The Right Resources for Student Success
The Canberra public school system is a national leader in the provision of high quality and accessible education for all students.
This is something we are extremely proud of and something we are determined to build on and strengthen through inspirational teaching and leadership, connecting with families and the community, business innovation and improvement, and quality learning.
A Framework for the Future
The Student Resource Allocation (SRA) Program is about much more than funding. The Program provides for:
- learning environments that best meet student needs through innovative work practices, delegation, decision making, staff development and performance management, and special classroom assistance;
- updated and improved policy settings to guide school and system decision making
- increasing school level control over how resources are used based on what works best in their school and within system wide parameters;
- a fairer allocation of funding to schools based on student need;
- improved data about student and school performance; and
- improved administrative and management systems such as the Schools Administration System (replacing MAZE), Casual Relief System (CRS) and Financial Monitoring System.
SRA Program - Needs Based Funding
The ACT Education Directorate is developing and implementing a needs-based school funding model that is consistent with the Australian Government’s 2011 review led by Mr David Gonski - Review of Funding for Schooling Final Report (December 2011) and in line with the National Education Reform Agreement.
The principles of student needs-based funding are to:
- drive broader school reform, value for money and accountability;
- ensure transparency and clarity of funding across schools and for school communities; and
- ensure that resources are directed to where they are most needed.
A contemporary funding model specifically for Canberra public schools is being progressively developed and commenced in 2016.
The funding model is structured around:
- Per Student funding – based on school enrolment;
- Base Funding – per school and based on sector and size; and
- Stages of Schooling – investing in the early years for a good start to school and supporting wellbeing and the breadth of curriculum options in senior schools.
Loadings that Recognise the Need for Additional Resources to Enhance the School Experience for:
- Students with Disability;
- Students with English as an Additional Language or Dialect;
- Students from Low Socio-Economic backgrounds; and
- Aboriginal and Torres Strait Islander students.
School Operational Allocation and other Allocations.
Program Delivery 2016-2018
Investing in our people
- Training and Professional Development Program
- Empowering Local Decision Making
- Schools Administration System
- Student Performance Data
- Business Intelligence Capability
Policy Development Informs and Precedes the Allocation Methodology
- Core funding
- Needs based Loadings
- Socio-economic Status (2016)
- English as an Additional Language or Dialect (2017)
- Students with Disability (2018)
- Aboriginal and Torres Strait Islander (2017)
- School Operational Allocation (2017)
The SRA Program will be introduced over a number of years to ensure schools have adequate time to make a smooth transition to the new arrangements. As with previous years, all Canberra public schools will be advised of their SRA Program projected budget allocation for 2017 in late term 3 2016.
School allocations in 2017 will be similar to 2016 with an adjustment for changes in enrolment.
The Directorate has produced the Canberra Public Schools Student Resource Allocation Program 2016 Transition Guide to assist Canberra public school leaders to leverage opportunities from the implementation of the SRA Program to improve student outcomes.
SRA School Transition Guide (1.32 MB)
Socio-Economic Status (SES)
We know that a student’s achievement can be affected – but is not determined by – their background and by the socio-economic background of their school community.
The aim of the Socio-Economic Status (SES) loading is to reduce the impact of socio-economic status on student achievement in school. Additional resources are provided to selected schools according to the needs of their students with the aim of improving outcomes for all students by providing a quality education which will enable all students to fully participate economically and socially in society.
Schools receiving the SES loading have been identified by analysing the education and occupation levels of parents of students enrolled at each school.
English as an Additional Language or Dialect (EAL/D)
The development of the English as an Additional Language or Dialect (EAL/D) student needs-based loading has focused on examining the Canberra public school context, and reviewing current data relating to the demographics of Canberra EAL/D students and factors that may influence their English language acquisition. Additionally, research has been undertaken to look at the approaches of other Australian jurisdictions funding distributions supporting the needs of EAL/D students. Factors for consideration have included: circumstances of migration particularly for refugee students; year level and complexity of language acquisition for secondary students. The results of the research and analysis have guided the development of the EAL/D needs-based loading and resourcing distribution to schools.
The new EAL/D needs-based loading has broadened the distribution of funding for EAL/D students. EAL/D students will receive funding based on the ACARA EAL/D Learning Progression together with additional support for refugee students and for students in early years (K-2) and secondary years (7-12).
Questions and Answers
Students with Disability
The effectiveness of existing policies, structures, and processes that support students with disability in schools and across the system will continue to be reviewed over the remainder of 2016 and into 2017. A program of research and consultation will be undertaken to inform future directions.
Aboriginal and Torres Strait Islander Students
The Review of Funding for Schooling lead by Mr David Gonski identified the need to review the supports in place for Aboriginal and Torres Strait Islander students. Through the SRA Program, the ACT Aboriginal and Torres Strait Islander student policy and loading review has commenced.
Through consultation, data analysis and evaluation, we will be looking at policies, programs and resources which specifically support Aboriginal and Torres Strait Islander students. The review seeks to determine how different approaches can best support students to achieve. The programs currently available come in a number of forms; including grants, programs and staffing points and are supported by the approaches undertaken across individual schools and clusters.
Recognising that it is important to ensure there is robust policy direction, consultation, collaboration, and evaluation before any changes are implemented, the review will be undertaken in a phased approach with input from schools, students and community.
Schools Operational Allocation (SOA)
The Schools Operational Allocation (SOA) was formally known as School Based Management (SBM).
The SOA provides cash funding to schools to administer the operational costs (excluding the staffing expenditure). This funding allocation is to meet the educational and school administration costs including utilities, cleaning and minor maintenance.
The new SOA sits within the SRA Program and follows the same guiding principles; educational consideration, fairness, transparency, sustainability and flexibility, accountability, school level decision making and transitional fairness.
An SOA Working Group was established in term 1 2016. The role of the Working Group was to consider key strategic issues, policy formulation and the development of guidelines associated with the development and implementation of the SOA funding model. The Working Group consisted of a number of Principals, Business Mangers and relevant Central Office Directors.
The key themes arising from the SOA consultation related to Central Office support, guidelines and communication. The key issues in relation to the funding model were generally in relation to transparency, baseline adjustment for utilities, age of the school and workforce capability.
Central office support and guidelines are being developed and will assist schools with any change to responsibilities.
Schools are provided the flexibility to develop their expenditure plan based on the total SOA budget.
Student Resource Allocation Advisory Group
The Student Resource Allocation (SRA) Advisory Group was formed in Term 2, 2015. The main objectives of the SRA Advisory Group is to ensure that schools’ perspectives are reflected in strategic directions, project planning, policy development and shaping the design and delivery of support services associated with implementing the SRA.
The table below lists the principals who are members of the SRA Advisory Group. The members of this Group are available to answer questions regarding the SRA Program.
Network - Canberra High School
Network - Fraser Primary School
Network - Macgregor Primary School
Network - UC SSC Lake Ginninderra
|North Gungahlin Network - Campbell High School
|North Gungahlin Network - Franklin Early Childhood School
|North Gungahlin Network - Gold Creek School
|North Gungahlin Network - Harrison School
|North Gungahlin Network - Lyneham High School
|South Weston Network - Narrabundah College
|South Weston Network - Alfred Deakin High School
|South Weston Network - Coombs School
|South Weston Network - School Network Leader
|Tuggeranong Network - Lake Tuggeranong College
|Tuggeranong Network - Erindale College
|Tuggeranong Network - Calwell High School
|Tuggeranong Network - Taylor Primary School
If you have any questions or require additional information on the SRA Program please contact Rodney Bray, Director, Business Improvement on 6205 1289.
SRA Program Learning Modules
2016 SRA Program Updates
2015 SRA Program Updates
SRA Program Presentations
SRA Program Frequently Asked Questions
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