Supporting our students

To better support students with additional learning and support needs, an improved methodology for the low level adjustment for disability equity loading was introduced in the 2023 School Budget Allocation Report (SBAR).

Through the low level adjustment for disability equity loading, every mainstream NSW public school receives a learning and support teacher allocation. Learning and support teachers work directly within the school to provide additional support for students.

The loading also provides mainstream schools with flexible funding to support students with additional learning and support needs. The new methodology for the flexible funding component of the low level adjustment for disability equity loading is being phased in over 2023-2024 to support the transition.

In 2024, the low level adjustment for disability equity loading is provided to more than 2,073 mainstream NSW public schools to support their students.

Key messages

• Low level adjustment for disability flexible funding can be used for any purpose that supports adjustments for students including:
  • additional staff or staff time
  • release time for relevant professional development
  • engagement of allied health professionals.
• The low level adjustment for disability equity loading supports schools to meet their obligations to students under the Commonwealth Disability Standards for Education, 2005.
• Learning and support teacher and flexible funding allocations are determined based on student need and school enrolment data.
• Principals and learning and support teams should consult with staff and parents or carers to determine the best way to provide personalised learning support for students additional learning and support needs.
• The low level adjustment for disability equity loading can be combined with other school and local resources to support students who have additional learning and support needs.
• Accountability for the effective use of funding to improve student learning occurs through the school’s annual report.
  
• Targeted funding is also available for students with moderate to high learning and support needs through integration funding support.
• Low level adjustment for disability equity loading funding must be used in the calendar year for which it is provided. This includes any associated staff entitlement.

Funding allocation

• The new methodology is the first time the low level adjustment for disability equity loading methodology has changed in 10 years, and provides a data-driven, more contemporary approach to resourcing schools. The changes ensure support for schools better reflects the needs of students with disability and school efforts to meet those needs.
• The new methodology will continue to give every mainstream school access to a learning and support teacher allocation and flexible funding.
• The new methodology for the flexible funding component of low level adjustment for disability equity loading uses:
  • data from the Nationally Consistent Collection of Data on School Students with Disability (NCCD)
  • the Student Learning Needs Index (SLNI)
  • school enrolment data.
• A base flexible funding allocation for small schools ensures they receive a minimum funding and staffing allocation, providing support to meet student needs despite typically fluctuating enrolments and student needs profiles.
• The learning and support teacher allocations will continue in a 3-year cycle. Flexible funding allocations will be updated annually in the SBAR and adjusted based on school enrolment data in the following SBAR Adjustments.
• School principals have the flexibility to manage these funds to support students with disability as part of the management of their school budgets. There is no requirement for the funds to follow specific students.
• Please note, the low level adjustment for disability equity loading does not apply to schools for specific purposes (SSPs).