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Nationally Consistent Collection of Data (NCCD)

The Nationally Consistent Collection of Data (NCCD) on school students with disability collects information about students with disability across Australia in a consistent, reliable and systematic way. It counts the number of school students with disability receiving educational adjustments to allow them to participate in education on the same basis as students without disability. NCCD is based on the professional judgement of teachers about their students. The model underpinning the data collection reflects the work of schools in supporting their students in accordance with obligations under the Disability Discrimination Act 1992 (DDA) and Disability Standards for Education 2005 (DSE).

Schools will record information annually about:

  • the number of students receiving an adjustment for disability as defined in the DDA and the Disability Standards for Education
  • the level of adjustment each student is receiving both within the classroom and whole school contexts
  • the broad category of disability of each student the student best falls within that informs the need for the adjustment provided to the student

In determining which students are included in the data collection, schools draw on a range of evidence including, but not limited to: observation, teacher judgements, medical reports, individual learning plans, assessments, discussions with parents and carers and, if appropriate, the student, as part of the process for determining and providing reasonable adjustments.

  • The data collection is a collaborative process involving teachers, principals and other school staff. School principals are responsible for verifying or confirming that there is documented evidence at the school to support the inclusion of a student in the national data collection.
  • NCCD occurs in August each year at the same time as the National Schools Statistics Collection (NSSC). The NSSC is also known as Schools Census.


To assist schools with the national data collection support materials have been posted to principals. This package included information about the process of collecting and submitting the data as well as a new moderation resource that is now available.

The overview document below provides links and key information as well as a timeline which identifies fundamental steps to undertake during each term.

The moderation resource has been developed to assist schools in undertaking within-school moderation to support them in making consistent and reliable decisions about students’ level of adjustment and category of disability.

The moderation resource should be used in conjunction with the current NCCD Guidelines.

Further information about the NCCD can be found at the following links:

  • The 2017 NCCD Guidelines are available on the Australian Government Department of Education and Training’s website.
  • The updated NCCD professional learning website is also available to support schools in understanding and implementing the national data collection on students with disability. Along with information about the steps involved, this website includes case studies and illustrations of practice videos to equip school staff with the skills and understanding they need to implement the collection.
  • A Notice for Schools and School Principals has been developed to provide information for principals, teachers and other school staff participating in the Nationally Consistent Collection of Data on School Students with Disability in 2017. This notice provides background information, key activity dates and how to prepare for the data collection.
  • A Public Information Notice about the data collection has been developed to provide students, parents and carers with important privacy information in relation to the Nationally Consistent Collection of Data on School Students with Disability.
  • Information must be provided by each individual school into the School Services Point (SSP) NCCD module, via the Schools Entry Point (SEP).
  • The Disability Standards for Education 2005

National Disability Insurance Scheme (NDIS) including PSP

The National Disability Insurance Scheme (NDIS) is rolling out across NSW from 1 July 2016 to 30 June 2018. The NDIS is jointly funded by the state and Commonwealth governments and is replacing the existing state based system of specialist disability supports. Under the NDIS, the National Disability Insurance Agency (NDIA) will be responsible for funding post school supports in individual support packages for eligible participants.

The NDIS will replace the state system. The NDIS is a new way of working that provides people with disability with choice and control over their lives and the supports they receive. The NDIS will roll out across NSW between 1 July 2016 and 30 June 2018.

Under the NDIS, eligible people with disability will have an opportunity to make their own decisions about what supports they need and who provides them.

The roll out of the NDIS means that instead of specific programs being run, eligible people with disability, through their plan will be able to access the reasonable and necessary supports they need in their lives. This means that many of the types of supports and activities that are available from Ageing Disability and Home Care (ADHC) will be available under the NDIS.

If a young person is already receiving disability support from the NSW Government (ADHC) then those current support arrangements will continue until the person can apply to access support under the NDIS. At that point, staff from the National Disability Insurance Agency (NDIA) will meet with the person to discuss their ongoing support needs and how these can be met through the NDIS.

What is the 2017 Post School Supports Assessment?

The Post School Supports Assessment is an assessment used by FACS to determine whether a person is eligible for post school supports under the NDIS. FACS uses this assessment to support school leavers with disability who live in areas that have NOT transitioned to the NDIS to obtain supports under the NDIS (where eligible).

Eligibility to participate in the Post School Supports Assessment

To be eligible to participate in a Post School Supports Assessment the school leaver must:

• have a disability defined under the Disability Inclusion Act 2014,

• be leaving school and a minimum of 17 years of age by 31 December 2017,

• not be undertaking full time paid employment, full time vocational education or full time higher education (part time employment and education is encouraged) and

• be a resident of NSW.

Assessments are conducted in schools by Support Teachers Transition (STTs), consultants and school based assessors who have been trained by FACS and the Australian Health Services Research Institute (AHSRI) in the University of Wollongong. In 2017, assessments will be conducted between 26 April and 30 June 2017.

http://docs.aisnsw.edu.au/sts/Student%20Services%20Team/Post%20School%20Programs/Information%20for%20schools/FACS%20-%20PSS%20Assessment%20information%20for%20Young%20people%20and%20their%20families.pdf

Eligibility to participate in the School Leaver Employment Support (SLES)

School leavers who live in areas of NSW that have begun transitioning or have transitioned to the NDIS are not eligible to be assessed using the FACS Post School Supports Assessment. School leavers who live in these areas can choose to participate in the NDIS School Leaver Employment Support (SLES) Functional Assessment for 2017 School Leavers.

SLES, is one example of a reasonable and necessary support for Year 12 school leavers. It is available for individuals who are eligible for NDIS and identified as suitable for SLES through a functional work assessment administered in Year 12 at school.

For more information go to: https://www.ndis.gov.au/medias/documents/h23/h42/8800938655774/SLES-information-booklet-Updated-April-2017.pdf