have a
minimum period of employment of an unbroken two hours.
24 2020 Approved School Budget Allocation Report: A guide for schoolsEffective practice
Examples of effective use of the allocation from School funding snapshots include:
• developing and sustaining a needs-based learning and support program in which
specialist staff collaborate with classroom teachers to build capacity in meeting
the literacy needs of identified students
• employing a learning and support teacher to work with individual students and in a
case management role within the classroom to build teacher capacity to meet the
needs of all learners
• using funds to employ two trained SLSOs to support the delivery of targeted
numeracy programs for identified students
• employing an additional staff member as a learning and support teacher to work with
students and teachers to target students through a five weekly cycle with additional
support and programs for improvement
• providing support for targeted students within the classroom and playground through
the employment of SLSOs.
Contact
• Your Director, Educational Leadership
• Your School Services team P: 131 536
Further information
Additional information and resources are available at Disability, learning and support.
Additional information to support the use of equity funding is available in the Equity
Funding Support Package which is also contained as an appendix in this guide.
For financial accounting and monitoring purposes
Tracking expenditure against an individual program’s WBS/IO is voluntary. For schools that
elect to track expenditure against this program’s WBS/IO, the expenditure can be recorded
against WBS RSP/****50-17 RAM Equity Funding (this is the same WBS as for socio-
economic background and English language proficiency
© NSW Department of Education May 2020 25Base School Allocation
Staffing (SBAR page 8)
Allocation of resources
Data source: The allocation of funding for staffing is provided on the basis of published 2020
Actual Enrolment and Entitlement reports. Staff budget allocations are provided at standard
cost, details of which are available at Salaries support. Where applicable, this allocation
may include program and initiative allocations such as:
• Quality Teaching, Successful Students (QTSS) (schools with primary student
enrolments only). Please note the QTSS staffing resource allocation has reached
full implementation and is now distributed as a calendar year allocation based on the
previous year’s published Actual Enrolment and Entitlement reports.
This allocation may also include additional program and initiative allocations that do not
appear on published school enrolment and entitlement reports such as:
• Rural and Remote Schools - Aboriginal Employment Program (previously known as
Community Development Employment Projects). The full 2020 allocation is now
included. Schools should refer to information provided to schools by the Human
Resources directorate.
• Schools as Community Centre (SaCCs).
SASS Pay Rise
SASS pay rates have been amended in the 2020 Approved SBAR to reflect the new
SASS award and hence will generate a variance between the 2020 Planned and 2020
Approved SBARs when compared. These variances will be seen against the applicable
staff in the entitlement calculations and may also have an impact on the Aboriginal
background equity loading funding.
The 2020 Approved SBAR will calculate the differences between the 2020 Planned
SBAR and the 2020 Approved SBAR and include an adjustment (2020 Approved SBAR
adjustments) to reflect these variances. The budget adjustment completed in February
2020, which provided additional funding for SAS entitlement staff based upon the 2020
Planned SBAR FTE, will be reversed upon the processing of the 2020 Approved SBAR
adjustments. This is required as these amounts will already be reflected in the 2020
Approved SBAR adjustments amounts.
26 2020 Approved School Budget Allocation Report: A guide for schoolsUse of funds
These funds can only be used for staffing. Schools should refer to the standard cost
approach information available on the Resource Allocation Model (RAM) webpage.
The Quality Teaching, Successful Students (QTSS) allocation provides further
support to improve the quality of teaching and enhance professional practice in
schools. Principals have flexibility to determine how best to utilise their QTSS staffing
allocation with a specific focus on collaboration with other teachers and leaders to
critically reflect on and improve their teaching.
Effective practice
QTSS: This initiative ensures that all primary students benefit from high quality teaching
and learning practices that best meet the full range of student needs. Examples of
effective use of the QTSS allocation from School funding snapshots include:
• enhancing opportunities for collegial feedback to provide staff with the opportunity
to improve their practice based on the professional standards
• engaging an instructional leader to strengthen quality teaching practices through
lesson observations, modelling, feedback, co-planning, co-reflection, mentoring and
the use of student data as evidence of improvement
• creating a science, technology, engineering and mathematics (STEM) teacher
position to mentor/team teach with all staff and introduce a K-6 STEM program to
challenge all students in the school.
Contact
• Staffing: Please submit an online query and select Human Resources - Recruitment
• SACCs: E: Tasnim.kazi@det.nsw.edu.au
• Rural and Remote: E: AboriginalEmployment@det.nsw.edu.au
• QTSS: E: SSR@det.nsw.edu.au
Further information
Details of published school enrolment and entitlement reports are available on OMSEE.
QTSS: Additional information can be found on the Quality Teaching, Successful Students
webpage.
© NSW Department of Education May 2020 27Staff entitlement table
The green section of the staff entitlement table shows the teaching and SAS staff on
entitlement (excluding equity positions).
Positions at the same designation are rolled into one line. For example, the allocation for
classroom teacher includes classroom teacher, part-time teacher and teacher-librarian.
The blue section of the staff entitlement table shows the equity positions that appear on
entitlement and are funded from the respective equity loadings. For example, the primary
learning and support teacher is funded from the low level adjustment for disability equity
loading.
Sick and FACS Leave (SBAR page 8)
Allocation of resources
The 2020 allocation is shown on the report.
Data source: Schools receive a Sick and FACS Leave Model (SFLM) budget based on the
individual school’s rolling three year average of sick and FACS leave taken. The school’s
average position is moderated according to a statewide benchmark of sick days for schools.
Since 2019, the notional Short Term Casual Relief budget has been transferred from
School Operational Funding (SOF) to the SFLM budget.
The number of sick and FACS leave days taken across all schools will be monitored
centrally. Schools impacted by higher than expected instances of approved sick and FACS
leave will receive a budget adjustment.
The Sick and FACs Leave Model (SFLM) allocation was adjusted in response to COVID-19
staffing arrangements. All schools, with the exception of TP1, TP2 and SSPs have had a
reduction of 25% of their allocation of SFLM to support the casual employment program, an
employee centred program designed to provide continuity of work for the Department's
casual workforce who have been heavily impacted by the COVID-19 pandemic. This is a
one off adjustment for the 2020 budget with SFLM funding expected to continue as per the
standard calculation methodology from 2021 onwards.
Use of funds
Schools are expected to use the SFLM budget for relieving staff for sick and FACS leave
taken. The funds can be used to employ casual staff to cover staff absences.
Contact
P: 1300 32 32 32 Option 1, Option 4
28 2020 Approved School Budget Allocation Report: A guide for schoolsFurther information
Refer to the department’s Sick and FACS Leave Model webpage.
For financial accounting and monitoring purposes
Schools are not required by the department to account for the use of the SFLM budget.
The leave taken for sick and FACS leave by school staff will be monitored centrally on a
monthly basis.
© NSW Department of Education May 2020 29Operational funding
School Operational Funding (SBAR page 9)
Allocation of resources
Data source: Allocations where applicable are based on published 2020 Actual
Enrolment and Entitlement reports.
See table below for the nine input parameter rates generated by school type.
Rate per Rate per
Rate per Rate per
Rate per Rate per Primary Secondary
Base SOF Rate per Rate per Primary Secondary
Senior Immediate Non Non
SCHOOL TYPE Allocation Primary Secondary Teaching Teaching
(11/12) SASS Immediate Immediate
per school Enrolment Enrolment Staff Staff
Enrolment Entitlement SASS SASS
Entitlement Entitlement
Entitlement Entitlement
PRIMARY
$14,174.89 $138.44 - - $1,513.87 - $846.03 $700.95 -
SCHOOL
SECONDARY
$21,826.29 - $138.44 $52.08 - $1,513.87 $846.03 - $747.25
SCHOOL
CENTRAL
$26,083.56 $138.44 $138.44 $52.08 $1,513.87 $1,513.87 $846.03 $700.95 $747.25
SCHOOL
SCHOOLS FOR
SPECIFIC $19,421.92 $138.44 - - $1,513.87 - $846.03 $700.95 $747.25
PURPOSE
ENVIRONMENTAL
EDUCATION $16,229.58 - - - $1,513.87 - - $700.95 -
CENTRE
INTENSIVE
ENGLISH $1,087.92 - $76.10 - - $1,228.45 - - $747.25
CENTRE
COMMUNITY
$15,707.82 $138.44 - - $1,513.87 - $846.03 $700.95 -
CARE
SCHOOLS*
*Community Care Schools (CCS) are known as Education and Training Units (ETUs)
The categories of staff included in Immediate SASS are:
• Aboriginal education officer (primary, secondary and pre-school)
• School learning support officer (primary and secondary bilingual, primary
and secondary, pre-school and Centre for Effective Reading).
All other categories of SASS come under non immediate.
Use of funds
The funds are provided to support the operation of the school.
Contact
E: schoolfunding@det.nsw.edu.au.
30 2020 Approved School Budget Allocation Report: A guide for schoolsUtilities (SBAR page 9)
Allocation of resources
In 2019, the current methodology for allocating utilities funding was introduced for schools as
a result of a review by the departmental Utilities Consultation Group (UCG).
2020 Approved utilities allocations have now been updated for schools capturing 2020 school
profiles and enrolments, in consultation with the UCG.
The methodology applies the following parameters:
• total school area square metres (permanent buildings and demountables)
• school enrolments
• 30 year mean maximum January temperature of 30°C or greater
• school remoteness factor
• a loss moderation of 0% is applied for 2020, meaning no school loses against 2018
actual expenditure.
The UCG will continue to update and refine the utilities methodology for the 2021 Planned
SBAR.
Please note: Utilities for DECs and IECs appear in one line under Operational Utilities.
Use of funds
The funds are provided to cover utility costs.
Contact
E: schoolfunding@det.nsw.edu.au
© NSW Department of Education May 2020 31You can also read
