- Who can apply:
- Not-for-profit groups, government
- Status:
- Open, closing in 39 days
You can apply now. Applications close at midnight on Wednesday 4 September 2024.
Categories of grants
- Buildings and playgrounds: These grants fund infrastructure upgrades of up to $200,000 to make kindergarten activities safer, more inclusive and accessible to children of all abilities.
- Equipment: These are grants of up to $10,000 for moveable inclusive education equipment, such as mobility stools and sensory equipment for kindergarten programs.
Featured projects
Take a look at some of our completed Building Blocks Inclusion grant projects:
- Assisi Kindergarten Strathfieldsaye
- Belgrave Heights Christian School Early Learning Centre
- Renown Kindergarten
Early childhood updates
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Guidelines
The Building Blocks grants support the Victorian Government's unprecedented reform and funding of early childhood education.
The grants are funding a massive program of building, modernising and expanding kindergartens across the state.
This work, backed by new partnerships and record investment, means all Victorian children can now get 2 years of free kinder.
The reforms, and the benefits they bring, will continue to expand over the next few years.
Victorian 3-year-olds can now get at least 5 hours of kindergarten a week. That increases to 15 hours by 2029. Also, from 2025 to 2036, Four-Year-Old Kindergarten will transition to ‘Pre-Prep’ – doubling play-based learning for every 4-year-old child in Victoria to 30 hours a week.
The government has invested $2.7 billion to work in partnership with local councils and early learning providers to build the kinders we need for these important reforms.
Building Blocks grants are key to evaluating the best projects to realise the government’s vision and achieve best value for this significant public investment.
In particular, the inclusion grants stream outlined below is making our kindergarten buildings and playgrounds more accessible, safer and better equipped for children of all abilities.
See What Type of Grant Can I apply for? below for further details on the funding streams and amounts available.
Inclusion stream
The Building Blocks Inclusion stream provides funding to kindergartens to upgrade early childhood buildings and facilities (including playgrounds), and purchase equipment to provide safe and more inclusive environments for children of all abilities.
Funding is for projects designed to:
- increase engagement, improve learning outcomes and strengthen inclusive early childhood learning environments for children of all abilities
- promote inclusion in early childhood teaching approaches that are tailored to the needs of all learners
- create innovative early childhood learning environments based on inclusive and universal design best practice
Projects must be for a funded kindergarten in Victoria that is, or will be, licensed to provide a funded Three and Four-Year-Old Kindergarten program for four years from project completion. The kindergarten must offer, or intend to offer, both programs. This can be sessional or integrated with long day care.
There are two categories of grants under the Building Blocks Inclusion stream:
- Buildings and Playgrounds
- Equipment
Grant type Buildings and Playgrounds Equipment Purpose Grants are offered to improve early childhood buildings and facilities to provide safe and more inclusive environments for children of all abilities. Funding is for fixed fittings and equipment.
Equipment grants are offered to fund the purchase of inclusive educational equipment for kindergarten programs. Funding is for non-fixed equipment (i.e., non-fixed to buildings). Funding available Up to $200,000 per grant (GST exclusive) Up to $10,000 per grant (GST exclusive) Co-contribution Applicants do not have to co-contribute. Applicants do not have to co-contribute. Project completion/acquittal Within 12 months of executing a Victorian Common Funding Agreement (VCFA) with the Department. Within 3 months of executing a VCFA with the Department. Payment of grants Payment provided in four milestone instalments throughout 12-month period. Payment provided in one up front instalment. Buildings & Playgrounds
What can be funded What cannot be funded - project management costs
- planning and design costs that result in a completed playground or building upgrade
- site preparation, including clearing or demolition (if the proposed project is on land owned by the department, you must contact the VSBA Early Childhood Grants team before applying to confirm how these costs can be funded)
- construction and commissioning
- landscaping and accessible car parking
- fixed fittings and fixed equipment
- a soil contamination assessment, completed before the application is submitted*
- a Division 6 Asbestos Audit Assessment completed before the application is submitted*
- removal of contaminates on project sites such as asbestos/arsenic/ heavy metals*
*Provided it is within scope of the state’s financial contribution for this grant stream and costs are included at application stage.
- planning and design costs that do not result in a completed playground or building upgrade
- site acquisition and lease costs
- routine or cyclical maintenance works
- purchase of cars, buses and other vehicles
- ongoing administration or operational costs including volunteer committee costs, staff salaries and training
- additional funding due to project cost overruns
- purchase of relocatable buildings (including ‘pods’) which would extend or increase the number of early childhood buildings
- information technology costs
- non-fixed furniture and specialist disability equipment, e.g. specialist chairs and toilet frames
- reimbursement for work already started or completed
Equipment
What can be funded What cannot be funded - moveable and accessible equipment, such as:
- ramps to support transition between play areas and entry/exit to services
- safety surfacing (e.g., soft fall mats) and indoor/outdoor gross motor skill equipment such as climbing frames and balancing boards
- indoor/outdoor sensory equipment and resources
- adjustable furniture, such as inclusion tables, change tables, mobility stools, toilet frames/steps, walking frames
- wadding/protective padding for building structures, e.g., around veranda posts
- installation costs (only costs for installing equipment funded through the Inclusion stream)
- information technology equipment, software or subscriptions e.g., laptops, tablets, bee-bots and robotics etc.
- non-moveable (i.e., permanently fixed to buildings) and non-inclusive equipment such as dryers, mirrors and shelving
- reimbursement for equipment already purchased
- first aid medical, toiletries and other sanitary items e.g., nappies
- gardening equipment and plants, such as leaf blowers, water pumps and generators
- shade sails
- artwork
- clothing and footwear
- ongoing administration or operational costs including staff salaries and training, office furniture and maintenance costs
Exclusions
The Building Blocks Inclusion stream will not fund projects that:
- are not located at a funded kindergarten service(s) at time of application
- are not at facilities which offer (or are intending to offer) both Three and Four-Year-Old Funded Kindergarten programs
- are located outside Victoria
- do not align with the program objectives
- do not meet the requirements outlined in these guidelines
- do not meet the assessment criteria or include all the required costings and documentation (such as soil, asbestos or Quantity Surveyor reports) at time of application
- have already started, or been completed (i.e. retrospective funding).
Buildings and playgrounds
Indoor inclusive learning spaces
Funding may be provided to create learning spaces that engage all children and focus on improving their social and emotional wellbeing. This includes flexible areas that can cater for the needs of different types of learners and are innovatively linked with education programs.
Outdoor inclusive learning spaces, including playgrounds
For some children, a learning place that addresses sensory or learning needs can provide a stimulating environment that they require to support learning. These spaces are areas where children can go voluntarily and remain under supervision. Demonstrating how the outdoor learning spaces will benefit all children and connect with teaching practices will enhance your application.
A key objective under the Supporting Children and Families in the Early Years Compact is that all young children are engaged, confident and creative learners. An accessible and inclusive playground means it is as easy as possible for everyone to play, encouraging all children to be more physically active. Demonstrating how the playground is accessible by all children will enhance your application.
Acoustic treatments
The ability for a child to hear and understand what is being said in the classroom by the teacher is vital for learning. This ability can be significantly reduced by poor classroom acoustics. There are acoustic treatments that contain and absorb sound, thereby improving class concentration and allowing the teacher’s voice to easily reach all students.
Acoustically treated curtains can be installed in front of windows to reduce external noise in classrooms.
Hardwood flooring reflects rather than absorbs sound. Carpeting classrooms is a sufficient solution to dampen the interior noise of students and movement of furniture.
Installing acoustic panels or a suspended acoustical ceiling cloud (partial ceiling) to the current high ceilings will absorb sound, reducing interior noise within the room.
Sensory garden
Sensory gardens can provide a range of health benefits, including reduced stress and lowered blood pressure, and can also make a great contribution to emotional and physical wellbeing.
Sensory gardens should be designed with accessibility and inclusion in mind and could include a variety of raised beds and planters for vegetables and herbs, which will ensure they are easily accessible by all children.
These gardens can serve therapeutic and educational purposes for children. By providing plants with fragrance and colour, installing wind chimes or ground surfaces with different textures, the activation of a range of senses that range from sight and hearing, smell and touch, to even taste can be achieved.
Accessible ramps
You might need a sloping ramp with slip-resistant strips that provides access to the main entrance and integrates aesthetically with the building.
The ramp will benefit those who use wheelchairs or walkers as well as those who may not use equipment but whose balance, strength, or stamina make stair climbing difficult or unsafe.
Having the ramp as the main access point for children of all abilities will encourage inclusion and integration.
Two handrails can be installed on both sides of the ramp and continuously around intermediate landings and extend beyond the entry and exit points.
The construction of the ramp will make it possible for all individuals to navigate their environments confidently and safely.
Equipment
Multi-play equipment units
Multi-play equipment units are developed to encourage all children to interact within the same play space, can be modified and adjusted to fit all age groups and abilities.
The units can incorporate wheelchair accessible ramps, timber bridges, slides, scramble nets, accessible clamber ramps, climbing frames and sensory play panels.
Primarily these units provide children with challenging physical activity to train their coordination, confidence, and balance. These creative structures also encourage imaginative playtime. They also offer all children opportunities to learn and develop their social skills by encouraging interactive, group play between peers.
Moveable items that can be purchased include (but are not limited to):
- access ramps to support transition between play areas and entry/exit to services
- safety surfacing (e.g. soft fall mats)
- indoor/outdoor sensory equipment such as:
- sensory wall panels
- resonance boards
- adjustable sand and water table
- tee pees
- toys
- multifunctional activity tables
- cushions
- chairs and flexi stools
- steppingstones
- hanging sensory/ pod swings
- tactile equipment (e.g. sand, fidget toys)
- weighted and resistance equipment (e.g. weighted soft toys and blankets)
- adjustable/inclusion tables and chairs to suit all abilities
- adjustable change tables
- mobility stools
- toilet frames/steps
- balance beams
- adjustable walking frames
- writing slopes wedges
- wadding/protective padding for building structures, e.g. around veranda posts
- installation costs (for installing inclusive equipment funded through the Inclusion stream
Your organisation can apply if it is:
- a Victorian local government (Council);
- a not-for-profit community organisation that is a legal entity (for example an incorporated association, incorporated cooperative or Indigenous corporation);
- a Victorian government school; or
- a Victorian non-government school registered with the Victorian Registration and Qualifications Authority or Catholic Education Commission of Victoria.
Victorian kindergarten providers with a funded kindergarten service(s) at the time of application are eligible to receive funding. For-profit organisations cannot apply for any grant streams within Building Blocks.
For further information regarding eligibility, please refer to the Inclusion Assessment Factsheet and Application Checklist on this webpage.
If you propose a Buildings and Playgrounds project on land owned by the Department of Education (DE) you must contact the VSBA Early Childhood Grants team as early as possible during the development of your proposal to discuss the approach to land and project delivery.
The VSBA Early Childhood Grants team can be contacted by email at building.blocks@education.vic.gov.au.
Applications for projects on DE land must include:
- a completed Land Use Proposal Form, found on the VSBA website (refer to the Projects on Department of Education land section)
- a copy of any existing lease or agreement between relevant parties
- a detailed design of your proposal
- 2 quotes from a qualified professional.
If the project is located on DE land, the VSBA will procure a Quantity Surveyor report.
Successful grant recipients must also enter into a lease agreement with DE (if not already) in addition to their Victorian Common Funding Agreement.
Further information on these requirements can be found on the Building Blocks frequently asked questions webpage.
The Department will not consider late or incomplete applications.
A Building Blocks Inclusion Assessment Factsheet and Application Checklist can be found below. Please refer to this factsheet before preparing your application.
Following the assessment process, the Department provides recommendations to the Minister for Children for formal approval. Applicants will be advised of any prolonged delays in notification of grant outcomes.
Applicants must not enter into a contract or commence any works proposed in an application until a Funding Agreement has been executed with the department.
The Minister reserves the right to provide strategic investment to projects. The Minister may also, on advice from the Department, provide funding to partners, in exceptional circumstances to support the provision of funded Three- and Four-Year-Old Kindergarten services across the state.
Funding recommendations will be based on the extent to which you can demonstrate that your project addresses the following assessment criteria. These are weighted according to specified percentages, which align with Building Blocks Inclusion stream objectives:
Buildings and Playgrounds
- Demonstrate how the proposed works (60%):
- upgrade or maintain infrastructure to enable children with all abilities to participate in an inclusive kindergarten learning environment; and
- support teaching approaches that promote inclusion
- Demonstrate how the proposed works support the seven universal design principles (20%)
- Demonstrate how the proposed works promote environmental sustainability (10%)
- Demonstrate project readiness, including provision of all required documentation and overall completeness of the application (10%)
Equipment
- Demonstrate how the proposed purchases enable children with all abilities to participate in an inclusive kindergarten learning environment (100%)
- Demonstrate how the proposed works (60%):
A Soil Hygienist Report is required for any project that disturbs the soil (including installation of outdoor shade sails) to determine the suitability of the site for the proposed purpose of an early learning centre.
It is important that an environmental professional is engaged to provide a Soil Hygienist Report – and not a geotechnical report. If applicable to your project, a Soil Hygienist Report must be included in your grant application.
Soil Hygienist Reports must:
- be performed by a qualified environmental professional
- align with standards such as the National Environmental Protection (Assessment of Contaminated Sites) Measure (NEPM)
- involve a desktop review of past site history and soil investigation samples for analysis of contaminants such as arsenic, asbestos, and heavy metals with particular focus on where project soil works are proposed
- compare contamination results against NEPM human health and ecological investigation levels as well as Victoria EPA Industrial Waste thresholds
- include a statement to indicate if the site is suitable for the intended use as an early learning centre and/or potential project risks
- specify if contaminated soil is identified above the levels specified for the intended use as an early learning centre.
If contaminated soil is identified above the levels specified for the intended use as an early learning centre, a Soil Management Plan (SMP)must be developed for safe management or removal and disposal of the contaminated soil. The SMP must also be provided as part of your grant application.
Examples of consultants who specialise in soil hygienist testing and site assessment, are listed below:
- The Australian Contaminated Land Consultants Association - Australian Contaminated Land Consultants Association(opens in a new window).
- The State Government Construction Supply register Construction Supply Register(opens in a new window) under Contamination Testing category.
A Division 6 Asbestos Audit Report is site specific and is required for any project that involves work to a building constructed before 1990, where the fabric of the building will be disturbed. If applicable to your project, a Division 6 Asbestos Audit Report must be included in your grant application.
Division 6 Asbestos Audit Reports must:
- be performed by a trained professional such as an Occupational Hygienist
- contain the results of a visual and invasive inspection of a building to monitor and identify Asbestos Containing Material (ACM)
- include the logged results of the asbestos audit in an asbestos register, which is to be updated following all subsequent audit reports and removal works
Please note that a Division 5 Asbestos Audit Report will not be accepted.
If ACM is discovered in a building or site, an Asbestos Management Plan for removal and disposal of the ACM must be developed and provided as part of your grant application.
Information and examples of consultants who specialises in asbestos and site assessment, are listed at:
- The State Government Construction Supply register Construction Supply Register(opens in a new window) under Contamination Testing category
- WorkSafe(opens in a new window) Victoria.
Division 6 Asbestos Audit Reports are not required for works to buildings constructed from 1990 onwards. Where this is the case, an applicant is required to provide:
- an asbestos report (if one is available) or evidence, such as an occupancy permit or statement from the landowner that the building is not older than 1990
- a letter signed by an authorised representative of the organisation that confirms the applicant will be responsible for any remediation and ongoing management should ACM or other contaminants be discovered during works undertaken at the site.
For further information about asbestos safety, including how to find and identify asbestos, asbestos management and asbestos disposal visit Asbestos Victoria(opens in a new window).
Organisations that receive a grant must:
- agree to the requirements outlined in these guidelines (failure to do so may result in funding being withheld)
- enter into a formal Victorian Common Funding Agreement (VCFA) with the department;
- where applicable, follow the Building Blocks Acknowledgement and Publicity Guidelines, including:
- liaising with the department and holding events on requests, such as sod turns and openings
- erecting signage for projects valued at over $250,000
- offering the government’s representative the opportunity to attend and open the completed project, as well as any project-related events, noting that 3 months’ notice must be given for sod turns and official openings by contacting building.blocks@education.vic.gov.au(opens in a new window).
- submit monthly progress reports through an online reporting system and provide supporting evidence for payment of milestone claims.
- submit an acquittal form and the required supporting evidence for approval by the Department upon completion of the project.
- agree that no additional Department of Education state funding will be allocated to the proposed project and if additional costs arise, they must be met by the applicant.
To remain eligible for funding, you must not enter into a contract or commence any works proposed in your application before we inform you of the application outcome.
Before submitting your application, we encourage you to review the following documents which further clarify your obligations for receiving Building Blocks funding:
The Betrayal of Trust Report found that survivors of institutional child abuse were sometimes unable to identify an appropriate legal entity to sue.
The Royal Commission into Institutional Responses to Child Sexual Abuse also recommended that governments consider requiring organisations they fund to be insured against child abuse.
From 1 July 2019, non-government organisations funded by the Victorian Government to deliver services to children will be required, as a condition of funding to be:
- incorporated separate legal entities that can be sued in their own right in child abuse proceedings
- appropriately insured against child abuse.
The new requirements will improve the ability of child abuse survivors to bring a legal claim for compensation and ensure that successful claims can be paid.
There are other grant programs that provide funding for the development of early childhood facilities and services. The Department must be advised of other funding applications for your project. We reserve the right to consider grant applications made for other programs, offered by the Department or other government departments, and to submit Inclusion stream applications to other Department agency led grant programs for consideration for funding under those programs where appropriate.
Project management requirements
For Buildings and Playgrounds grants, a qualified and experienced project manager must be identified at the time of application and appointed within four weeks of the funding announcement.
Project reporting requirements
As a condition of funding for Buildings and Playgrounds grants, successful applicants must comply with project monitoring and reporting requirements, including:
- monthly status reports through an online reporting system to provide an update on progress, updating proposed, forecast, and actual dates for project milestones, flagging risks and issues, and providing the required evidence when payment milestones have been met
- advising the Department in advance of key milestones including architect appointment, design completion, sod turn and construction completion and providing opportunities for public communication of these milestones.
- advising the Department of scope changes (relating to time, cost, and project scope) by completing and submitting a Request for Variation (RFV) form via an online reporting system
- site inspections, meetings and teleconferences with Department staff or representatives if required.
- production of building contracts, receipts and/or invoices when requested
- acquittal through an online reporting system.
As a condition of funding for Equipment grants, successful applicants must comply with project monitoring and reporting requirements, including:
- advising the Department of scope changes (relating to time, cost, and project scope) by completing and submitting a RFV form via an online reporting system
- site inspections, meetings and teleconferences with Department staff or representatives if required
- production of receipts and/or invoices when requested
- acquittal through an online reporting system.
All successful applicants are required to upload information into the Department’s reporting system to complete their acquittal.
Recipient organisations must contact the Department immediately if they:
- require a project extension
- propose a change in project scope
- propose a change in project costs which results in either an overspend or underspend.
Applicants will be required to complete a Request for Variation form (which will be submitted through an online reporting system), together with detailed evidence that explains the reason for the variation. The applicant will be asked to allocate any underspend towards additional eligible items in line with the guidelines before an acquittal is accepted. Overspends remain the responsibility of the organisation.
Further information on acquittal requirements and variation requests can be found in the frequently asked questions.
Application forms can be accessed online through SmartyGrants(opens in a new window). Applicants must be registered to use the Smarty Grants application system. Registration is free.
For assistance with the online application system, please email the Smarty Grants Support Desk(opens in a new window) or call on (03) 9320 6888 between 9am and 5pm Monday to Friday. You can also consult the help guide(opens in a new window).
Two documents that require the most time to secure are the Soil Hygienist Report and the Asbestos Report. Please refer to the section above regarding Soil and Asbestos Reports.
Applications for projects on Department land are not required to provide a soil hygienist report. The VSBA will complete this requirement following the submission of your application.
Buildings and Playgrounds checklist
Evidence
Description
Considered responses to the selection criteria
- Responses must demonstrate how the project will meet each merit assessment criteria
Written confirmation of co-contribution (if applicable)
- Authorised written confirmation from the applicant and all other funding organisations including contributions from the Federal Government, Victorian Government, local government, or other sources
Builder quotes and/or Quantity Surveyor Report, must include a minimum 10-15% (ex GST) cost contingency
- For projects under $200,000 ex GST - Two appropriate cost estimates (quotes) from a qualified building professional registered for a trade that is consistent with the scope of the proposed works,
- For projects $200,000 or more ex GST - One Quantity Surveyor report from a registered Quantity Surveyor is required for building projects
Project Budget (ex GST)
- A budget (i.e. a simple excel or word document) including a clear and accurately itemised table of Total Project Costs according to the quote/s provided (ex GST) and requested funding amount, which will be the total project cost minus any co-contribution
Soil Contaminates Report
- A Soil Contaminates Report, including testing for arsenic, asbestos, and heavy metals from a qualified environmental professional is mandatory for any project that disturbs the soil
Div 6 Asbestos Audit Report
- A Division 6 Asbestos Audit Report is mandatory for any project where the fabric of the building is being disturbed (unless constructed before 1990)
- If the building was constructed before 1990, provide:
- asbestos report (if one is available) or evidence, such as an occupancy permit or statement from the landowner that the building is not older than 1990
- letter signed by an authorised representative of the organisation that confirms the applicant will be responsible for any remediation and ongoing management should ACM or other contaminants be discovered during works undertaken at the site.
Designs, Plans, Photos, Permits
- Professional schematic design drawings and site plans/ photos/ permits to illustrate what parts of the land or building will be changed by the project
Project Plan
- A plan (i.e. a simple excel or word document) to support the dates nominated in the application for stages of the project
Affected services
- If your project will directly affect service providers currently operating at the facility evidence that you have consulted with these providers such as letters of support or documented outcomes of consultation and engagement
Not-for-Profit Status
- Evidence of not-for-profit status (such as a copy of your Australian Business Number, registration as a not-for-profit, certificate of registration as charity, or a certificate of registration as an incorporated association)
Signed financial Statements
- Not-for-profit organisations and non-government schools must provide evidence of financial solvency such as a signed copies of audited financial statements for the previous two financial years.
Auspice Arrangement
- If an auspice arrangement is proposed, signed, written confirmation from both parties is required
Evidence of Land ownership
The type of evidence required depends on who owns the land.
- If a local council or state/federal government agency, own the land, or if you are leasing the building or the landowner is not the building owner, you must provide:
- certificate of land title with owners name and service address
- current lease with an end date at least four years after completing the project signed and dated by both parties; or
- If the current lease will end earlier than four years, the applicant must provide a signed letter from the landowner (on letterhead) referring to the specific property and project, stating they intend to allow the facility to operate as a kindergarten for at least four years after completing the project. It should not be dated more than three months.
- signed, written consent to undertake the work from the landowner (on letterhead) referring to the specific property and project, including who will deliver the project (i.e. applicant, landowner or the building owner) and any known risks or issues for the project site. It should not be dated more than three months.
- If you (the applicant) own the land for the nominated project site, you must provide:
- certificate of land title, LANDATA documents or council rates notice with owners name and service address.
Projects on Department owned land
Your application must include a completed Land Use Proposal Form (LUPF) found on the VSBA website (refer to Projects on Department of Education land section).
Follow the guidance in this form prior to submitting your application.
Equipment checklist
Evidence
Description
Considered responses to the selection criteria
- Responses must demonstrate how the project will meet each merit assessment criteria
Supplier quote (ex GST)
- One appropriate cost estimate from a registered supplier that is consistent with the scope of the proposed works
Affected services
- If your project will directly affect service providers currently operating at the facility evidence that you have consulted with these providers such as letters of support or documented outcomes of consultation and engagement
Not-for-Profit Status
- Evidence of not-for-profit status (such as a copy of your Australian Business Number, registration as a not-for-profit, certificate of registration as charity, or a certificate of registration as an incorporated association)
Auspice Arrangement
- If an auspice arrangement is proposed, signed, written confirmation from both parties is required
The following links are provided as a starting point for considering best practice approaches to inclusion. You are encouraged to undertake your own research to identify solutions that will meet their needs.
Australian Children’s Education & Care Quality Authority
Department of Education
International resources
Centre for Excellence in Universal Design The 7 Principles of Universal Design Health and Education Advice and Resource Team Universal Design of Schools and Classrooms OECD Including Pupils with Special Educational Needs in Schools in Ireland (OECD) UNICEF The State of the World’s Children National Centre on Universal Design for Learning Universal Design Guidelines for Learning After the closing date
After the closing date for applications has passed, the Department will check to confirm that applications meet the following eligibility requirements:
- all required documentation has been provided (refer to Application Checklist at Appendix B)
- assess all eligible applications against the assessment criteria; and
- convene an assessment panel to oversee recommendations and manage any conflicts of interest.
We may also undertake further project cost assessment in instances where project costs are particularly complex, or clarification is required.
Following this process, the Department will provide its recommendation to the Minister for Early Childhood & Pre-Prep for final approval. The Minister reserves the right to provide strategic investment to projects. The Minister may also, on advice from the Department, provide funding to partners, in exceptional circumstances, to support the provision of funded Three- and Four-Year-Old Kindergarten services across the state.
Past performance
The department will assess the applicant’s past performance to determine whether this is likely to have an impact on the successful delivery of the proposed project. Considerations include:
- timely delivery of former Building Blocks grants awarded to the organisation
- active projects funded via the Building Blocks program and whether time extensions have been requested and approved
- submission and compliance of mandatory monthly reports to the department
- providing all documentation required to acquit the grant within the contracted time frame
- and/or taking the appropriate measures to inform the department when an unforeseen circumstance occurs, that could result in a time, cost or scope change.
Poor performance against these factors can result in projects not being recommended for funding.
If you are unsuccessful in obtaining funding for a Building Blocks Inclusion grant you may:
- contact the Early Childhood grants team for feedback on your application and outcome; or
- seek a review into the assessment of your application.
The VSBA Early Childhood Grants team can be contacted by email at building.blocks@education.vic.gov.au
Before applying, please refer to the Building Blocks Inclusion Assessment Factsheet and Application Checklist below. This factsheet contains important information about your grant application.
Please also read the frequently asked questions.
If you have any queries, contact the VSBA Early Childhood Grants team at building.blocks@education.vic.gov.au
Information privacy
The information you provide will be dealt with in accordance with the Public Records Act 1973 and the Privacy and Data Protection Act 2014
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