Buildings and Grounds Maintenance and Compliance

Policy

This policy sets out schools’ requirements for inspection and maintenance of their facilities including the requirement to comply with mandatory obligations. It sets out how schools must respond to facilities-related safety incidents and access supplementary maintenance assistance if required.

Summary

• Principals are responsible for maintaining a school’s buildings and grounds.
• It is a function of school councils under the Education and Training Reform Act 2006 (Vic) to exercise a general oversight of their school’s grounds and buildings.
• Schools must maintain site infrastructure, buildings and facilities with their Student Resource Package (SRP) allocation funding.
• Asset Management Roles and Responsibilities Framework summarises the key responsibilities for corporate staff, principals and school councils for activities throughout each stage of the school asset management lifecycle.
• Where a school has sustained damage to facilities that pose an immediate and serious health or safety risk to occupants, schools must take reasonable measures to ensure the safety of everyone on site and then contact the DET Incident and Security Operations Centre on 1800 126 126.

In an emergency where there is an immediate hazard to students and staff, schools must contact Emergency Services (Fire Brigade, Ambulance, Police) on 000.

Details

Principals are responsible for maintaining their school’s buildings and grounds. This includes routine maintenance to prolong asset lifespan and reduce reliance on condition-based maintenance. The department provides schools with SRP funding specifically for this purpose.

As part of their responsibility for maintaining school facilities, principals must:

• comply with laws, regulations and policies established to support the safe and effective management of school infrastructure
• prevent and respond to maintenance issues as they arise through appropriate inspections and works as relevant
• manage urgent repairs
• maintain buildings (internally and externally) so that they meet occupational health and safety requirements
• maintain all essential services (including water, electricity and Essential Safety Measures – for more information, refer to the Essential Safety Measures guidance)
• manage the school’s maintenance requirements within an annually defined budget
• report compliance with key activities to the Victorian School Building Authority (VSBA).

School maintenance

Principals are responsible for the maintenance of school buildings and grounds. This includes routine maintenance to prolong asset lifespan and reduce reliance on emergency maintenance activities. Refer to the Asset Management Roles and Responsibilities Framework for further information. To comply with these responsibilities, regular maintenance should be conducted.

Routine maintenance helps to support the upkeep of school facilities and prevent new maintenance issues from arising. Routine maintenance tasks are simple, small-scale activities undertaken regularly to prevent wear and tear and support the upkeep of buildings and grounds.

Unlike the condition-based maintenance tasks, the activities do not correspond to the unique profile of individual schools. Instead, schools are encouraged to tailor the routine maintenance schedule by selecting activities that are relevant to them. However, the following 6 routine maintenance activities should be scheduled as a minimum to decrease the possibility of costly and high-risk condition based tasks in the future:

1. roof
2. down-pipes and guttering
3. pest-control (including termite treatment)
4. foundations and structural beams
5. stormwater drains, grates and channels
6. roads and car parks and retaining walls.

Schools may access guidance material for support in developing a school maintenance plan. Refer to the department’s policy on School Maintenance Plans and Rolling Facilities Evaluations.

Every 5 years, schools get an onsite condition assessment organised by the VSBA, known as the Rolling Facilities Evaluation (RFE). The RFE gives schools comprehensive information about the condition of their assets every 5 years. The RFE delivers regular assessments of the condition of buildings and other infrastructure such as car parks, footpaths and fencing at all Victorian government schools.

School maintenance plans (SMPs) help schools budget, schedule and manage the maintenance of their buildings and grounds, including for issues identified in the RFE, using an online portal. It enables schools to record and manage asset risks, and build a routine maintenance program to prevent condition-based maintenance issues. Refer to the department’s policy on School Maintenance Plans and Rolling Facilities Evaluations for further information on scheduling routine maintenance tasks in SMPs.

The Asset Information Management System (AIMS) will support schools in managing and keeping records on SMPs through the automatic and manual scheduling of required tasks.

Compliance and monitoring for school infrastructure

The department is committed to assisting schools to effectively manage their compliance obligations related to school infrastructure.

The department’s Risk Management Framework 2021 (staff login required) utilises the 3 lines of defence approach.

The First Line – Functions that own and manage risks

The first line of defence places reliance on the operational controls and activities that occur at the school. The school is responsible for implementing preventative and corrective actions to address risks.

The Second Line – Functions that oversee and support risk management

The second line provides support to schools through oversight and support. This includes functions that oversee and support risk management practices, set policy directions and monitor the effectiveness of controls. These functions are generally located within Region or the VSBA.

The Third Line – Functions that provide independent assurance

The third line provides a level of independent assurance that the risk management and internal control of the framework is working; for example, internal audit.

Mandatory requirements

Schools obligations related to school infrastructure are outlined in individual PAL policies or guidance.

These are

• Essential Safety Measures
• Gas Heater Management
• Water – Private Drinking Water

In addition, all schools must implement the department’s Occupational Health and Safety Management System (OHSMS).

The OHSMS outlines how schools can meet their health, safety and wellbeing obligations. This includes conducting regular workplace inspections to identify health and safety hazards in schools. Refer to the Workplace Inspections Policy for further information.

All schools must have a current Emergency Management Plan (EMP) that addresses site specific hazards and threats which have the potential to result in emergencies and critical incidents. Refer to the Emergency and Critical Incident Management Planning Policy for further information.

These hazards and threats include bushfire.

Additional requirements apply to schools with bushfire identified as a threat or hazard in their EMP risk assessment and schools listed on the Bushfire At-Risk Register (BARR).

Refer to the Bushfire and Grassfire Preparedness Policy and Shelter-in-Place Buildings Policy for further information.

Key steps for compliance and monitoring

The department’s infrastructure related compliance and monitoring methodology is defined by key steps which identify, manage and monitor compliance with obligations relating to school infrastructure.

1. Identify

• The first step is for schools to identify the relevant mandatory maintenance requirements items for their school.
• Schools must review each of the relevant policies annually and assess existing assets in the school to determine which policies apply.
• Schools must ensure a record of assets is maintained, for example the number, type and location of gas heaters within the school.

2. Manage

• Required controls or activities for each asset must be recorded in the School Maintenance Plan.
• Schools implement the required operational control or activity.
• Depending on the compliance obligation, these activities and tasks may include arranging inspections, testing, monitoring, or routine maintenance activities.
• Schools must follow the reporting process outlined in individual policies. Where possible and available, reporting occurs automatically through the new Asset Information Management System to minimise administrative burden
• The VSBA can provide support to schools in identifying and managing the compliance activities and may at times be involved in the management of the activity.

3. Monitor

• The VSBA monitors compliance with obligations (using the new Asset Information Management System where possible) and responds to non-compliance at a school and system level through direct intervention or revision of policies and procedures.
• This monitoring contributes to annual attestation processes whereby the Secretary reports on compliance with key items including those related to the Asset Management Accountability Framework.

Support for schools

The department supports schools to meet their mandatory compliance obligations through the work of the Asset Management Reform Implementation (AMRI) unit which supports schools with managing their Essential Safety Measures and annual contracts. In addition, the School Asset Leadership team provides direct guidance and support to schools on request and the School Maintenance Advice and Planning team provides support to schools to complete and operationalise their School Maintenance Plans. These teams can be contacted on the number and email in the ‘Contacts’ section of this policy.

Where a school has insufficient funds for critical repairs costing $5,000 or more they may apply for assistance through the Emergency Maintenance Program.

AIMS will support schools in managing and keeping records on mandatory obligations through the automatic and manual scheduling of required tasks.

Funding

The department provides maintenance funding through a school’s SRP. This funding is for condition-based and routine maintenance works.

Principals must fully spend their SRP allowances for facilities on condition-based and routine maintenance activities in accordance with the department’s polices.

The relevant SRP lines are:

• Grounds Allowance (Reference 31)
• Maintenance (Reference 35)
• Annual Contracts (Reference 36).

Principals must ensure maintenance expenditure is accurately reported in CASES21 (the administration and finance system for Victorian government schools):

• Building Works expenditure should be charged to Account Code 86504 (Building Works), Sub Program 6201 – Maintenance and Minor Works.
• Grounds Works expenditure should be charged to Account Code 86505 (Grounds Work), Sub Program 6201 – Maintenance and Minor Works.

In addition to the SRP, the VSBA may provide additional maintenance funding through the Planned Maintenance Program. Schools participating in this program must comply with the Planned Maintenance Program Policy.

Procurement

Schools must comply with the following policies when procuring construction and maintenance works or services:

• School-funded Capital Projects
• Procuring Low-Value Construction Works or Services
• Community Use of Schools – Hiring and Licensing
• Community Use of Schools – Community Joint Use Agreements

Emergency Maintenance Program

When schools conduct routine maintenance and an unforeseen maintenance issue arises, they may apply to the VSBA for assistance through the Emergency Maintenance Program (EMP).

The EMP targets unforeseen critical repairs costing $5,000 or more, posing immediate and serious health and safety risks that the school does not have sufficient funds to address.

For detailed guidance, examples and additional information on the Emergency Maintenance Program, refer to the Emergency Maintenance Program Guidelines in the Guidance tab.

Make-Safe Program

The VSBA’s Make-Safe Program assists schools that have sustained damage through an ‘incident’ or ‘event’ (see definitions below). Schools in this situation must ensure the safety of everyone onsite and contact the DET Incident and Security Operations Centre on 1800 126 126.

Schools should then contact the Make-Safe service provider on 1300 133 468 to respond to the incident. The VSBA, through its service provider, will make the site of the ‘incident’ or ‘event’ safe for staff, students and the community. Under certain circumstances, the program may reinstate school facilities to an operational standard.

Reinstatement works will be subject to a second approval process by the VSBA. This is initiated at the completion of the Make-Safe works and will only be applicable in certain circumstances.

For detailed guidance on the Make-Safe Program, refer to the Make-Safe Program Guidelines in the Guidance tab.

Safe Tree Program

Schools are required to conduct regular maintenance of their school grounds following the Asset Management Roles and Responsibilities Framework and their School Maintenance Plan (where applicable).

For detailed guidance on the Safe Tree Program, refer to the Safe Tree Program guidelines in the Guidance tab.

For information about trees and vegetation affected by capital building projects, refer to the department’s policy on Tree Removal and Replacement.

Roof inspection, downpipes and guttering, and height safety systems

Schools are required to conduct regular inspections and maintenance of their roofs, downpipes, gutters, and height safety systems to ensure the safety of all students and staff and structural integrity of the buildings.

Roof inspection

Schools must carry out annual visual inspections of roofs to identify and address potential safety hazards and prevent water ingress, which can cause significant damage. This includes checking roof fixtures, cladding, and structural components, and making necessary repairs.

Downpipes and guttering

Annual inspections and cleaning of downpipes and gutters are essential to prevent blockages and ensure effective water discharge. Schools must also regularly manage nearby trees to minimize debris accumulation in gutters.

Height safety systems

Roof anchor points, must be inspected and recertified annually or when a safety issue is suspected. Harnesses and associated equipment must be visually inspected before and after each use and require a detailed inspection by a qualified equipment inspector every 6 months to ensure they are safe for use. Schools must also refer to the Prevention of Falls when Working at Heights policy when considering approval of any work undertaken from a height of above 2 metres, including the inspection of roofs, downpipes and guttering, and height safety systems.

For detailed guidance on these procedures, please refer to the Roof Inspection, Downpipes and Guttering, and Height Safety Systems Guidelines chapter in the Guidance tab.

Definitions

Competent person
A person who has acquired through training, trade qualification, or experience (or a combination of them) the knowledge and skills required and appropriate to the nature of the work to be undertaken.

Event
An event is a natural or incidental occurrence that makes a site unsafe. Examples may include floods, fires, storms, and civil disturbance.

Incident
An incident is any malicious activity by a person that makes a site unsafe. Examples may include vandalism or theft of infrastructure critical to safety.

Related policies

• Asset Management Roles and Responsibilities Framework
• Asset Information Management System (AIMS)
• Bushfire and Grassfire Preparedness
• Capacity and Area Allocation
• Community Use of Schools – Community Joint Use Agreements
• Community Use of Schools – Hiring and Licensing
• Essential Safety Measures
• Gas Heater Management
• Mosquito Risk Management
• Occupational Health and Safety Management System (OHSMS)
• Prevention of Falls when Working at Heights
• Procuring Low-Value Construction Works or Services
• School-funded Capital Projects
• Shelter-in-Place Buildings
• Sustainable Facilities
• Water – Private Drinking Water
• Workplace Inspections

Relevant legislation

• Education and Training Reform Act 2006 (Vic)
• Occupational Health and Safety Act 2004 (Vic)

Guidance

This guidance contains the following chapters:

• Make-safe Guidelines
• Emergency Maintenance Program Guidelines
• Safe Tree Program
• Essential Safety Measures
• Roof Inspection, Downpipes and Guttering, and Height Safety Systems Guidelines

Make-safe Guidelines

Program overview

The Victorian School Building Authority (VSBA) Make-safe Program assists schools that have sustained damage through an incident or event, where that damage presents an immediate health and safety concern for students, staff and/or the community.

These guidelines are also applicable to severe incidents of malicious activity, such as vandalism or break-ins.

The Make-safe Program is delivered via a contracted service provider, Programmed Facility Management (PFM), which provides professional services under the program and oversees all phases of the process. This includes liaising with schools to deliver the urgent make-safe and reinstatement work.

Make-safe Procedure

Immediate action and notification

In an emergency where there is an immediate hazard to students and staff, schools must contact Emergency Services (Fire Brigade, Ambulance, Police) on 000.

Schools should provide the following information about the incident when contacting the Make-safe Program:

• the name of the person reporting the incident
• the nature of the incident
• the location of the incident (school/campus, building/area/room(s) and so on).

The Make-safe Program will attend the site to assess the scope of the Make-safe works. When the Make-safe Program is notified of the incident by other parties, the Make-safe Program contacts the school to commence the make-safe process.

The Make-safe Program are required to be on-site within:

• 4 hours of the agreed scheduled site attendance in metro area
• 8 hours of the agreed scheduled site attendance in a regional area.

Examples of works included in the Make safe Program include:

• investigating the source of identified water ingress, which is the result of an active weather event (that is, roof leak/flooding) and conduct water extraction and drying of affected building materials as required
• removing fallen trees/tree branches which have fallen on school infrastructure (for example, buildings, playground structures, fencing).

Example of works not included in the Make-safe Program:

• investigations and repairs of burst or leaking pipes and associated water extraction and drying works
• investigations and repairs of faulty lighting or building maintenance systems.

Identification of works

The Make-safe Program will attend the site and determine the works necessary to make the site safe for staff, students and the community. The Make-safe Program will also complete a Make-safe report and submit a quote for any identified reinstatement works to the Make-safe Program Manager at the VSBA.

Delivery of immediate Make-safe works

The Make-safe Program will complete Make-safe works to eliminate the risk of immediate hazards resulting from the incident or event. For example, Make-safe Program may:

• cordon off dangerous areas
• secure hazardous structures
• install drying equipment
• investigate identified roof leaks.

Should a school require temporary relocatable classrooms due to a Make-safe incident, the Make-safe team may facilitate this process alongside the Relocatable Buildings Program.

Once Make-safe Program have completed Make-safe works, the Make-safe Program will issue an email notification to the school that Make-safe works are complete. Make-safe Program will advise the school when the affected areas are safe to reoccupy. If an area cannot be made safe during the initial works, Make-safe Program will work with the school to minimise disruption.

Reinstatement works

Following the completion of emergency make-safe works, the VSBA will assess the requirements for any reinstatement works that may be required to repair or restore the site to its pre-loss condition.

Reinstatement works may include:

• painting and replastering of ceilings and walls
• replacing carpet or vinyl
• minor roof works, such as replacing skylights or installing flashings.

As part of this process, the VSBA receives a detailed report, scope of works and quote from the Make-safe Program. Based on the eligibility criteria listed below, the VSBA reviews the reinstatement quote and determines whether to fund and coordinate any reinstatement works.

When the VSBA has completed its assessment, the school will be notified via email. The VSBA aims to inform schools of their assessment outcome within 10 days of receiving the reinstatement quotation. This may vary as works are assessed on a case-by-case basis.

Eligibility criteria

Where damage to a school facility is severe enough to warrant reinstatement, the VSBA will determine a school’s eligibility based on whether:

• the safety of students and staff is at risk
• the damage has been caused by an incident or event
• the school has insufficient funds from all sources (including in reserves) to fund the repair work. Assessment of funds includes:
  • the school’s bank balance
  • the school’s committed contracted works and
  • a base budget requirement calculated by the number of students enrolled in the school
• the minimum cost of the works exceeds $5000
• the work is urgent, and unable to be addressed in the School Maintenance Plan (SMP) or the Rolling Facilities Evaluation (RFE)
• the damage is not covered under separate insurance purchased by the school through the Victorian Managed Insurance Authority (VMIA) and
• the site of the works is considered entitled space (works at Special Development Schools (SDS) and Special Schools will not be subject to facility area allocations).

Schools should note that entitled space extends to school grounds and issues such as fallen trees are within scope for the Make-safe Program.

Approved reinstatement works

The approved scope of works is carried out by the Make-safe Program and their sub-contractors. A nominated project manager contacts schools directly to arrange a suitable date to attend the site and commence works. Contractors will make every effort to minimise the impact on school operations while works are being completed.

Declined reinstatement works

Where reinstatement works are declined, schools have several options:

• proceed with the proposed scope of works as a school-funded project, which can be arranged through the VSBA and managed by a VSBA project manager
• contact your regional Provision Planning Officer to provide advice for the school moving forward
• apply for a financial review if the VSBA has judged the scope of works as being within the school’s capacity to undertake using available funds. Schools apply for this review by replying to the declined reinstatement email and providing documentation to explain the school’s financial position.

Contacts

If your school has been damaged in an incident or event and you require assistance to make the site safe, please call the Make-safe Program on 1300 133 468.

Victorian School Building Authority
School Asset Assessments Unit
03 7022 5800
vsba.annual.contracts@education.vic.gov.au

Victorian regional offices

South-Western Victoria Region

Ballarat, Footscray, Geelong, Keilor and Warrnambool
1300 333 232
swvr@education.vic.gov.au

North-Western Victoria Region

Bendigo, Coburg, Greensborough and Mildura
1300 338 691
nwvr@education.vic.gov.au

North-Eastern Victoria Region

Glen Waverley and Benalla
1300 333 231
nevr@education.vic.gov.au

South-Eastern Victoria Region

Dandenong, Frankston, Moe and Sale
1300 338 738
sevr@education.vic.gov.au

Central DE Office

Victorian School Building Authority
Response Programs Unit
Email: vsba.response.program@education.vic.gov.au
33 St Andrews Place
East Melbourne 3001

Emergency Maintenance Program Guidelines

The Emergency Maintenance Program (EMP) addresses unforeseen, urgent infrastructure maintenance issues which pose a risk to safety, where schools do not have the financial capacity to rectify the issue. EMP is managed by the VSBA’s Response Programs Unit.

The program is only applicable in circumstances where the:

• safety of students and/or staff is at risk
• problem could not reasonably have been foreseen
• school has insufficient funds from all sources (including in reserves) to fund the repair works (criteria detailed below)
• school has followed the proper application process (detailed below)
• school can demonstrate that SRP funding already provided for maintenance has been spent on routine maintenance
• school can demonstrate that any discretionary financial capacity is either contractually committed to other projects or is allocated to works that are of a higher priority than the unforeseen maintenance issue
• proposed works are within the school’s designated facilities area as per the Capacity and Area Allocation Advice, and the affected area cannot be reasonably closed. Works at a Special Development School (SDS) and Special Schools will not be restricted to facility area allocations.

Schools seeking assistance from the EMP must submit their application (including quotes where relevant) via AIMS (login required). This system allows schools to track the status of their applications. Schools should contact their regional office to assist with the completion of their application. The regional office will assess eligibility and validate the information provided by the school. Once validated by the region, the application will be assessed by the VSBA against the above criteria.

EMP or Make-safe?

EMP is designed to assist schools with larger projects requiring specialist assistance, such as major roof repairs, retaining walls, or other structural issues.

Immediate and urgent damage to school infrastructure may be more suitable for the Make-safe Program. The Make-safe Program assists schools who have sustained damage in incident or event, where that damage presents an immediate health and safety concern for students, staff and/or the community.

If a school has been damaged in an incident or event and requires assistance to make the site safe, please call the Make-safe service provider, Programmed Facilities Management on 1300 133 468.

Eligibility criteria

Schools can find their criteria information in AIMS along with the assessment form.

Where a school discovers an unforeseen, urgent maintenance issue and lacks the funds to address it, the school must contact their regional office for assistance preparing an EMP application. Schools may request part- or whole-funding for the works. The regional office can advise schools on emergency maintenance issues, and assist schools in preparing an application.

Works will be carried out at the school to address the urgent issue if the application meets all of the following criteria:

• the safety of students and/or staff is at risk
• the problem could not reasonably have been foreseen
• the school has provided the required application materials (see below)
• the school has insufficient funds from all sources, including in reserves, to fund the maintenance costs (see criteria below)
• the school has considered options to address the maintenance issue and has given the VSBA sufficient information to make an informed decision
• the proposed works are in entitled space. Works at Special Development Schools (SDS) and Special Schools will not be restricted to facility area allocations.

If an EMP application is endorsed, the VSBA may decide to fund all or part of the proposed project. This may include a request for an appropriate contribution from the school.

Required application materials

1. Pictures of the maintenance issue
2. Marked-up SAMS plan showing the location and scale of the issue
3. Proposed scope of works to address the maintenance issue
4. A quote, except if region and VSBA agree there are exceptional circumstances and a quote is not required – or 2 of the following 3 criteria are met:
   1. enrolments are less than 200 students (refer to the School Entity Register System)
   2. the school’s bank balance is less than operating reserve plus $250,000 (refer to the School Facilities Profile System)
   3. the school is located in a rural location (LGA based, refer to list of rural and regional schools)

Criteria for ‘insufficient funds’

1. The schools has:
   1. less than 200 students (refer to the School Entity Register System) or
   2. a bank balance less than operating reserve plus $250,000 (refer to the School Facilities Profile System for financial data) or
2. The school has:
   1. a bank balance less than 5 times the operative reserve and
   2. is up to date with their SMP actions or
   3. if their annual maintenance spend is within 10% of their SRP maintenance allocation or
   4. the school’s reason for not being up to date with SMP actions are related to the EMP application (or VSBA-les PMP)

EMP application process

Applications can be made at any time via AIMS. Please refer to the Accessible Buildings Program and Emergency Maintenance Program Quick Reference Guide (PDF) for instructions on how to lodge a service request for an Accessible Building Program (ABP) and an Emergency Maintenance Program in AIMS. Once submitted, schools may track their application status on AIMS, or may contact the VSBA directly at vsba.inclusion.infrastructure.unit@education.vic.gov.au

Step 1: Regional advice

Contact regional office for advice in preparing an immediate plan or action. Regional office staff can advise if the issue is suitable for an EMP application.

Step 2: School submission

School makes an application through AIMS. Regional offices are available to assist with the application.

Step 3: Regional endorsement

Regional office reviews the application, assessing it against eligibility criteria and checking that the application is complete. The regional office then endorses the application and forwards it to the VSBA.

Step 4: VSBA assessment

VSBA assesses the application against the EMP eligibility criteria and clarifies with the school as required. The VSBA may approve all, part or none of the project.

Step 5: Notification to school

Where the application is approved, the VSBA will contact the school principal to notify them or next steps. The VSBA will also notify schools if an application is unsuccessful.

Step 6: Project delivery

School-led grant: School arranges and funds work with a grant.

VSBA Delivery: VSBA engages a consultant and contractor to design and deliver the project.

Roles and responsibilities

Role of the principal

• Seek assistance as required from the regional office to complete the EMP application
• Conduct routine maintenance for school infrastructure, buildings and facilities with SRP funding
• Submit the EMP application, and attach all relevant supporting documentation outlined in the 'Applying for funding' section of these guidelines
• Provide financial documentation to explain the school’s financial position, and the prioritisation of proposed expenditure
• Clarify and supply information related to the EMP application upon request from the regional office or the VSBA

Role of the regional offices

• Advise schools on maintenance issues and assist in exploring available options. This may include urgent breakages and failures, and planned works where there are budgetary issues
• Advise schools on strategies to manage urgent maintenance and facilities issues. This may include visiting the school to inspect the issue and to discuss strategies
• Provide guidance to schools as requested on the detail required to complete the EMP application. This may include helping schools to assess their capacity for contributing surplus SRP funds to the cost of the works
• Confirm with schools that assessment and explanation of all available SRP has been provided in the application
• Review applications for sufficiency and compliance, and endorse for VSBA review

Role of the VSBA

• Publish and periodically amend the Emergency Maintenance Program’s criteria and guidelines
• Ensure that all endorsed applications meet the program’s eligibility criteria. This includes the requirement that schools review cost-effective alternatives to the proposed work
• Apply a priority criteria and assess the priority of emergency requests
• Assess if immediate safety works are needed to rectify the maintenance issue, or whether available funds can be re-allocated to address the maintenance issue
• Assess if there is a case for referring the request to the capital planning pipeline
• Advise schools of the outcome of their requests, and negotiate an appropriate contribution from the school for the proposed works if required
• Facilitate school-led grants for projects as appropriate. School-led grants are available at the VSBA’s discretion
• Engage and oversee project consultants and contractors to carry out works if the project is approved

Applying for funding

Schools can make an EMP application via AIMS. Refer to the Quick reference guide (PDF) in the Resources section for details on how to lodge a service request in AIMS.

Schools should liaise with the regional office before starting an application. The regional office can provide advice on whether an issue qualifies for Emergency Maintenance works, and can provide support in completing the application.

Supporting documentation

Schools must provide evidence of their eligibility against the criteria.

Compulsory financial documentation

The following documentation must be provided to explain the school’s financial position:

• CASES21 sub-program transaction account reports for '6201: Maintenance and Minor Works'
• statement of school’s financial commitments
• breakdown of the school’s spend/commitments against the school’s overall bank balance
• evidence of funds that have already been contractually committed to other projects. This may include a purchase order or a term contract.

Compulsory supporting documentation

The following documentation must be provided to explain the maintenance issue:

• photographs of the issue
• marked-up SAMS plan showing location of the issue
• an independent professional report for the maintenance issue. This may include, but is not limited to, any of the following:
  • Specialist Assessment obtained through the Rolling Facilities Evaluation (RFE)
  • Structural Engineering report
  • other documentation, such as a quote, from a tradesperson or specialist identifying the issue.

EMP application guide

The EMP application guide (PDF) provides guidance for each section of the EMP application.

Contacts

If your school has been damaged in an incident or event and you require assistance to make the site safe, please call the Make-safe service provider Programmed Facility Management on 1300 133 468.

Victorian regional offices

South-Western Victoria Region

Ballarat, Footscray, Geelong, Keilor and Warrnambool
1300 333 232
swvr@education.vic.gov.au

North-Western Victoria Region

Bendigo, Coburg, Greensborough and Mildura
1300 338 691
nwvr@education.vic.gov.au

North-Eastern Victoria Region

Glen Waverley and Benalla
1300 333 231
nevr@education.vic.gov.au

South-Eastern Victoria Region

Dandenong, Frankston, Moe and Sale
1300 338 738
sevr@education.vic.gov.au

Central DE Office

Victorian School Building Authority
Inclusion Infrastructure Unit
Email: vsba.inclusion.infrastructure.unit@education.vic.gov.au
33 St Andrews Place
East Melbourne 3001

Safe Tree Program Guidelines

Schools are required to conduct regular maintenance of their school grounds following the asset management roles and responsibilities framework and their school maintenance plan (where applicable).

Schools are required to manage trees on school sites as part of schools’ occupational health and safety responsibilities. Schools must engage an arborist to undertake an annual tree integrity audit inspection, following advice from OHS Risk Management policy and the Contractor OHS Management policy.

When schools have conducted routine school tree assessment and there are trees classified as high-risk, with supporting documentation (arborist report and quote for high risk tree works), the school may apply to the Safe Tree Program (the program) for financial support of high-risk tree works and the cost of the arborist report. The school will implement the high-risk tree works through their qualified arborist.

Through the program advice and financial support can also be provided to schools to assess, manage, and have high-risk tree works conducted where schools do not otherwise have the capacity to arrange an arborist inspection and undertake such works through a qualified arborist.

In this situation the Victorian School Building Authority (VSBA) will lead the assessment of trees on the school grounds and the implementation of any high-risk tree works.

The program is managed by the VSBA Response Programs Unit, who can be contacted via email: vsba.response.program@education.vic.gov.au

Eligibility criteria

The program is application-based and open to all government schools.

Financial assistance under this program is available for schools:

• to engage a qualified arborist to assess the health of all existing trees on site
• to address the recommendations for high-risk tree works provided by a qualified arborist.

Under the program, schools may also seek advice and assistance from the VSBA in implementing the recommendations provided by a qualified arborist when work is funded by the school.

There is no limit on the number of high-risk trees eligible for Safe Tree Program funding – the intent of the program is to prioritise the removal and/or pruning of all identified high-risk trees from school sites.

Schools should not apply for assistance through the program for:

• vegetation and grass removal or management
• tree sanctuaries or plantations as defined in the Plantations policy.

High-risk trees

High-risk trees are trees posing significant safety risk, such as instances when branches (or whole trees) are dead or damaged.

To properly assess all trees on the school site, schools must engage a qualified arborist.

Arborist reports

When procuring an arborist report, schools must ensure all trees on site are inspected and included in the arborist report with an appropriate risk rating.

Schools must request quotes for any works related to high-risk trees. For further reference on how to engage a qualified arborist, refer to the Contractor OHS Management policy and the OHS provider directory (staff login required).

Risk rating for trees under the safe tree program

Trees identified for removal or trimming under the program must be assessed and classified based on a hazard rating by an independent qualified arborist. This should include a combination of factors including health, structure and condition. The risk rating mechanism should utilise the below categories:

• Urgent – should be undertaken immediately, these trees represent an immediate hazard
  Note: if any urgent tree/s needs to be removed immediately the school should contact the 24/7 Make-safe service hotline on 1300 133 468
• High – should be undertaken within 6 months
• Medium – should be undertaken within 12 to 24 months
• Low – should be undertaken within 24 to 36 months.

Removing stumps from school sites

Tree stumps should be removed when they are in a high-traffic area and when they pose a safety risk at the arborist’s recommendation. Schools should ensure that any potential soil contamination concerns are reviewed prior to stump removal.

In cases where removing the tree stump might cause additional damage, such as damage to underground pipes, the tree stumps should be ground down rather than removed. For further information relating to soils, refer to the Asbestos Management policy.

Following approval of the program application, any required tree stumps works will be funded by the program.

Native tree replanting

Schools can seek assistance to replace high-risk trees that were removed as part of their approved program application. The choice of trees should be in accordance with the requirements outlined in the Building Quality and Standards Handbook (PDF).

Following approval of the program application, schools will be notified of the availability for financial assistance for the purchase and re-planting of native trees and given advice on the trees that are suitable for re-planting.

A grant of a set amount per tree may be provided. Schools are asked to purchase the trees first and then seek reimbursement through their application in the Asset Information Management System (AIMS) within 6 months of the date of the application being approved.

The school must provide evidence of payment for the purchase of the native trees which may also include any costs incurred in re-planting, if applicable (that is, a contractor to dig the holes, plant and mulch/stabilise the tree).

Schools or the VSBA must plant at least 2 native trees for every one high-risk tree removed in accordance with the Tree Removal and Replacement policy.

Making an application

Applications for the program can be made through AIMS by raising a Service Request. When starting an application schools should select one of the following options based on support they are applying for:

1. school-led works with financial assistance provided through the program (only where an arborist report has already been procured)
2. department-led (VSBA) works with financial assistance provided through the program
3. department-led works where the school is not seeking financial assistance and works are school funded.

Next steps

Program applications are approved by the VSBA Response Program Unit. Schools are advised of the outcome of applications via email.

Schools will be notified of the outcome of their application within 10 days of submitting a completed application and providing all required details to facilitate the assessment process.

Delivery of works

Schools seeking assistance through the program can either deliver the arborists recommendations themselves (school-led project) or seek assistance from the department (VSBA-led).

Schools wishing to deliver the arborist recommendations themselves (school-led) must submit an already procured/existing arborist report as part of their application.

Schools requiring assistance to procure and implement the arborist recommendations (funded through the program or the school) must specify this in the Safe Tree application. These works will be delivered by the department (VSBA-led).

The below section outlines detailed steps for each of the options.

VSBA-led projects

Step 1: School submits an application

School completes an application in AIMS using the Service Request module in AIMS: login to access AIMS.

In the application schools must provide:

• a description of concerns of any potential trees/branches
• a quote for the procurement of an independent qualified arborist report.

The school may also provide an arborist report or a quote for high-risk tree works, dated within the last 12 months, where they now want the VSBA to lead the assessment and management of high-risk tree works.

Step 2: Assessment of application

The application is assessed, and the outcome is provided in writing with direction on next steps.

Step 3: Completion of tree works

The works will include organising an independent qualified arborist to assess the existing tree/s condition on site and implementation of the arborist recommendations relating to identified high-risk trees.

Where schools have applied for a school funded, department-led (VSBA) project, the VSBA will issue an invoice to the school seeking reimbursement of costs upon completion of the project.

School-led projects

Schools wishing to deliver the arborist recommendations themselves (school-led) must submit an already procured/existing arborist report (dated to within 6 months of the date of their application) as part of their application.

Step 1: School submits an application

School completes an application in AIMS using the Service Request Module in AIMS: login to access AIMS.

The application consists of milestones/activities. For school-led activities, the applicant (school user) will be able to create and link school-led work orders to the milestone. These school-led work orders can be managed in the Facilities Management application, as per the current school’s process in AIMS.

In the application schools must provide:

• a description of concerns of any potential trees/branches
• an existing/current arborist report by a qualified independent arborist (dated within 6 months of their application) which identifies high-risk trees
• a supporting quote for the cost of high-risk tree works required as part of the recommendations contained in the arborist report
• evidence and proof of payment for cost of the arborist report. This evidence is required if the school wants the cost of the arborist report reimbursed back to the school upon approval of the application, prior to the actual completion and acquittal of the high-risk tree works themselves.

Schools must organise any quote/s for High-risk tree works as per the Contractor OHS Management policy and the OHS provider directory (staff login required).

Step 2: Assessment of application

The application is assessed, and the outcome is provided in writing with directions on next steps.

Step 3: Endorsement

The school is notified to proceed with approved high-risk tree works as per the arborist report and the supporting quote for high-risk tree works.

Note: if works are completed prior to approval of the application, the school will be unable to be reimbursed for any costs incurred whilst carrying out the high-risk tree works.

Step 4: School organises endorsed high-risk tree works

The school arranges for a qualified arborist to complete the works. This qualified arborist may be the same one who provided the arborist report or a different qualified person who can carry out the high-risk tree works.

Step 5: Evidence of works completed

Following the completion of the high-risk tree works, the school uploads evidence of the works completed and evidence of payment for the high-risk tree works into AIMS. The school must upload:

• a tax invoice and evidence of payment for the cost of the high-risk tree works
• photos of some or all of the completed works or other supporting evidence.

Step 6: Acquittal

Once all the required documentation is provided, the department (VSBA) will reimburse the school for the cost of the high-risk tree works completed.

Essential Safety Measures

A new centralised Essential Safety Measures (ESM) model is in place to support schools in meeting testing, inspection, and annual ESM reporting requirements. The Victorian School Building Authority (VSBA) will coordinate qualified ESM service providers to undertake school ESM inspections, testing and annual reporting from Monday 1 January 2024. Schools are no longer required to arrange the inspection, testing and annual reporting activities for ESM items.

Key actions for schools

• The VSBA coordinates and manages the annual ESM reporting and ESM testing and inspections for all schools.
• Schools must oversee the testing and inspections coordinated by VSBA.
• Schools must respond to and rectify any ESM defects identified during:
  • routine inspection and testing or
  • the annual audit and preparation of the Annual Essential Safety Measures Report (AESMR).
• Schools must display a current occupancy permit in a prominent and accessible position.

Overview

Correctly maintained Essential Safety Measures (ESM) protect building occupants in the event of an emergency by providing occupants with more time to exit the building and lessening the chance of harm resulting from any incidents. ESMs are building safety features that may include fire detection and alarm systems, fire doors, emergency lighting and fire hydrants.

The Building Regulations 2018 (Vic) and the Victorian Registration and Qualification Authority’s minimum standards require principals to oversee general and specific inspections, testing, maintenance and record-keeping activities for ESM.

The Victorian School Building Authority (VSBA) coordinates qualified ESM service providers to undertake school ESM inspections, testing and annual reporting.
Schools are responsible for ESM defect rectification works and receive funding for rectification work through the Maintenance and Minor Works budget line in the SRP. These work orders will continue to be actioned in the Asset Information Management system (AIMS).

ESM – mandatory compliance obligations

The department’s infrastructure related compliance and monitoring approach is defined by key steps which identify, manage and monitor compliance with obligations relating to school infrastructure. These stages outline the responsibilities of both schools and the department in meeting their infrastructure obligations, including ESM.

Identify

Each school campus has an ESM maintenance schedule that lists the ESM items which require inspection, testing and maintenance. This maintenance schedule is specific to each school and can be found in AIMS.

The quick reference guide, ESM – Locating an ESM Maintenance Schedule, will provide further instructions on locating a schools maintenance schedule.

Manage

The VSBA coordinates and manages ESM testing and inspections for all schools. This includes the preparation of the AESMR.

The VSBA will manage agreements with each ESM service provider.

Schools must:

• oversee inspections, testing, maintenance, and record-keeping activities for ESM. This includes the inspections and testing coordinated by the VSBA
• respond to and rectify any ESM defects identified during routine inspection and testing or during the annual audit and preparation of an AESMR.

Monitor

The VSBA will monitor compliance of these mandatory maintenance requirements, including:

• monitoring the quality of reporting and performance
• responding to non-compliance through direct support to schools
• revising department policies and procedures as required.

Schools will be notified ahead of ESM testing and inspections occurring under the centralised model. The outcomes of these will be stored in AIMS and will be accessible by the school. This will support schools in undertaking any maintenance or rectification works of ESM items.

The Essential Safety Measures Audit Panel

The VSBA allocate and coordinate ESM audit service providers across Victorian government schools.

The auditors will verify that the ESM activities have been completed by:

• reviewing and updating the ESM maintenance schedule
• providing an annual inspection report of maintenance activities undertaken at a school campus
• preparing the AESMR
• emailing the AESMR and supporting documents to the VSBA
• providing property data that summarises the school assets, the ESM maintenance schedule and any observations of the school’s ESM activities or defects.

Funding for ESM activities

The centralised model of inspection and testing is funded from the ESM component of the Student Resource Package (SRP). This funding is held centrally to fund the program of ESM inspection, testing and reporting.

Any repairs or rectification remains the responsibility of schools and is to be funded from the maintenance and minor works allocation in SRP at SRP Guide Reference 35. This maintenance funding line is a supplement to the school’s budget in meeting the costs associated with repairs that ensure ESM items perform at the level required to fulfil their purpose.

Occupancy permit

An occupancy permit (OP), also commonly known as an occupancy certificate, is a declaration issued by the relevant building surveyor that a building or part of a building is safe for occupation.

An OP will contain specific conditions of occupation such as the requirement for the maintenance of ESMs within the building, structure, or place of public entertainment.

By displaying the occupancy permit in an approved location the owner becomes publicly accountable for the conditions that they (or a tenant) must comply with in order to safely continue to occupy the building.

Under the Building Regulations 2018 (Vic), schools are required to display their current OP. The OP provides crucial information to emergency services in the case of an emergency and information for auditors for inspections.

Designated building entry point

Designated building entry point (DBEP) or designated site entry point (DSEP) is an entry point to a building that provides fire fighters information identifying the location of a fire alarm consistent with Australian Standard AS 1670.1 and Australian Standard AS 2118.1. Often this is the ground floor main public entry to a building.

It is recommended to fix the occupancy permit to the internal wall at the side or adjacent to the designated building entry point. It is common practice to mount the occupancy permit within a frame.

Definitions

ESM activities
ESM activities are the inspection, testing, maintenance and record-keeping requirements set out in a school’s ESM maintenance schedule.

Examples of what is included in ESM (but not limited to):

• emergency lighting
• exit signs (including directional signs)
• fire extinguishers and hose reels
• smoke and heat alarm systems.

Examples of what is not included:

• air conditioning systems (annual contract)
• asbestos
• backflow prevention device annual test (routine maintenance)
• pest control (routine maintenance)
• playground inspections and audits (routine maintenance)
• testing and tagging of electrical equipment (routine maintenance)
• thermal imaging of electrical switchboards (routine maintenance).

Suitably qualified person
Rectification works should be undertaken by a person who is suitably qualified, with the required knowledge and skills relevant to the nature of the work to be undertaken.

Contacts

For any queries or concerns regarding ESM compliance contact the Victorian School Building Authority's ESM Team on 03 7022 0075 or email essential.safety.measures@education.vic.gov.au

Schools can also raise a ticket directly via the Services Portal. Select 'IT Faults and Issues' and set the affected service as 'AIMS’. Then select the appropriate sub-service, ‘Essential Safety Measures’.

Schools can also discuss ESM compliance matters with their regional OHS officers or area senior provision and planning officers (area SPPOs). Refer to Region and area contacts.

If your school has been damaged in an incident or event and you require assistance to make the site safe, please call the Make-safe service provider Programmed Facility Management on 1300 133 468. Refer to the Make-safe guidelines and the Managing and Reporting School Incidents (Including Emergencies) policy for more information.

Roof Inspection, Downpipes and Guttering, and Height Safety Systems Guidelines

For the purposes of this policy, 'working at heights’ means working in any place where there is a risk of falling more than 2 metres, measured from the soles of the feet to the ground. This also applies in situations that involve a hole, trench, or pit where a person could fall more than 2 metres. All working at heights related work must be identified, and associated hazards and risks must be managed and controlled, in accordance with the guidance contained in this chapter and the Prevention of Falls when Working at Heights policy. The principal or their delegate is responsible for identifying tasks that involve working at heights and implementing appropriate safety controls, which includes during the inspection activities discussed in this guidance chapter. This guidance chapter should be read in conjunction with the Prevention of Falls when Working at Heights Procedure which provides further details for ensuring the safety of anyone engaging in working at heights tasks on school grounds.

Roof inspection

Schools must arrange annual visual inspections of school roofs to identify and address potential safety hazards and structural issues. These inspections must be completed by a competent person who is able to work safely at heights, which is generally a qualified roof plumber.

These inspections are essential for preventing water ingress, which can cause significant damage to school buildings, including structural deterioration, health hazards like mould growth, and risks associated with electrical system failures. The inspection process involves the following key steps.

Step 1 – Ensure safety controls

Before any roof maintenance, ensure all necessary safety measures are in place. This includes setting up ladders or other height-access equipment, using personal protective equipment (PPE) like safety harnesses, hard hats, and non-slip shoes, and cordoning off the area below the roof to prevent unauthorized access.

Step 2 – Inspect roof fixtures and flashings

Check roof fixtures such as gutters, downpipes, skylights, and roof vents for damage or wear. Inspect flashings and sealants for integrity, ensuring they are watertight. Remove any debris like dirt, moss, or leaf litter to prevent premature wear, and repair or replace any damaged components.

Step 3 - Check fascias and fixings

Examine the fascia, eaves, and soffits, particularly around fixings like nails, screws, and bolts, for signs of rust, rot, or structural weakness. Repair or replace any compromised fixings to ensure the roof’s structural integrity.

Step 4 - Inspect roof cladding

Assess the roof cladding, including iron sheeting and tiles, for any signs of damage such as cracks, looseness, or corrosion. Ensure that all fasteners are secure and replace or repair any damaged cladding to prevent water ingress.

Step 5 – Assess structural integrity

Examine the roof surface for structural issues such as cracking, lifting, or sagging, paying special attention to areas around chimneys, flues, and skylights. Address any identified issues to maintain the roof's overall integrity and prevent further damage.

Extra care should be taken when inspecting areas with roof penetrations (for example, for equipment or ductwork), as these are vulnerable to leaks and require careful inspection to prevent water ingress.

Despite regular inspection, maintenance and repairs, roofs can fail in the event of extreme weather events. Should the school notice, or be notified of major roof leaks or flooding during severe weather or torrential rains, schools must secure and evacuate the area and call MakeSafe as soon as practical.

Downpipes and guttering

Schools must arrange annual inspections and cleaning of school downpipes and gutters to prevent blockages and ensure the efficient discharge of rainwater from roofs. Blocked or damaged gutters and downpipes can cause water overflow, leading to staining, damage to eaves and soffits, and potential water ingress into school buildings.

The inspection and maintenance process includes the following steps.

Step 1 – Ensure safety controls

Before starting any inspection or cleaning of gutters and downpipes, ensure that all necessary safety measures are in place. This includes using ladders or other height-access equipment, wearing personal protective equipment (PPE) such as safety harnesses, hard hats, gloves, and non-slip shoes, and cordoning off the area below the roof to prevent unauthorized access.

Step 2 – Inspect gutter and downpipe condition

Thoroughly check the condition of all guttering, downpipes, and rain heads for leaks, corrosion, or damage. Pay special attention to joints, pops, mitres, and fixings, as well as internal and box gutters. Ensure that rain heads are free of damage or obstructions and that all connections between gutters, downpipes, and stormwater drains are watertight and functioning properly.

Step 3 – Remove debris

Clear leaves and other debris from gutters and downpipes using appropriate tools like scoops or trowels. Gloves should be worn to protect against sharp edges. If debris is dry, a leaf blower can be used, but be mindful of the mess it may create on the ground. All cleared debris should be bagged and properly disposed of to prevent it from causing blockages in the stormwater system.

Step 4 – Repair damage

Address any damage found during the inspection. Replace any damaged gutters, downpipes, or fixings, ensuring that all components are securely fastened and in good condition. Treat any corrosion and repair leaks using suitable materials like silicone or anti-corrosion treatments. Replace screws and rivets if they show signs of wear or corrosion. Schools in Bushfire At-Risk Areas (BARR) may also require additional inspections during summer months as per the Bushfire and Grassfire Preparedness policy.

Height safety systems

Schools that have height safety equipment and systems must arrange height safety systems inspections in accordance with the below guidance.

Roof anchor points are equipment typically installed on roofs or other places where work is conducted at heights. These roof anchor points are an anchoring system for workers to connect height safety equipment (such as lanyards or lifelines) and aid in fall restraint and fall arrest. Roof anchor points are crucial for tasks involving heights, such as roof maintenance, air conditioner servicing, and gutter cleaning.

Height safety system – recertification

Existing roof anchor points must be recertified by a professional height safety specialist at least annually or when a safety issue is suspected.

To organise a height safety system audit for recertification, schools must take the following steps.

Step 1 – Engage a certified contractor

Contact an external contractor specializing in height safety system recertification. If needed, use the ‘HEIGHTSAFETY’ option in the ‘Trade Type’ column of AIMS under ‘Contractors’ to find qualified companies.

Step 2 – Schedule and plan the work

Arrange a time, date, and estimated cost for the recertification work. Book the contractor and complete the necessary induction process. Review the Prevention of Falls when Working at Heights policy as part of the preparation.

Step 3 – Obtain compliance documentation

After the work is completed, ensure the school receives a report and certificate of compliance. Schools must save these documents to 'School Documents' on AIMS and keep a hard copy in the office for records.

For full guidance on height safety system recertification refer to the Routine Maintenance Tasks Guides (PDF) (also available on the Resources tab).

Height safety system – harnesses (6-monthly inspection)

Regular 6-monthly inspections of harnesses by a qualified inspector are required to check for damage to buckles, webbing, D-rings, and associated fittings like lanyards, snap hooks, shock absorbers, carabiners and anchors. Harnesses and associated equipment must also be visually inspected before and after each use.

Check the harness (minimum of every 6 months)

• Inspect buckles, webbing, D-rings, and the manufacturer’s label/manual.
• Do not use the harness if it is damaged or worn.
• Ensure buckles are secure, and check for any frayed, cracked, or damaged webbing and loose or broken stitching.
• Inspect D-rings for any signs of damage.

Check associated fittings

Lanyard inspection

• Inspect the entire length of the lanyard, paying attention to eye splices.
• For three-strand rope lanyards, carefully twist the rope open to check for worn, broken, or cut fibers without overtwisting.
• Discard web lanyards if they have cuts, holes, or damaged stitching. Do not use if any deterioration or damage is found.

Snap hooks

• Ensure snap hooks are self-locking to prevent accidental roll-out.
• Inspect for any potential issues with small D-rings or other hardware that could cause the snap-hook gate to open.

Shock absorbers

• Shock absorbers reduce the force of a fall. They are often made of tear webbing, which absorbs impact by progressively tearing apart during a fall.
• Check the label for maximum elongation, and account for this extra fall distance in your personal fall protection system.

Carabiners

• Ensure carabiners have self-closing and self-locking gates, a breaking strength of at least 22 kN (5,000 lb), and that the manufacturer’s identity and load capacity are clearly marked.
• Inspect carabiners before each use to ensure they are free of damage, deformities, or excessive wear.

Anchors

Anchors, which secure your lanyard or lifeline, are critical to any fall protection system. They can be straps or slings attached to a structural member or a manufactured component that is permanently or temporarily fixed to a structure.

Repair as required

• Remove any damaged or unsafe equipment from service immediately.
• Document the results of all inspections.
• Engage a professional repairer to make necessary repairs to ensure the harness and associated fittings are safe for use.

Schools are strongly encouraged to prioritise the maintenance of existing systems and to seek the advice of the VSBA in instances where a contractor proposes installation of new anchor points and height safety systems.

For full guidance on inspecting roofs, downpipes and guttering, height safety systems and harnesses refer to the Routine Maintenance Tasks Guides (PDF) (also available on the Resources tab).

Contacts

Schools may contact the School Asset Leadership Unit for any additional support: schoolasset.leadership@education.vic.gov.au

Central and regional offices provide a range of supports and services to assist principals and employees to be safe and well, including access to the OHS Advisory Service and local regional officers who can provide free advice on managing risks related to working at heights including where contractors are engaged to undertake the inspection activities detailed in this policy.

Resources

• Access AIMS to submit a Safe Tree application and to track progress
• Register for training on the Safe Tree Module via the AIMS Knowledge Centre: AIMS Training and Events (staff login required)
• Quick Reference Guide AIMS – Emergency Maintenance Program (PDF)
• Access user guides and resources at AIMS Knowledge Centre – Documents (staff login required)