Building Blocks Grants – Inclusion

Building Blocks grants are a key pillar of the Victorian Government's Best Start, Best Life reforms.

The grants are supporting the sector by 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. Meanwhile, Four-Year-Old Kindergarten is transitioning to ‘Pre-Prep’ – doubling play-based learning for every 4-year-old child in Victoria from 15 to 30 hours a week by 2036.

Since 2015, $3.6 billion has been invested in early childhood infrastructure, with $2.7 billion invested since October 2022. This investment funds around 145 kindergartens across the state as well as the delivery of 35 of the 50 new government owned and operated Early Learning Victoria Centres and $15 million for Building Blocks Improvement and Inclusion grants in the 2025-26 State Budget.

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.

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 designed to:

• increase engagement, improve learning outcomes and strengthen safety and 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 (Free Kinder) for 4 years from project completion. The kindergarten must offer or intend to offer both programs. This can be sessional or integrated with long day care.

More information on eligibility, merit criteria and the application process are available below.

Inclusion Assessment Factsheet and Application Checklist

It is important that applicants read these guidelines in conjunction with the Building Blocks Inclusion Assessment Factsheet and Application Checklist, which can be found on this webpage.

Applications cannot be considered for funding where:

• the organisation does not meet the eligibility criteria
• the organisation does not provide all the required documentation at application stage, such as soil and asbestos reports (where required).

There are 2 categories of grants under the Building Blocks Inclusion stream:

• Buildings and Playgrounds
• Equipment

Buildings and Playgrounds

Equipment

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-Year-Old and Four-Year-Old Funded Kindergarten programs
• do not agree to deliver Free Kinder for at least 4 years after the completion of the grant project
• 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 (for example retrospective funding).

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
• a Victorian non-government school registered with the Victorian Registration and Qualifications Authority or Victorian Catholic Education Authority.

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.

DE will not consider late or incomplete applications.

A Building Blocks Inclusion Assessment Factsheet and Application Checklist can be found on this webpage. Please refer to this factsheet before preparing your application.

DE 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 DE
• providing all documentation required to acquit the grant within the contracted time frame
• taking the appropriate measures to inform DE 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.

Please read the Building Blocks Inclusion Assessment Factsheet and Application Checklist which can be found on this webpage to understand when these reports are required.

Following the assessment process, DE provides recommendations to the Minister for Children for formal approval. Applicants will be advised of any prolonged delays in notification of grant outcomes.

Eligible projects will be recommended for funding based primarily on their rating against the Merit Assessment Criteria. However, the number and value of eligible, highly rated applications may exceed the total available funding, therefore DE will consider other factors including whether:

• a service has received recent Building Blocks grant funding
• the proposed project increases approved kindergarten places
• the proposed project is deemed a priority upgrade for the facility, that increases safety, compliance, and helps keep the kindergarten continue operating into the future
• a service is in an area of demand or an area of projected demand for funded kindergarten places.

The minister reserves the right to provide strategic investment to projects. The minister may also, on advice from DE provide funding to partners in exceptional circumstances to support the provision of funded Three-Year-Old and Four-Year-Old Kindergarten services across the state.

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. DE must be advised of other funding applications for your project. We reserve the right to consider grant applications made for other programs, offered by DE 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.

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

All successful applicants are required to upload information into DE’s reporting system to complete their acquittal.

Recipient organisations must contact DE 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 RFV (which will be submitted through an online reporting system), together with detailed evidence that explains the reason for the variation.

The applicant may 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.

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
• seek a review into the assessment of your application.

The Early Childhood Grants team can be contacted by email at building.blocks@education.vic.gov.au.

Before applying, please read the Building Blocks Inclusion Assessment Factsheet and Application Checklist which can be found on this webpage.

This factsheet contains important information about your grant application.

Please also read the Frequently Asked Questions.

If you have any queries, contact the Early Childhood Grants team at building.blocks@education.vic.gov.au.

The information you provide will be dealt with in accordance with the Public Records Act 1973 and the Privacy and Data Protection Act 2014.

Important information to consider before applying

Examples of items that can and cannot be funded

For a list of items that can and cannot be funded, refer to the Building Blocks Inclusion Guidelines found on this webpage.

A list of example projects that may be funded can be found in this factsheet in Appendix A.

Projects on Department of Education (DE) owned land

If you propose a Buildings and Playgrounds project on land owned by DE you must advise the VSBA Early Childhood Grants team and DE’s relevant regional Provision and Planning Manager as early as possible during the development of your proposal. This is required to discuss the approach to land and project delivery should you be successful.

The VSBA Early Childhood Grants team can be contacted by email: building.blocks@education.vic.gov.au.

The relevant DE regional Provision and Planning Manager can be found here. It is important to start this process as early as possible prior to submitting your application.

Applications for projects on DE land must include:

• a completed Land Use Proposal Form found on this webpage
• all required documentation as listed in the Land Use Proposal Form.

If a project is located on DE owned land, DE will procure a Quantity Surveyor report and, where necessary, a Division 6 Asbestos Report, Soil Hygiene Report and/ or Geo-Tech Reporting.

Applications for projects on DE owned land that are high value and/or deemed high risk or especially complicated may be delivered by DE.

DE will determine whether any project on DE land is delivered by the applicant or the VSBA. Successful applicants will be consulted regarding the approach for delivery.

Prospective applicants interested in undertaking projects on DE owned land are strongly advised to attend the grant information session to gain a thorough understanding of the specific requirements for these projects. The session times will be advised on the VSBA website. Attending the session will ensure applicants are well-informed and prepared to meet all criteria for funding and project implementation on DE land.

Documents required to support your application

Two documents that require the most time to secure are the Soil Hygienist Report and the Divisional 6 Asbestos Audit Report. Your application will not proceed to assessment until these documents are supplied.

These documents must not be more than 10 years old at the time of submission.

Applications for projects on DE land are not required to provide a soil hygienist or asbestos report. DE will complete this requirement following the submission of your application.

Soil Hygienist Report

A Soil Hygienist Report is required for any project that disturbs the soil (including installation of outdoor shade sails) to determine suitability of the kindergarten site.

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 use as an early learning centre and/or potential project risks
• specify if contaminated soil is identified above the levels specified for use as an early learning centre.

If contaminated soil is identified above the levels specified for the 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:

• Australian Contaminated Land Consultants Association
• The State Government Construction Supply Register under Contamination Testing category.

Division 6 Asbestos Audit Report

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 under Contamination Testing category
• WorkSafe 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.

Additional resources

The following links are provided as a starting point for considering best practice approaches to inclusion.

Applicants are encouraged to undertake their own research to identify solutions that will meet their needs.

Australian resources

International resources

Assessment process

Building Blocks Inclusion grants are highly competitive. Organisations are encouraged to provide clear responses to all questions, and attach all required documentation at the time of application, to strengthen their chances of being successful.

Once the grant round has closed, DE will commence the following assessment process:

• undertaking an eligibility assessment, to determine if the organisation is eligible to apply (refer to Eligibility and Merit Assessment section below) and ensuring that all required documentation has been provided (refer to the Application Checklist at Appendix B)
• assessing all eligible applications against the merit assessment criteria as outlined in the Building Blocks Inclusion Guidelines.
• convening an assessment panel to oversee funding recommendations and manage any conflicts of interest.

Further project cost assessment may be required in instances where project costs are particularly complex, or clarification is required.

Following the assessment process, DE provides funding recommendations to the Minister for Children for formal approval. Applicants will be advised of any prolonged delays in notification of grant outcomes.

Eligibility and merit assessment

To be eligible to receive funding for a Building Blocks Inclusion grant, your project must be for a facility located in Victoria that is, or will be, licensed to provide a funded Three and Four-Year-Old Kindergarten program (Free Kinder) at the time of application. It must offer, or intend to offer, both programs. This can be sessional or integrated with long day care.

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
• a Victorian non-government school registered with the Victorian Registration and Qualifications Authority or Catholic Education Commission of Victoria.

For-profit organisations cannot apply for any grant streams within Building Blocks.

It is important to note that eligible projects will be recommended for funding based primarily on their rating against the merit assessment criteria which is weighted according to specified percentages and aligned with the Building Blocks Inclusion stream objectives. However, the number and value of eligible, highly rated applications may exceed the total available funding. Therefore, DE will consider other factors including whether:

• a service has received recent Building Blocks grant funding
• the proposed project increases approved kindergarten places
• the proposed project is deemed a priority upgrade for the facility, that increases safety, compliance, and helps keep the kindergarten continue operating into the future
• a service is in an area of demand or an area of projected demand for funded kindergarten places.

DE will also assess the applicant’s past performance to determine whether this is likely to have an impact on the successful delivery of the proposed project.

All eligibility requirements and merit assessment criteria can be found the Building Blocks Inclusion Guidelines found on this webpage.

Review of application outcome

If you are unsuccessful in obtaining funding for a Building Blocks Inclusion grant you may:

• contact the VSBA Early Childhood Grants team for feedback on your application and outcome
• seek a review into the assessment of your application.

The VSBA Early Childhood Grants team can be contacted by email building.blocks@education.vic.gov.au.

Appendix A – Examples of funded projects

Buildings and playgrounds

Indoor inclusive spaces

Funding may be provided to create learning spaces that engage all children and focus on improving their social and emotional wellbeing.

Projects may include upgrades to improve compliance, safety and increase accessibility that allow disability support access, installation of accessible toilets or floor upgrades where a hazard is present.

Outdoor inclusive 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.

Projects may include upgrades to improve compliance, safety and increase accessibility such as tactile paving, shade safety (where no or limited shade exists) and easily accessible exits and clear pathways.

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.

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 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)
• wadding/protective padding for building structures, e.g. around veranda posts
• adjustable/inclusion tables and chairs to suit all abilities
• adjustable change tables
• adjustable walking frames
• mobility stools
• toilet frames/steps
• balance beams
• writing slopes wedges
• installation costs (for installing inclusive equipment funded through the Inclusion stream)
• 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).

Appendix B – Application checklist