The Aboriginal Education Policy and the Connected Communities Strategy outline the NSW Department of Education’s commitment to improving educational outcomes for Aboriginal and/or Torres Strait Islander students. The equity loading is provided to ensure the performance of Aboriginal and/or Torres Strait Islander students in NSW public schools matches or betters the broader student population, while maintaining cultural identity.

Through the Walking Together, Working Together Partnership Agreement 2020-2030, the NSW Aboriginal Education Consultative Group Inc. (NSW AECG)External link and the NSW Department of Education agree to use their best endeavours to ensure that every Aboriginal child and young person in NSW achieves their potential through education.

In 2025, the Aboriginal background equity loading is provided to support approximately 77,000 students in 2082 NSW public schools.

How is the equity loading calculated?

Every NSW public school with enrolments of Aboriginal and/or Torres Strait Islander students receives this equity loading.

The level of funding and rate per student for each school is determined by the number and percentage of Aboriginal and/or Torres Strait Islander students. Mid-year census data from National Schools Statistics Collection (NSSC) is used to calculate the equity loading for the following year.

Schools receive the equity loading as flexible funding and/or a staffing allocation. Where a staffing allocation is included in the equity loading, it is funded from the loading and is not in addition to the loading.

Aboriginal student outcomes

Schools must strive for equity and excellence when engaging Aboriginal and/or Torres Strait Islander students. In addition to explicit teaching and learning and high potential and gifted education strategies, culturally responsive strategies should be in place to ensure:

• improved reading, numeracy, retention and attendance outcomes, considering English as an additional language or dialect (EAL/D) where required
• improved Year 12 attainment and transition into meaningful post-school pathways.

The inclusion of Aboriginal perspectives and content across subjects and key learning areas should be promoted through resources and professional learning. Participating in the NSW AECG Connecting to CountryExternal link professional learning program is encouraged.

School planning, reporting and accountability

Every school is required to incorporate excellence and improvement measures for their Aboriginal and/or Torres Strait Islander students in their School Excellence Plan (SEP). Schools report on the impact of this equity loading on student outcomes in their annual report.

Schools should acknowledge and seek advice from Local, Regional or NSW AECG when considering, designing and implementing programs for their Aboriginal and/or Torres Strait Islander students. Engaging Aboriginal people in co-decision making should be embedded as a critical element of successful practice.

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 support cohorts of students or individual students.