Assistance may be given by way of financial support for the following circumstances or projects. Please note the following are samples only.

  • Material assistance: uniforms, shoes, textbooks and resources (including laptop computers/iPads), camp, school formal and excursion costs.
  • Assisting children of the incarcerated and/or mentally ill – transport, clothes and gifts
  • Assisting young mums to stay in education – support, resources and tutoring
  • Defraying medical costs associated with serious medical conditions – support and resources
  • Assisting children dealing with grief – program training and resources
  • Assisting with educational enhancement programs – mentoring, training and resources
  • Motivational speakers and school visit programs - costs and training
  • Financial literacy – program training and resources
  • Homework, library and book clubs – staff salaries and resources
  • Making movies, participation in drama, music, dance and performance – staff salaries and resources

This is not a definitive list as other needs may be considered on a case-by-case basis so long as they are linked to educational participation and improving outcomes for students.

Measurable outcomes:

Outcomes of receiving a grant should be associated with improvement or enrichment for the nominated child/children in one or more of the following areas:

  • Attendance
  • Engagement in learning
  • Learning outcomes
  • Confidence/self esteem
  • Feelings of exclusion
  • Behavioural issues
  • Social interaction
  • School experience
  • Links to curriculum
  • Other

Sample Applications:

Uniforms, textbooks, shoes and other resources

Assistance may be given by way of financial support for:

Material assistance: uniforms, shoes, textbooks and resources (including laptop computers/iPads), camp, school formal and excursion costs.

  • Example 1 - Uniforms

A family in our school is experiencing both financial and health difficulties. The Father has recently suspended his handyman business and become a full-time carer for his wife while she undergoes cancer surgery. When she is well enough, she will commence a course of radiation and chemotherapy for six months. The dad hopes to be able to pick up work again next year but will have no regular income in the foreseeable future.

The family has three children at our school. They do not have an extended family and receive only minimal support from other sources. The school would like to assist the family by discreetly providing uniforms and school supplies for the children at the start of the year.

This form of practical support means that the children will be able to start the new school year looking like everyone else and not wearing ill-fitting clothes or shoes. We know that their confidence will increase as they can attend school in proper uniforms and be well equipped. This will help the children to blend in so that they can focus on their school work and socialise at both recess and lunch instead of feeling alienated.

This will also give a boost to their mum, knowing that her children are attending school with confidence, even if she and her husband are going through a tough time. We hope that outcomes of this funding will include increased self-esteem, confidence and social interaction skills as well as improved learning outcomes.

Budget: $660

Three sets of summer and sports uniforms, school shoes and sports shoes are required. We have estimated the costs of these at $200 per child as we hope to obtain school uniforms at cost price from the school supplier and will shop around for the best prices on footwear. School supplies will also be obtained from our school supplier at reduced costs and are estimated at $60 for the three children. The total amount requested is $660.

  • Example 2 - Textbooks and stationery, Library books and other reading resources

At our school, we have a number of parents struggling to provide basic school essentials for their children. Many have told teachers privately that they find it difficult to purchase resources for school each year. We know that the children feel ostracised because they do not have the same resources as everyone else to complete their schoolwork, homework or projects. For some it’s not having stationery supplies, or a library bag, or books to read at home. Most of these students come from families with low literacy skills where reading resources may not be a priority in the household.

We have identified 12 families that we would like to help with assistance from Barnardos. Our goal is to provide the 30 children involved with a ‘back to school’ kit of stationery and reading resources appropriate for their literacy levels. We have an opportunity to buy bulk supplies and reading resources from our school suppliers, which can then be discreetly provided to the children at the beginning of term.

We hope that being well-equipped at school and at home will help these children to feel the same as their classmates as they will no longer be borrowing or using supplies discarded by others. We anticipate increases in self-esteem, confidence, as well as improved learning outcomes as they become immersed in their learning activities. By also providing the children with additional reading resources to take home, we expect that their literacy levels and school achievements will increase and that their families may benefit overall.

These expected outcomes may be observed by students, teachers or families and can be measured by improvements in literacy, school achievement and increased engagement in student learning.

Budget: $1,500

We hope to provide each of the 30 children with a ‘back to school’ kit of stationery and reading resources in a library bag, which will cost approximately $50 per child for the year. Funding of $1,500 is requested to cover the costs of purchasing these supplies.

  • Example 3 - iPads/electronic devices

This application is to purchase an iPad to support WB, a Year 3 student at our school who has a range of physical and learning needs. A recent specialist assessment recommended that she use an iPad with specific apps installed to help develop her literacy and numeracy skills. WB has been making good early progress in class on a school device with assistance from a Teacher’s Aid, however, the school is unable to lend the device for home use. Her parents struggle financially to provide her with all the resources she requires and are unable to afford an iPad for home use.

If successful, this application will provide WB with an iPad that she can use at home and at school to improve her learning outcomes, which will be measured through teacher observations and assessment. It has also been recommended by her optometrist that an iPad app be utilised to assist her with eye exercises to improve her vision.

Budget: $888

An iPad Air 2 @ $829 plus case @ $59 will be purchased for WB to use at school and at home. A sim card is not required as Wi-Fi is available at school and the family have internet/Wi-Fi access at home.

  • Example 4 - Camp and excursion costs

Every year, our Yr. 6 students go on an overnight excursion to Canberra. They travel by bus and stay in modest accommodation during their visit to sites including: Parliament House, Questacon and the National Museum of Australia. This excursion assists the students to achieve the Human Society and its Environment (HSIE) Stage 3 syllabus outcomes for Civics and Citizenship Education. It also provides a wonderful opportunity for the students to form close bonds and learn more about themselves as school leaders.

This year, the excursion will cost $250 per student and although we are fundraising throughout the year, a number of our students will still be unable to afford camp.

This application seeks funding for eight students in Yr. 6 to be able to join their classmates on the excursion. These children are from families with significant dysfunction who are unable to afford excursion costs. We know the many educational and social benefits that this excursion brings based on outcomes from previous school groups we have taken. We do not want these children to feel alienated or excluded because they have not shared the same experience as their peers.

Outcomes will be measured through teacher observations, informal feedback from students and families as well as academic performance through Civics and Citizenship assessments.

Budget: $2,000
8 children @ $250 = $2,000

  • Example 5 - Formal

The end of year formal is the highlight of Yr. 12 for most students, with endless discussions amongst the girls about what they are going to wear, who they are going to take as partners, and all the excitement of bidding farewell to schooldays. Sadly, we know that a number of girls and boys dread these discussions because their families cannot afford to spend money on tickets, clothes and extras.

This application is to help six Yr. 12 students attend the formal this year by paying for their tickets. Their families are known to the school welfare team who will help to provide the four girls and two boys with suitable clothing and footwear for the big night. These students feel alienated by poverty and have withdrawn from many social opportunities throughout the year because they do not have the money to participate. We are in an area of high unemployment and most students are unable to find part-time work. Some of the students we would like to help do have part-time jobs but we know that their earnings assist the family in paying for essentials.

Through Barnardos, these students will be discreetly provided with a formal ticket. We know that they will appreciate the chance to participate in this important final school event and rite of passage. Expected outcomes of this funding for the students will be an increased sense of inclusion, belonging to a community, self-confidence and achieving this milestone as a cohort before moving on to the next stage of their lives. These outcomes will be measured by teacher observation and informal feedback from students.

Budget:
6 students @ $60 per ticket = $360

Helping children of the incarcerated and mentally ill

Assistance may be given by way of financial support for:

Assisting children of the incarcerated and/or mentally ill – transport, clothes and gifts

Three children – 6, 9 and 11 years old - from the same family at our school have suffered shame and social stigma since their father was sent to jail earlier this year. Their high academic performance has been affected by this disruption to the family and behavioural issues have started to emerge in the eldest child. Their mother has not been able to take them regularly to see their dad on visiting days because she does not have transport and usually has to work on weekends. The younger children have expressed their disappointment at not being able to see their Father. Their grandmother would like to take them but has health issues, which means she is unable to use public transport.

This application will fund the purchase of taxi vouchers to take the children and their mother or grandmother to see their father on visiting days for the rest of the year. The funding will also provide the children with some new clothes and gifts for them to give to their parents on their birthdays. We want the children to still feel part of a family and maintain regular contact with their father until he is released next year. We hope that outcomes of this continued contact will be an increased sense of family, emotional stability for the children as well as improved learning outcomes. Their mother has been working hard to keep their family life as normal as possible but has also suffered from not being able to visit her husband with the children. We hope to support each member of this family in the healing process by enabling regular prison visits.

Outcomes of this assistance will be measured by teacher observations of the children in class, at play, and in their academic performance.

Budget: $1,000

Taxi fares to the prison are estimated to be $100 return. There will be at least eight (8) opportunities to visit during the remainder of the custodial period so $800 is requested for taxi vouchers. $200 is additionally requested to buy a new set of summer and winter clothes for each child plus a gift for their mother on her birthday. The total funding application is for $1,000.

Helping young mums to stay in education.

Assistance may be given by way of financial support for:

Assisting young mums to stay in education – support, resources and tutoring.

T. gave birth to her baby three months ago and both are doing well physically. T. was previously achieving academically at school but decided to leave as she was very distressed by some comments made from fellow students when she was pregnant and decided to leave school. T. has two younger brothers and her mum is also a single parent who struggles to provide for the family. There is no extended family support for T. and she had to give up her part-time job before the birth. Now that T. has developed a routine with her baby, she is interested in coming back to school to start Yr. 12, however, we are aware that she faces some problems, which BCSP may help her to overcome.

While T. has low-cost childcare lined up and will be able to attend classes at our school, she suffers from low self-esteem and has found the academic gap widening between herself and former classmates. We would like to see T. get back to where she should be with the help of regular tutoring and study days run by the local University. Outcomes of T.’s successful completion of High School are expected to be: improved prospects for employment and less reliance on welfare; increased self-esteem as she achieves academically at her previously high level; reduced alienation and an improved sense of inclusion in the school and local community; greater likelihood of improved physical and mental health; long term benefits of social, educational and economic advantage to both T. and her baby. Not all of these outcomes may be measured in the short term, however, T’s completion of Yr. 12 will fit into the reporting time-frame should this application be successful.

Budget: $2,600

It is estimated that a tutor would need to work with T. at her home every week of term for 2 x 1 hour sessions at $40 per hour. This would work out over 30 school weeks at $2,400 for tutoring, plus $200 for attendance at special study days throughout the year. This application is submitted for $2,600 in total to assist T. complete High School.

Defraying medical costs

Assistance may be given by way of financial support for:

Defraying medical costs associated with serious medical conditions – support and resources.

CB is an academically capable Yr. 9 student who has a serious medical condition, which has impacted his learning and limited his opportunities to participate in class activities. When he is well enough to come to school, he tries hard to keep up with his peers but there are significant gaps in his skills and knowledge. He usually responds well to additional input from teachers when he returns to school after an absence but can become frustrated if he feels like he is falling too far behind, especially in mathematics. CB is participating in a drug trial, and while his long-term prognosis is not known to the school, his teachers would like to see him achieve his potential. His parents have told us that focusing on the certainty of his school work seems to help him deal with the uncertainty of his health issues, and he has taken great pride in the results of a recent school assessment. His parents are stretched financially by the many costs associated with CB’s condition, and cannot afford external tutoring for him. His mother can no longer work outside the home and his father has experienced long periods of unemployment. There is no other source of funding and as a low ICSEA school, we have many demands on our limited resources.

If successful, this application will fund teaching assistance for CB each week at school instead of attending sport, which he is unable to participate in. An experienced casual teacher will be employed to work one-on-one with him to reduce the gaps in his learning. Outcomes for CB will be improved learning results, increased self-esteem and confidence, reduced frustration due to falling behind, reduced stress and an increased sense of well-being. These may be measured objectively in CB’s assessment results and subjectively via teacher and parent observation and feedback.

Budget: $2,850

From CB’s previous attendance records it is expected that he will attend school approx. 50% of each term. It is estimated that he may need half a day teaching assistance on approximately 15 occasions over the school year. This would be a cost of 15 x $190 = $2,850. If he is able to attend school more often, that will be a bonus and he may then be able to keep up with his peers.

Helping children dealing with grief

Assistance may be given by way of financial support for:

Assisting children dealing with grief – program training & resources

Sadly, we have had five children in the school community who have lost a parent, sibling or suffered from trauma in the last year. We have noticed that these children are struggling to deal with their loss. Unfortunately, it is not uncommon for grief and dysfunction to be present in the lives of our students and we are aware of many ongoing issues. Their teachers are trying to support them as much as they can with the assistance of the school counsellor, who is only available for a few hours each week.

We have become aware of a professional learning program for one of our teachers, which involves training over two (2) days to understand grief and loss from the perspective of Primary School aged children. The program will equip the teacher to respond appropriately using age-sensitive strategies that are based on sound educational psychology and child development principles.

We would like two teachers to be trained so that they may be our school specialists in this area, both in day-to-day practice and in providing ongoing professional development support for other staff members. School will be educated in the approach and able to identify which students should be referred to attend sessions run by the teachers trained in this matter. Resources to support these sessions held in small groups will be retained by the school for future use.

Outcomes of having two staff members trained in this program will be their capacity work sensitively with children affected by grief and loss and to act as a resource in providing ongoing support and advice to their colleagues. It is expected that school attendance, participation levels, as well as the psychosocial health of the children will improve, and that they will begin to achieve their academic potential. These outcomes may be evident in school attendance records, teacher observation and informal feedback from family members.

Budget: $2,320

The two-day training course costs $400 per teacher and each teacher attending needs to be replaced each day by a casual teacher @ approx. $380 per day. We would like to send two teachers for training, at a cost of $800 and $1,520 for relief teaching (4 teaching days x $380/day). This application requests funding of $2,320 in total to support the provision of an enduring resource in the school that will help children currently dealing with grief and loss, as well as future students through peer training of additional staff.

Educational enhancement programs

Assistance may be given by way of financial support for:

Assisting with educational enhancement programs – mentoring, training and resources.

Our school has witnessed reduced involvement with the juvenile justice system, increased resilience and academic improvements in a small group of 'at risk' students who participated in a pilot mentoring program run in the school last year. This program complied with the guidelines set by the NSW Department of Education for mentor programs.

The program involved four students/mentees attending regular sessions with their teacher/mentor. It was discreetly provided by two teachers new to the school who both had previous experience in mentoring. Their previous training included communication skills, strategies for managing student behaviour, social and learning skills, problem solving and limit-setting. The mentoring program was based on age-appropriate activities with clearly defined outcomes.We were so impressed by the results of this program that we would like to assist more students in this way. However, with a one-on-one mentor/mentee relationship or two-to-one as a maximum, we will need to assist more staff to become mentors.

The teachers previously involved are willing to continue the mentoring program and train other staff members to deliver the program. Additional teacher hours need to be funded to cover their release during the class time as required to conduct training. If successful, this grant application will provide financial aid for five relief teachers to cover the class-time required for two (2) days of mentor training of an additional five teachers.

We plan to run the program over the full school year for 10 identified ‘at risk’ students and expand the program, if possible, as newly trained staff become involved. As well as the outcomes already observed, we hope that school attendance of the students involved will increase and a reduction in student behavioural issues requiring disciplinary action will be recorded. With increased mentoring skills and experience amongst our staff, it is anticipated that mentoring will become a key strategy in our school for dealing not only with ‘at risk’ students, but also providing leadership opportunities for students.

Budget: $3,720

Costs will be for relief teachers to cover five (5) teachers for two (2) days each @ $372/day = $3,720.

Motivational speakers and school visits.

Assistance may be given by way of financial support for:

Motivational speakers and mentors - costs and training.

Many of our senior students lack motivation to succeed at school, suffer from poor self-esteem and lack direction concerning their post-school lives. Their teachers have learned that no one in their family works, or has ever worked, and that the students believe there is no point in them doing more than just marking time until they turn 17. They have not applied for jobs or apprenticeships because they do not believe in themselves and have a limited horizon of what is possible in their life. At a recent school assembly, we had an opportunity to invite a past student who has succeeded in business beyond all expectations. The students were very interested to hear how he had been able to get ahead. There was a buzz in the school immediately afterwards and it was clear that the young speaker had made a connection with the students.

We would like to introduce a full-day program for our senior students on motivation run by Y, a company that tailors programs for schools, industry and sport. A neighboring school with similar demographics ran this program earlier in the year and it was well received by the students, with attendance rates improving and reduced incidences of bullying. We feel that our students need to learn self-motivation, develop resilience with daily challenges at school and home life, as well as begin to see the bigger picture of their post-school world. The motivational program run by Y is down to earth and providing both practical and age-appropriate strategies for students to believe in themselves and look for opportunities to get ahead. We hope to achieve a greater impact by having all 300 senior students complete the program on the school site together, so that they can continue to discuss the content of the program and implement the strategies both as individuals and as a group.

Expected outcomes of running this program include: improved attendance, reduced bullying, increased focus on interpersonal relationships, increased school attendance and subsequent participation in post-school and trade courses. The program will also set an example to junior students regarding personal attitude and behaviour. These outcomes will be measured by teacher observation, school attendance records, post-school options surveys and informal feedback from a range of sources.

Budget: $3,500

Participation in the Y program costs $10 per student and we anticipate that all 300 senior students will attend on the same day at a cost of $3,000. We would also like to provide lunch and snacks for the students to reinforce the healthy eating “Looking after Yourself” component of the program and request $500 to purchase food for the day. In total, $3,500 is requested to help our students see beyond the cycle of welfare dependency and become motivated to seek out opportunities in life.

Financial literacy

Assistance may be given by way of financial support for:

Financial literacy – program training & resources.

Our school draws students from an area of low socioeconomic status and high unemployment. During my five years as Principal, I have become increasingly aware of financial hardships, which many school families have experienced. These hardships are often exacerbated by parents having little or no consumer/financial literacy skills. My staff and I would like to introduce elements of consumer and financial literacy into Years 7 and 8 curricula in practical ways so that the children and their families will benefit in the long term.

Our students are vicariously exposed to mobile phone plans, credit cards, cashless transactions, pay day loans, mortgages and car loans. Children are known to be key influencers of shopping decisions and we hope to be able to improve their consumer habits and financial literacy skills as well as that of their families.

We have become aware of financial literacy assistance, which is available to schools through the Australian Security & Investments Commission (ASIC). We hope to send two staff members to an ASIC workshop and gain professional knowledge to guide the rest of our staff through the steps to introduce financial literacy into many curriculum areas.

While ASIC provides the workshop, support and curriculum resources free of charge, this application seeks funding to cover the cost of two staff members being replaced while they attend the workshop and additional relief while they update programs to integrate the ASIC resources into appropriate curriculum areas. These resources will remain in the school and the two staff have agreed to take ongoing responsibility to share their knowledge with other members.

Initially, 200 students in Years 7 and 8 will benefit from this project by increasing their consumer and financial literacy skills and knowledge. It is anticipated that there will be a multiplier effect as they influence decisions made by their families and hopefully develop lifelong habits.

It is hoped that the ASIC resources may be used subsequently to integrate consumer and financial literacy into curricula for additional year groups and build on the foundations, which this grant application will allow if successful.

Outcomes of the grant are expected to be: increased consumer and financial literacy, improved learning outcomes associated with curriculum links and updated programs, increased access to consumer and financial literacy resources for staff and students and increased self-esteem and confidence as students develop a greater understanding of mobile phone plans, credit cards etc.


Budget: $1,400

Homework, library and book clubs.

Assistance may be given by way of financial support for:

Homework, library & book clubs – staff salaries & resources.

As a trial, we introduced an after-school Homework Club last term and it has proven to be popular with a group of students. It runs for an hour, two afternoons a week and is held in the school library. Staff members volunteer to stay behind on a roster basis and provide one-on-one help as needed for approximately 8 – 20 students, with numbers regularly increasing. We have noticed that in this ‘safe’ setting, students are opening up to the teachers that they do not understand lesson content. These gaps in learning have been identified and remediated.

Homework Club is not run as a tutoring session as teachers from all faculty areas participate, however, it does assist students to discover why they might be having trouble in class and directs their learning accordingly. This informal feedback has proven useful for teachers too, as they have been able to learn additional ways to differentiate the curriculum for a range of students.

Our students’ families are impacted by socioeconomic disadvantage, poor literacy and numeracy skills and high unemployment. Sometimes Homework Club provides an opportunity for these students to complete their work, as chaotic home life, lack of resources, internet/printer access or not having somewhere to sit and work may be the real problem. Sometimes students attend just to feel part of a group, and open up about other problems that they are experiencing. Students do not have to book in or complete specific tasks and we have observed some regular attenders as well as changing faces. Increased referrals to the Learning Support and Welfare Teams in the school have also been unexpected outcomes of this trial.

A number of staff have indicated support for Homework Club to continue and would like to stay back regularly after school, however, we are concerned that in addition to their timetabled teaching loads, burnout may occur. This application is to fund a casual teacher for one day per week to reduce the teaching load of the Homework Club teachers so that their overall work load does not increase.

Outcomes of the Homework Club are expected to be: improved learning outcomes for students where gaps in learning are able to be recognized and addressed in class; expanded options for teachers to differentiate the curriculum based on the current needs of their students; increased self-esteem regarding student learning; increased sense of inclusion and belonging to a safe community; increased completion rates of homework and assignments; potentially reduced rates of behavioural issues such as school vandalism and graffiti; modelling of work and study habits, which may not be available elsewhere. These outcomes will be measured by teacher observation and feedback from parents and other family members.

It is hoped that if Homework Club continues to be as successful as our pilot, a permanent staffing allocation will be put in place so that repeat applications for funding may not be required.

Budget: $3,800

One casual teacher @ $380/day approx. will cover six teaching periods on one day per week, which will then allow three teachers to be available for Homework Club on each of the two days it runs. Funding is requested for 10 weeks over the next school term @ $380 approx. per week = $3,800.

Making movies, participation in drama, music, dance and performance

Assistance may be given by way of financial support for:

Making movies, participation in drama, music, dance & performance – staff salaries & resources

Our Primary School students often do not have the opportunity to attend drama, dance or music performances in our small town. We do, however, encourage lots of creative interaction with our students as through the school’s curriculum based on the initiative and talent of our staff. We would like to book a theatre performance and education session from an established provider who has announced that next year, they will be touring near our town, and would be able to include a visit to our school in their schedule.

This application is to fund the cost of the theatre company to come to our school and includes whole school involvement. Our school community is already stretched with its support for essential school resources and we do not have access to additional funding for this creative way of addressing problems associated with bullying and other behavioural issues.

As well as enjoying the performance, our students will take part in a theatre education session, which will allow teachers to continue the experience back in the classroom. The theatre company, which is also subsidized, provides supporting teacher resources that integrate curriculum areas in science, music, literacy and art with theatre, creativity and performance. The performance, which we would like to book for a day, focuses on anti-bullying and resilience building and we feel that our students will benefit from this opportunity to tackle bullying at the whole school level.

A number of our students come from dysfunctional families and are affected by bullying as either the target or as the instigator. Behavioural issues have increased in recent years and we would like to adopt a whole school approach towards increasing acceptable behaviour and shared values. Expected outcomes from the theatre experience are participation in an educational experience for the whole school community of 126 students, as well as the reinforcement of values including respect, honesty, truth and equality. We anticipate that there will be many opportunities to refer back to this shared experience and discuss issues and behaviours, which contribute positively to the students’ lives. We also hope that increased confidence and self-esteem will occur as every student will have an opportunity to build the skills taught at the education session and each teacher will have access to curriculum integration resources.

These outcomes will be measured by teacher observation, feedback from students and families, reduction in incidences of bullying and other behavioural issues.

Budget: $1,500

The cost for all 126 students and their teachers to attend the performance and theatre education session in our assembly hall will be $1,500.

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