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Restructure FAQ

The following provides answers to FAQs that relate to the possible restructure of the Lorne-Aireys Inlet P-12 College. This document will be updated as required.

* Updated

How will the schools resources (bank balance, equipment etc) be distributed between campuses/schools?*

Classroom resources (books, IT equipment, and furniture) and playground equipment will generally remain at the location where they currently are.

The school has maintained within its financial management system a clear record of funds (and associated expenditure) raised by each campus, which will be distributed accordingly.

Where funds cannot be clearly identified against either campus, they will be distributed based on the proportion of students each campus has of total students.


What is the long term view on enrolments at both campuses?*

The Surf Coast Shire has indicated the population forecast looks to be constant.

Student Forecasts (All Schools – Government, Independent and Catholic)

Campus Name Enrolment Type 2006 2011 2015 2020 2025 2031
Aireys Inlet Campus Pri 148 140 139 135 136
Lorne Campus Pri 60 64 69 68 69
Total Pri Pri 208 204 208 203 205
Lorne Campus Sec 173 182 180 189 191


Demographic Demand Forecast (DDF) (Government school students)

Campus_Name Enrolment_Type 2006 2011 2015 2020 2025 2030
Aireys Inlet Campus Pri 127 112 111 108 110
Lorne Campus Pri 60 61 66 65 66
Total Pri Pri 187 173 176 172 175
Lorne Campus Sec 170 179 177 186 188

Lorne – Aireys Inlet P-12 Enrolments

Campus_Name Enrolment_Type 2006 2011 2015 2020 Capacity
Aireys Inlet Campus Pri 97 127 122 150
Lorne Campus Pri 68 94 79 150
Total Pri Pri 165 221 201 195 300
Lorne Campus Sec 116 97 119 87 150

Data Explanation

  • Student Forecasts (All Schools) – the number of all students forecast to live in the area around each school is based on forecasts produced by .id Consulting. This data will be regularly updated.
  • Demographic Demand Forecast (DDF) (Government school students) – the total demand forecast for the area adjusted for school’s government school market share (based on 2015 market share).  This determines the demand for government education provision in each school’s ‘neighbourhood’ to enable the Department to plan and ensure that each school has sufficient capacity to accommodate every student that currently lives, and is expected to live, in its local neighbourhood.
  • Projected Enrolment – Short Term Projection of the enrolment of a school, based on transition rates and local population growth.
    • e.g. Using the bold figures for 2015, the data above shows that in 2015, Aireys Inlet Campus had 140 primary aged students living its local area, of which 112 attend a government school, and with 122 enrolled, the school has 10 more students enrolled than that live in the local area.

The data indicates that the demand for primary and secondary students in the Lorne and Aireys Inlet designated areas is stable in the next decade. However, enrolments may be reduced by local factors such as changing parent preference and the closure of Anglesea’s coal mine.

Why is the College structure being reviewed?

Lorne Aireys Inlet College was created in 1994 as a result of the merger of Lorne P-12 and Aireys Inlet Primary School. This merger supported the decline in enrolments at Aireys Inlet Primary School in the context of the statewide rationalisation of small schools by the Victorian Government and importantly provided an opportunity to enhance student educational outcomes and improved opportunities for teachers. While the outcome of the merger has had some success, there have also been ongoing challenges in creating a shared school identity with a shared vision across the two campuses and communities.

This consultation is being conducted in response to the findings of 2011 and 2014 school reviews regarding the ongoing challenges in creating a shared vision and culture across the two campuses. The Lorne and Aireys Inlet communities have significantly different demographics and the school campuses have different day to day operations, timetabling and separate parent clubs. The reviewers reported that staff and parents perceive the campuses as operating separately rather than as a single school.

School Council has considered the findings of the recent review and sought the South Western Victoria Regional Director’s support to review the current College structure given that the inability to successfully resolve this issue is a significant barrier to the College moving ahead.

What work has been carried out to date?

Following the Regional Director’s agreement to review the current structure, major divisions of the Department of Education and Training provided advice to School Council about the impact of a potential restructure. Initial analysis predicted that restructuring the College as a primary school in Aireys Inlet and a Prep – Year 12 school in Lorne is not expected to have a significant impact on the resources available to either school, if the number of enrolments is maintained.

On the basis of this advice, the School Council unanimously agreed at a meeting on 22 October 2015 to undertake a consultation process with staff, students, families and key community stakeholders regarding the benefits and disadvantages of a change in College structure.

A consultant has been contracted to facilitate the consultations with students, parents, staff and Lorne and Aireys Inlet community stakeholders.

What opportunities are available for staff, the community and other stakeholders to have input into this important decision?

Consultations with students, staff, parents and key community stakeholders will take place at the Lorne and Aireys Inlet campuses on 18 and 19 November with:

  • Students
  • Parents – morning and early evening forums will be held at each campus
  • Staff – teachers and administrative staff
  • Key community stakeholders

You can also contribute via a short and easy-to-use electronic survey or send an email to Wayne Perkins, who is the independent consultant employed to undertake this work at wayneperkins51@gmail.com.

The consultations will identify the advantages and disadvantages of the current College structure, what needs to change if the current College structure is maintained and whether there is strong, widespread support across both communities to change the College structure.

Why should I be involved in this consultation?

The decision to change the structure of your school is a significant community issue. The decision is ultimately made by the school council but needs to involve extensive consultation with the school and the local community – parents and families, students, staff, other schools, community individuals and organisations affected by the decision.

When considering the merit of a restructure to create two separate schools, the School Council will take into account a number of factors including each school’s capacity to meet local educational needs and to deliver a comprehensive educational program; community views; enrolment trends and long term viability of each school; arrangements to ensure continuity of services in the local area and to minimise costs to parents and access to educational pathways from early childhood services to primary and through to secondary school.

As a result of the consultation process, the School Council should be able to provide evidence that the school community supports the status quo or a change in College structure.

What is the timeline for this work?

Following the mid-November consultations, the findings will be presented to School Council prior to the end of the 2015 school year.

School Council will discuss the findings and determine the extent to which the school communities support the current structure or wish to establish the campuses as separate stand-alone schools.   If there is widespread support across Lorne and Aireys Inlet campuses for a College restructure, the School Council will make a recommendation to Matt Dunkley, Regional Director South Western Victoria Region before the end of the school year. Pending regional endorsement for the recommendation, a recommendation will then be made to the Minister of Education.

Regional and Ministerial support for a change in College structure are dependent upon strong and unequivocal evidence of broad support across both school communities for the College to be restructured as two separate schools.

If a College restructure is approved by the Minister of Education, when will the campuses begin to operate as two separate schools?

In the event that a restructure is approved, work during 2016 will focus on planning and implementing the transition to enable each campus to operate as a stand-alone school. Planning will include consultation with staff in relation to staff deployment across the two schools.

What are the governance arrangements for this process?

Regional officers are working closely with the Lorne Aireys Inlet College leadership team, the independent consultant and School Council to plan and oversee this work.

The South Western Victoria Region has provided advice about the implications of a changed College structure and funded the consultant who will lead the consultations.

Following the consultations, the consultant will write a report which will be presented to the Lorne Aireys Inlet College School Council at an extraordinary meeting scheduled prior to the end of term. The School Council will then make a recommendation to the South Western Regional Director to maintain the current structure or support a College restructure to establish the two campuses as separate schools in Lorne and Aireys Inlet.

If the establishment of two separate schools is approved, each school would be expected to establish its own School Council.

Why is the consultation being scheduled before the end of the school year?

Any change to a school’s structure is scheduled to commence at the beginning of a school year for logistical and financial reasons. In considering whether to support any proposed change to a school’s structure, the Minister will seek a range of departmental advice. Provision of this advice and the transition to the new structure (should a change be approved) will take all of 2016. There is no guaranteed start date for a new structure, but it would occur at the beginning of a school year.

What should we consider in thinking about the benefits and disadvantages of a change in College structure?

Considerations may include the following:

  • The current structure provides some important “economies of scale”, including:
    • Professional development opportunities for staff across a larger entity;
    • More flexibility in class structures;
    • Access to teachers with specialist knowledge and skills (for example, maths, music or physical education).
    • Governance capacity for school management (non-teaching operational activities eg financial management compliance);
    • The quality of the educational program;
  • Long term predicted enrolments for each campus and the impact on their ability to offer a quality educational program as separate entities

What impact will this have on staff?

The current single entity structure provides some flexibility in the use of resources and delivery of educational programs across campuses. If a decision is made to establish the two campuses as separate schools this flexibility may be reduced.

Workforce planning is a continuous process undertaken by Principals to ensure schools operate within funding allocations and delivers the required range of educational activities. Based on current enrolments:

  • The Lorne School would retain the current Principal and an Assistant Principal;
  • The Aireys Inlet School would employ a Principal, however given its size would not employ an Assistant Principal. Under the Departments principles of merit and equity the vacant Principal position at Aireys Inlet would be filled through normal recruitment processes.
  • Through consultation, transition arrangements will be established to identify staffing allocations (Assistant Principal, teaching staff and educational support) across both schools.
  • In the event there is an excess number of employees, the policies and procedures for the management of excess staff will be followed.

How will the College bus be managed?

The College received a discretionary grant for the purchase of the College school bus from Terry Mulder (previous Minister for Public Transport). The bus was specifically for the catchment of secondary students from the Anglesea area.

With this in mind, the College bus will continue to operate in the current way regardless of the College restructure consultation outcome.

Will camps, excursions and/or special events be run jointly if the College is restructured?

The staff from both campuses are committed to continuing to run joint camps, excursions and special events.

There are many advantages to operating these types of events across both the Aireys Inlet and Lorne campuses. It provides for increased social interactions, sharing of staff responsibilities and expertise, and the operation of more cost effective events.

The camps, excursions and/or special events can continue to be run jointly if the College is restructured. The schools could develop a policy, protocols and business plan to support this.

Will the sharing of trained specialists (PE, Indonesian, Art and/or Music) continue?

Currently, the College shares a primary Music and Indonesian teacher across both campuses. This will continue regardless of the College structure. Sharing specialist teachers is quite common across schools. In fact, our shared primary Indonesian teacher works at Lorne Aireys Inlet P-12 College, Torquay P-6 College, Deans Marsh Primary School and Forrest Primary School. Our primary Music teacher works at Lorne Aireys Inlet P-12 College and also at Anglesea Primary School. These types of arrangements will be able to continue regardless of the College structure.

What impact will there be on class sizes at each school?

Class sizes are dependent upon the enrolments and the staffing profile of a school. If the College was restructured with two schools, the principal of each school would be responsible for managing the staff profile based on the enrolment numbers.