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Ministry of Education EDUCATION INFRASTRUCTURE PROJECT BRIEF TEMPLATE

Waimairi School

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Document Title: Education Infrastructure Project Brief Template

Date Created: 23 September 2015Owner: Ministry of Education, Education Infrastructure Service

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Revision Date Version Summary of Changes23 September 2015 Version 1.0 First version for general issue

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Contents

IntroductionMinistry Property ObjectivesPrecedence of Documents

Project Description

PART AEDUCATION BRIEF

1.Our vision/ mission statement2. Our values3. The character of our school4. School timetable5. Our curriculum6. Teaching and learning structure7. School leadership and management8. Community connections9. Linking pedagogy to space10. Description of each space11. Furniture, fittings and equipment12. ICT

PART BPROPERTY BRIEF

1. Purpose2. High level information3. Project scope4. Roles and responsibilities5. Project programme6. Project handover documentation required7. Compliance documents8. Project information9. Roll projections10. Project budget11. Ministry Approvals and Reviews12. Data available

Appendix A - Project and Site Constraints Table

Project Description

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Ministry to Complete

1. Our Vision/ Mission statement

Waimairi School’s vision is a direct expression of the New Zealand Curriculum vision.

Soon after the introduction of the 2008 NZ curriculum (NZC) document we ran a community workshop and consultation process to capture parental and whānau aspirations for their children at Waimairi School.

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This extensive process surfaced a local community vision which is highly aligned with that of the NZC. Given this outcome, and to ensure alignment with the NZC vision (as opposed to diversion from it) we share the same vision, as laid out below.

We re-check community alignment with NZC by way of annual parent workshops, annual community survey and termly Whānau Group meetings.

Formal self-review is also undertaken against one of the NZC learning area essence statements term by term.

Young people: who will be creative, energetic, and enterprising who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise

each other as full Treaty partners, and in which all cultures are valued for the contributions they bring

who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives

who will be confident, connected, actively involved, and lifelong learners.

Confident

Positive in their own identity Motivated and reliable Resourceful Enterprising and entrepreneurial Resilient

Connected

Able to relate well to others Effective users of communication tools Connected to the land and environment Members of communities International citizens

Actively involved

Participants in a range of life contexts Contributors to the well-being of New Zealand – social, cultural, economic, and environmental

Lifelong learners

Literate and numerate Critical and creative thinkers Active seekers, users, and creators of knowledge Informed decision makers

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2. Our values

In consultation with our community we have developed the following values and beliefs that reflect our beliefs about learning at Waimairi. These are the central considerations when making decisions and the basis for interactions.

We value Success and Excellence. We believe learning & growing at Waimairi is about success by moving on from where you are now and always to the highest possible standard.

We value Connected Knowledge. We believe learning & growing at Waimairi is about substance and visibility of connections. Learning involves hard work and challenge.

We value Passion/Inner drive. We believe learning & growing at Waimairi is about dedication and zest. We highlight the links between action and achievement. We must build levels of interest in tandem with levels of achievement. Visibility of purpose is paramount.

We value Creativity. We believe learning & growing at Waimairi is about originality. Learning involves conscious response, design and monitoring. Creativity of approach and method are key to meeting diverse needs.

We value Relationships. We believe learning & growing at Waimairi is about rapport. Learning is viewed as an activity of a social nature.

We value Needs based learning. We believe learning & growing at Waimairi is about being distinct. We attend to the individuality of each whole person.

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3. The character of our school

What makes Waimairi Unique?Waimairi is a unique school in today’s world. Waimairi school zone includes an area of Housing N.Z. homes and low-cost rental housing, contributing to the population of the school being significantly more diverse, both culturally and socio-economically, than the decile rating might suggest. It is a throwback to years gone by, where the local judge’s children went to school with the kids of the local street sweeper. Socio-economic realities are left at the gate and is a truly egalitarian environment.

Waimairi is effectively split by the railway line running down its eastern boundary where one side has million dollar plus homes and on the other an area of State housing. As children come through the gate from a diverse range of cultures, we ensure that every child has a uniform and the stationery required to start participating immediately. Any barriers to learning are attended to, including learning and behavioural difficulties, speech and language remediation, provision of psychological assessments and counselling and vision and hearing testing.

Waimairi is all about community. It is truly a caring learning community. Relationships of care and connectedness are fundamental (whanaungatanga). This has been the recurring theme, an idee fixe, throughout the school’s 108-year history. This could be seen as far back as the early 1900’s when the children from the local orphanage were some of the early pupils at the school.

This strong sense of community is supported and reinforced by very strong PTA groups and, in the early days, participation on The School Committee.

The notion that no child is left behind is truly evident here, whether it’s paying for stationery, school camp fees or getting hearing or vision tests done to ensure each child is in the best possible state of mind and body to maximize their learning and enjoyment of learning.

Community building and that sense of belonging is illustrated in so many ways. A cafe operates every morning, which is a hub for parents, children and staff to grab a coffee or hot chocolate and chat. For some it’s a way of getting to know fellow parents and for others who are lonely or struggling at home to have some sort of connection with others.

Parents linger at both drop off and pick up times. The courtyard areas outside classrooms are a buzz of parents for about 30 minutes or so before pick up.

‘Monday Meet up’ each week kicks off the week of learning at Waimairi. It begins with karakia and Waiata and will introduce new families to Waimairi, entertain with kids ‘2 minutes of fame’, celebrate sporting, music or cultural success and bring the school together in song. Parents grab a cup of coffee and stay and enjoy this time with their children.

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3.1 Special characteristics of the school

Waimairi School provides high quality education and care to students and their families. The key focus is on developing teaching quality to improve learning outcomes for students. Teachers use a range of innovative ways to help students think about their learning.

11% of the school's population is Māori and there is strong support and emphasis on school te reo Māori and tikanga Māori interwoven throughout the curriculum and ethos of the school.

Twenty ethnic backgrounds are currently enrolled. The school places special emphasis on cultural inclusion. Inclusion is paramount and the school prioritises building on the diverse range of cultural and learning experiences that children bring with them. Children describe the school as a safe and happy place to be and there is a very positive tone in the playground and classrooms.

There are high levels of family and community participation in the life of the school. A bicultural framework underpins school organisation and practices.

Students identified as having learning needs are well supported by a range of highly effective specialist learning programmes. Teachers receive specific training in the implementation of the programmes. Some students with high learning needs participate in their class programmes in the mornings and attend a targeted programme in the afternoon that is consistent with overall school learning (The Afternoon Programme)

The implementation of Information and Communication Technologies (ICT) in the school is considered and deliberate. This occurs within a framework of research-based knowledge and the considerable expertise of the principal. Senior leaders have identified that an important next step is to document the relationship between the use of ICT and enhanced student achievement.

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4. School timetable

Routine week days Current weekend use

7am

7-8am Caretaker arrives and unlocks buildings.

Time that gas and other deliveries should be made.Runners and cyclists use the path that goes through the school, connecting Tillman Ave and cycle way.

Teachers/staff arriving by foot or car

8-9am Arriving to school3 entry points for students/parentsFamilies arriving from over the Rail Bridge

Parents dropping students off by car on Tillman Ave, taking scooters out of cars. Often gridlock as limited parking and broken yellow lines at staff car park entry. Many motorists disregard these and stop. Causing a safety issue with other arrives. The solution is not more car parks - want to encourage active transport

Multitude of students arrive on scooters/bikes/ripsticks on Tillman Ave footpath and cycle way entry.A number walk across the field from the Westholme St entry.

A feature is the coffee shop located by the hall, where teachers, parents and students buy hot drinks.

At this time many parents will go to the admin office area to make transactions, make inquiries or pass on messages.* sports practices at 8am netball/football*Music tuition starts from 8am on some days. (Individual or group)*Danks tuition can start from 8.30am (1 student)*Tuition. Abacus

Many learning spaces have students working, exploratory learning from 8.20am onwards.

School starts at 8.50am.

Heated school pool is used for approximately 6 months of the year. It is a vital part of the community vibe.

During the weekends and weekdays 10am-8pm

9-10.30am

Flexible use of indoor/outdoor spaces for different learning settings*Tuition Dyslexia tuition, 1-1

SaturdayZumba and dance groups

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Reading Recovery, 1-1Steps, 3 tutors operating with 2 children each at the same timeMusic (individual and or group) Radio station

x15 varied sizes

SundayChurch group uses Hall, learning space and library9am-12pm

10.30-11am

Morning tea 3 different adventure playground areas, field with construction zone (sand, boards, spades and buckets), paved areas used for ball games with one area designated for wheels (scooters, ripsticks, skateboards)Students like playing tag games. Library used for reading, computer use, chessNetball courts

SaturdayZumba and dance groups

11-12.30 Flexible use of indoor/outdoor spaces for different learning settings

In Terms 2 & 3, every Friday at 12pm, 150 children assemble to move to bus departure point on Westholme St, Current meeting point outside the hall on paved court area.

*Tuition -Danks, Reading Recovery, Steps, Music (individual and or group) as aboveas above

12.30-1.30

Lunchtime. Students have supervised lunch eating areas, need comfort, shade/shelter options.Play as above

**Clubs/groups some days 3 different groupsE.g. chess, French Club, abacus, Bible in schools, sewing and craft club currently in single cell space

**Orchestra, basketball practices currently in hall

1.30-2.30

Flexible use of indoor/outdoor spaces for different learning settings*Tuition -Danks, Reading Recovery, Steps, Music (individual and or group)as above

2.30-3pm

Flexible use of indoor/outdoor spaces for different learning settingsFrom 2.45pm onwards the school has several areas (Te Puna, library quad & by R16/17 playground) congested with parents meeting and mingling while they wait for their children.

3-4pm 3-3.15pm very busy around Tillman Ave entry also cycle way. Students and adults on wheels, parents/teachers talking and waiting for siblings.

Teachers usually in their space working with their teaching buddy or in a meeting.

Hall used for dance groups

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Teacher meetings in the PD Centre

Sporting groups /Cluster meetings in PD Centre

Some days sports coaching on backfield

4-5pm Teachers usually in their space working with their teaching buddy or in a meeting.

School pool open 4-8pm October-end March

SundayChurch group 4-6pm

5-6pm Quieter time- transition

6-7pm If forecast is for cold temperatures caretaker will go and reset time for boiler to turn on Monday

7-9pm BOT, PTA Meetings in PD Centre meeting room/library Dance groups in hallCleaners start cleaning

After 9pm

Cleaners cleaning

Key:* Concurrent use small space suitable 1-8 people** Concurrent use groups 10-30Each building is alarmed and can be operated independently or from the main block alarm pad.

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5. Our curriculum design guide

Learning at Waimairi is our localised curriculum, outlining what our staff, community, children and Mana Whenua value and believe about education. It is informed by, and cross referenced with contemporary educational, neuroscientific and edu-cultural research. It is our localised embodiment and further development of, the New Zealand Curriculum (2007).

Waimairi School has adopted, a design-based development approach, in which the question we are regularly asking ourselves, as individual educators, as a school, and as a communityis... how well are we achieving what we value and believe; how well does our current situation and practice match our vision of what is possible? (Waimairi School Charter).

To learn at Waimairi is to develop as a person through the content of the learning areas of the New Zealand curriculum, as opposed to just learning the content of the learning areas. To put this in the context of ‘achievement data’ each year we aim for one (or more) year’s growth as a person, via one (or more) year’s growth in the learning areas.At Waimairi School the learning areas of literacy and numeracy are a major vehicle for the development of the child. We believe that children need to acquire these fundamental skills if they are going to be able to participate effectively in society both now and in the future. The development of the child through these skills will be at the heart of all our learning. programmes.

Curriculum design influencesWhile our ‘values and beliefs’ are the backbone of decision-making and learning design we are also influenced by these research-driven publications.From each, we work to design sets of ‘soft systems’ i.e. ways of working, pedagogical approaches, grouping & scheduling decisions etc. These are then made possible with support from corresponding ‘hard systems’ i.e. equipment, fixtures, furniture, landscaping, buildings etc.

Junior school design must take cues from early childhood centre design

Te Whāriki. “A framework for providing tamariki (children's) early learning and development within a sociocultural context. It emphasises the learning partnership between kaiako (teachers), parents, and whānau/families. Kaiako (teachers) weave an holistic curriculum in response to tamariki (children's) learning and development in the early childhood setting and the wider context of the child's world.” Ministry of Education Early Childhood Curriculum.

Te Whāriki is used at Waimairi School to inform learning and facility design in the junior school and for some special education settings.

Ministry of Education (1996)

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Whole site design must amplify this set of cultural values

Kia Hiwa Ra - Listen to Culture. Prof. Angus Macfarlane 2004 book, containing the ‘Edu-cultural Wheel’ A set of Māori values used to develop (and review) Waimairi School’s cultural responsiveness. Macfarlane (2004)

Whole site design must recognise and reflect Ngai Tahu as Mana Whenua

Te Kete o Aoraki. a resource for both schools and papatipu rūnanga that was developed to: 1. Inform schools within the Ngāi Tahu rohe of the expectations of Ngāi Tahu in relation to educational achievement.2. Assist and support schools within the Ngāi Tahu rohe in meeting their responsibilities to both Ngāi Tahu and other Māori students in relation to achievement and retention. 3. Suggest ways for schools to develop their relationship with papatipu rūnanga and/or the iwi organisation’s Education Sector that will contribute to greater achievement and participation of all Māori students.

Ngåi Tahu (2001)

Whole site design must recognise and reflect Ngai Tahu as Mana Whenua

Otautahi North Western Cluster of Schools. A Ngāi Tuāhuriri Perspective (Cultural Narrative).The aim of this report is to assist in providing options for informing the naming and design of the ‘Otautahi Western Cluster of Schools’ and its associated environments. It also aims to recognise their relationship of the Mana Whenua ‘Te Ngāi Tūāhuriri’ while providing relevant information on their historical relationship to the area.

Schools are undergoing significant remediation and rebuild following the Canterbury Earthquakes, some effects left school buildings and sites with minor to extensive damage and caused significant disruption to the school and its community.

The remediation and rebuild of the schools involve the development of modern learning environments which may include interconnected learning centres or ‘classrooms’, along with new buildings and amenities.

The design of new or remediated schools should take into account environmental sensitive design and reflect cultural values. Therefore, ideas for how to do this, including the potential naming of buildings and detailed design criteria are suggested for build factors and landscaping ideals based on cultural identifiers.

The document provides a review of initial ideas, along with background information on natural, cultural and historic considerations and concludes with some recommendations for inclusion in final detailed school design and development.

It also provides a toolkit which outlines the function of indicating the main issues and values from a mana whenua perspective. How those issues and values can be threaded into the process of engagement, preliminary and detailed design phases, through to implementation and the build phases of the school remediation or rebuild are also included where applicable.

Further guidance and consultation with the Te Ngāi Tūāhuriri Education Committee and or school/site specifics issues will be required in applying these criteria.

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Ngai Tūāhuriri (2015)

All learning spaces need to facilitate and accommodate the education of the whole person

True ConstructivismIt is not a matter of either direct, explicit instruction or learner driven learning but rather a tailoring of the approach to achieve success, to develop deep personal meaning and the flexibility & skillfulness on the part of the teacher to be able to use a repertoire of strategies in response to each learner’s needs.

Transformative• personally meaningful• integrated• coherent• transferable

Non-transformative• non-meaningful• disconnected-non- transferable• incoherent

J Atkin (2014)

Design recognises the developmental stages of the children, not merely replicating facilities across age groups adjusted for child size.

The Hierarchical Nature of NeurodevelopmentThe easily recognisable cognitive functions of the cortex (for example, reading) has resulted in an emphasis being placed on understanding the cortex, without the necessary realisation that the cortex is the end result of a hierarchical process beginning in the brainstem. Understanding the functions of each component in the hierarchy allows the early childhood practitioner to employ a pedagogy that is considerate of this. Ensuring the child's needs are understood and met with regard to each neurological component will likely establish a secure and robust base ready for the next component.

Miriam McCaleb & Nathan Mikaere-Wallis (2005)

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Design of learning spaces must take cues from ALL of these principals. Complexity and detail of settings, beyond ‘open space and some breakout spaces’ is required.

The Nature of Learning: Using Research to Inspire Practice. How can the learning sciences inform the design of 21st century learning environments?

Over recent years, learning has moved increasingly centre stage and for a range of powerful reasons. A primary driver has been the scale of change in our world the rapid advances in ICT, the shift to economies based on knowledge, and the emphasis on the skills required to thrive in them. Schools and education systems around the world are having to reconsider their design and approach to teaching and learning. What should schooling, teaching and, most especially, learning look like in this rapidly changing world?

At the same time, empirical research on how people learn, how the mind and brain develop, how interests form, and how people differ in all these has expanded tremendously. This science of learning underscores the importance of how it is taught,

The learning sciences are importantly enriching our understanding of how people learn best, and showing that many existing school learning environments are in direct contrast to this. Classrooms, schools and education systems cannot change overnight but neither is it possible to accept arrangements that are in direct contrast to what makes for good learning. If instead schools were designed to leverage knowledge about learning more likely become the powerful learners, skilled workers and engaged citizens we want them to be.

This summary of The Nature of Learning, created to highlight the core messages and principles from the full report for practitioners, leaders, advisors, and policy-makers indeed, for anyone interested in improving the design of learning environments. The principles outlined serve as guides to inform everyday experiences in current classrooms, as well as future educational programmes and systems. This summary but for the full account and explanation please refer to the original publication.

(OECD 2012)

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Design must recognise and support the evidence that teachers’ actions have the highest effect size on student achievement.

Teaching as inquiry (Pg. 35 NZC) ‘Design driven’ and ‘data driven’ - Paying attention to both ‘lead’ and ‘lag’ indicators.

"The success or failure of my students is about what I do. I am a change agent" John Hattie

Teaching as inquiry Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students. Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks: • What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.

• What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.

• What happened as a result of the teaching, and what are the implications for future teaching? In this learning inquiry, the teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.

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6. Teaching and learning structure

Junior children move seamlessly from Early Childhood Education into a programme which continues their development as prescribed in Te Whāriki. Elements of the New Zealand Curriculum are introduced as developmental and dispositional milestones are reached.

For subsequent years children work in learning spaces grouped as Year 1 & 2, Year 3 & 4, Year 5 & 6.

Children and teachers are teamed in vertical teams (Rivers) each River team consists of Year 1 & 2, Year 3 & 4, Year 5 & 6 learning spaces.

Learning activities (and therefore collaborations) are planned horizontally across year groups and vertically across River groups.

Learning is deeply contextualised (after ‘bringing in’ new vocabulary and knowledge time and space is given to children to connect and do new things with them in authentic ways) with a high degree of ‘hands-on’ arts, soft & hard materials, and food technology, gardening, physical movement, music as the backbone of the day - not added extras.

Learning Neighbourhood — a Learning Neighbourhood is a subset of a Learning Community. A Learning Neighbourhood acts as the ‘learning home’ for a group of learners with a team of teachers. A ‘learning home’ signifies a personal place/space for students where they locate their belongings, relate to a teacher(s) with primary responsibility for their learning progress and well-being, and where they connect with the group of other learners who share the ‘learning home’.

Learning Neighbourhoods are designed to:create a sense of belonging and community building; provide contemporary learning environmentsFacilitate professional collaboration for designing, planning and teaching; enable formation of different sized learning groups; and facilitate sharing of neighbourhood resources and learning spaces.

The Learning Neighbourhood is required to provide a contemporary learning environment with internal and external Learning Settings and environments to support the full range of learning activities (see Table) for all learners, including students with disability, working in a range of group sizes from individual, to one to one, to small collaborative groups, medium and larger group learning.

The Learning Neighbourhood design is also required to:Enable the creation of ‘home bases’ and provide integrated/distributed storage for student personal effects and belongings; provide extensive space for display and celebration of the creative work and learning achievements of learners;provide storage – fixed and mobile – for teaching and learning resources

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In every learning Neighbourhood

Setting Developmental purpose/Activities

Description

Forum

More than once day

WaiataKarakiaWhole group connectionWhanaungatangaKotahitangaSharing

up to 1:60. -Equidistance between all participants.-Close level connection between speakers’ mouths and listeners’ ears (all on similar level)-Eye contact between all participants. -Good acoustics.

Focused teaching - small group

More than once day

Intense teacher-led instruction.

Up to 1:10.-students’ line of sight free from visual distraction/sensory overload.-located in quiet space with excellent acoustics.

Wet art/craft/technology area (not vinyl but another product that absorbs water but is more like carpet)

Daily

Contextualised creativity and hands on learning activities.

Up to 10-needs sink & water-hot glue guns-painting-pasting-cutting-clay work-box construction-paper mache-Power outlets-Needs drying racks and ample storage for incomplete ‘works in progress’ which children will return to, to complete.

Sewing station Hand and machine sewing

Up to 2-clear light-equipment storage close by.-not in proximity to Wet art/craft/technology area.-power outlets for sewing machines.

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Cooking station Food preparation and serving.

Up to 6-fridge-fire extinguisher/blanket-power outlets-hotplates-microwave-oven-hot and cold water-sink and hot and cold water -standard bench space-ingredient and equipment storage

Kitchen table

More than once day

WhanaungatangaKotahitanga‘breaking bread together’

16-square or round-proximity to cooking station. power

Woodwork/construction area Contextualised creativity and hands on learning activities.

Up to 4-Outside power supply-Woodwork benches with vices-Proximity to tool storage-Storage for wood supply-Outdoor but undercover.-Tables at varieties of heights.

Vege garden SustainabilityTangata Whenuatanga

-Water for irrigation-Equipment storage-proximity to learning area (from garden to table)

Performance area PresentingSharingCelebrating

Audience max 60 children-raised-good acoustics-clear line of sight for all-power outlet-external sound system

Quiet individual work spaces

More than once day

Individual work Up to 10-acoustically isolated-students’ line of sight free from visual distraction/sensory overload.-located in quiet space.

Quiet group work spaces small group work -up to 10 -pairs/ collaboratively or independently working.

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More than once day

Desktop/laptop computer area

More than once day

Graphics, video and sound editing tasks which are hard to do hard on small devices i.e. iPad

Up to 4-power

Recreational reading area

More than once day

Curling up with a good book

-up to 10 children-acoustically engineered-good natural light

Provocation/display area To provoke awe and wonder.

-glass cabinets with 360 degree -teacher selected and/or student made objects of high aesthetic value

Open floor space MovementMotor skill development. Development of personal spacial awareness

-up to 25 children-multipurpose clear floor area

A place for me

More than once day

Manaakitanga A personalised space for an individual’s belongings (staff as well as students).

Storage Aids the development of organisational skillsStorage of resources for Teachers and children

Teacher ResourcesReading books

Projection -up to 60 children-to stay out of the forum areas

Specific to New Entrant space

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Description

Swinging and rocking

Rhythmic patterning Many children at this age need all weather opportunities to build rhythmic patterns through movement. This has spatial implications.

Third teacher

Gross motor skillsmilestone development transition from Early Childhood

Outdoor environment

Zones Learning spaces lend themselves to developing children’s spatial literacy

E.g. a place to be like a kiwi (quiet and focused).A place to be like a kea (louder, inquisitive and social).

7. School leadership and management

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The school is led by a principal, and two fully released deputy principals. There are four teaching team leaders who are released 0.1 per week.

The principal and 2 deputies need to work separately but also with a private common space for frequent collaborative sessions.

Where possible (and feasible) collaborative teaching teams in open learning spaces are made up of pairings of experienced and novice practitioners.

Professional development is mainly conducted during school hours (not after school). It takes place in a dedicated Professional Development Centre with appropriate furniture and facilities for adult learning.

Teachers plan, prepare and evaluate in small collaborative teams. They work and meet in horizontal and vertical teams. Ad hoc in teams formed around a particular subject learning area at set times during the year. The whole staff also come together to work on specific projects or topics, as the situation dictates. All configurations are valued.

Although teachers tend to meet and work together in learning spaces (before and after school) rather than teacher workrooms we have a need for

a. staff workspace during class time e.g. while on release.b. all teachers and support staff to feel a place where they belong, and can keep

their belongings.

Teachers collaborate as ‘adult learners’ in a respectful environment of honesty and frankness. We all aim to hold each other to account for obtaining the best possible outcomes for our children.

Confidential, academic and pastoral care meetings (case conferences) are held frequently during school hours and respectful, dedicated space is needed for these to accommodate up to ten adults at a time.

In addition to individual office spaces. i.e. 3 office spaces. The leadership team need private, respectful spaces to meet with parents and external agencies.

A payroll officer, executive officer and administration staff all need withdrawn workspace for focused concentration (e.g. payroll work) in proximity, and visually connected to the reception area, where they all take turns on the front desk. Capable of having 3 people operating from the main front desk. The sick bay needs visual connection to the front administration desk/and- or offices.

The 5 main contexts for routine daily community connection are * School office transactions

* School child drop off

* PTA fundraising transaction buying a pool key, hot dog etc

* 4Rivers Cafe.

* School library use.

8. Community Connections

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The school has extensive community connections with a wide variety of stakeholders. The school grounds and facilities are in constant use.

Large groups such as a church congregation, a theatre school, dance school, yoga group, school PTA discos etc. use the hall and other spaces. Smaller groups such as Chinese abacus, French club etc. book and use the library and smaller spaces. A very popular Sewing and Craft Club operates at lunch time run by parent volunteers

The school hosts many events for the parent community: parent information mornings and evenings, orientation sessions, and welcoming ceremonies.

We host education groups from all over New Zealand and overseas fortnightly. These groups vary in size between 5 and 50. At times we are required to cater for the groups.

The whole community gathers once a week for a ‘meet-up’ on Monday Mornings.

The school cafe is a highly valued community connection point.

The school community come together on the school site for significant events to begin each term (ignition) and celebrated learning at the end of each term (finale). Regular hui with Mana Whenua.

Facilities for hangi need to be maintained/enhanced.

The pool is an important community connector and social area between Show Weekend and Easter each year. The community buy keys to access outside of school hours.

The school field is used by out of hours sports organisations and as a casual local recreational area.

The DHB dental van visits and takes power from the former dental clinic building.

The considerable staff and community access ‘out of hours’ and in the hours of darkness requires attention to be paid to lighting, paving and general safety issues.

Multiple security alarm keypads are needed as different buildings are accessed by different individuals and groups at a wide range of times (weekdays and weekends).

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9. Linking pedagogy to space

9.1 Overall configuration of the school

Use of whole siteThe whole site is to be considered a learning space, not just the buildings.

Entrances to build connections The school entrances on Tillman Ave, via rail bridge and Westholme St need to funnel people to our social connection areas (notion of town square - office transactions, coffee shop, library) before delivering people to specific parts of the school.

Relationships & Community: There is extensive community use of the hall, grounds, library in and out of hours. There is also daily community interaction admin/office, library, coffee shop and outside/inside learning spaces. Spaces need to lend themselves to interactions between parents, teachers and students/ They must facilitate and provoke informal and formal conversations, before and after school.Overall school design needs to make us feel we are all connected, on the same mission, not engaged in separate work.

Vehicles and pedestrians at Tillman AveMore separation of vehicle and pedestrian movements is needed at the Tillman Ave entrance.

Activity & transport modesStudents are active, it is important that students/adults using scooters, wheels etc., to arrive/depart school, have logical pathways to go to “park” wheels and go to/from learning spaces. A paved area that is suitable for “wheels” use during morning tea/lunchtime is an important feature.

Bus aspectsBuses regularly collect and drop off children for camps, sports and class trips. As there is no room for turning on Tillman Ave and no bus stops on Blighs Road, all weather pedestrian access is need to the Westholme Street gate.

Waimairi special definitionsNeighbourhood - the largest group setting in regular daily use. The regular team of children and staff, the ‘home group’. From several years of prototyping we find that the max size of a neighbourhood, for functional learning relationships, is 60 children. This maximum size supports quality visual and auditory communications between staff and children between children and children. The quality of the experience degrades beyond his size.

Generalised AND specialised areas. Waimairi learning spaces need to provide their inhabitants with settings to allow a wide range of routine and specialised tasks without having to leave the space and/or book time in specialist spaces.

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Purposeful learning settingsLearning spaces need to be well-defined. Not just the spaces themselves, but the settings within each space. Waimairi pedagogy translates into agile, yet purposeful space. Not multipurpose, endlessly reconfigurable spaces.

ConnectednessLearning spaces must build connectedness between those inside each neighbourhood. More so than between Neighbourhoods. If prioritising has to happen, the vertical age connections take precedence over horizontal age connections.

Mana WhenuaIn addition to our cultural narrative, informing the wider site design we also need all neighbourhood spaces to support karakia, Waiata and kai preparation & consumption (to scaled degrees).

Attention to the aesthetic Every opportunity must be taken to expose our learners to objects of awe and wonder, these need to be displayed in ways which honour both the object and observers’ ease of access. This applies to teacher selected and student made objects.

The Outdoor areas need to be visible from indoors. Large covered areas for wet days Outdoor open spaces for fitness - NB not too close to other learning spaces that may need quiet learning.

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9.2 Linking the key aspirations of the school to space

1. Developing the morale, tone and pulse of the school (Pumanawatanga) so that the richness within each child is honoured, extended and celebrated.

Ahakoa he te iti he pounamu. Although small (child) you are precious like a greenstone. (Richness Within)

2. Developing teacher effectiveness (Rangatiratanga) so each child becomes a skillful thinker and leads his/her own learning by understanding where he/she is and what his/her next (learning) steps must be.He moana pukepuke e ekengia e te waka. A choppy sea can be navigated with perseverance. (Student Agency)

3. Developing bonding, caring and relationships (Kotahitanga, Manākitanga, Whanaungatanga) to nurture a love of learning.Nau to rourou, naku te rourou, ka ora te iwi. With your food basket and my food basket there will be ample (the benefits of collaboration) (Relationships)

Aspirations

What does this mean? How will we achieve the aspiration

What space will be required to enable the aspiration?

1, 2 and 3 Forum

More than once day



1, 2 and 3 Focused teaching - small Intense teacher-led instruction. Up to 1:10.

group

More than once day

-students’ line of sight free from visual distraction/sensory overload.-located in quiet space with excellent acoustics.

1, 2 and 3 Wet art/craft/technology area

Daily



1, 2 Sewing station Hand and machine sewing Up to 2-clear light-equipment storage close by.-not in proximity to Wet art/craft/technology area.-power outlets for sewing machines.

1, 2 and 3 Cooking station Food preparation and serving. Up to 6-fridge-fire extinguisher/blanket-power outlets

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-hotplates-microwave-oven-hot and cold water-sink - food standard bench space-ingredient and equipment storage

3 Kitchen table

More than once day


16-square or round-proximity to cooking station.

2 Woodwork/construction area



1, 2 and 3 Vege garden SustainabilityTangata Whenuatanga

-Water for irrigation-Equipment storage-proximity to learning area ( from garden to table)

1, 2 and 3 Performance area PresentingSharingCelebrating

Audience max 60 children -elevated-good acoustics-clear line of sight for all-power outlet-external sound system

1,2 Quiet individual work spaces

Individual work Up to 10-acoustically isolated

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More than once day

-students’ line of sight free from visual distraction/sensory overload.-located in quiet space.

1,2 Quiet group work spaces

More than once day

small group work -up to 10 -pairs/collaboratively or independently working.

1, 2 and 3 Desktop/laptop computer area

More than once day

Graphics, video and sound editingtasks which are hard to do on small devices.

Up to 4-power

1,2 Recreational reading area

More than once day

Curling up with a good book -up to 10 children-acoustically engineered-good natural light

1,3 Provocation/display area To provoke awe and wonder. -glass cabinets with 360 degree -teacher selected and/or student made objects of high aesthetic value

1, 2 and 3 Open floor space MovementMotor skill development.Development of personal spacial awareness.


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1,2 A place for me

More than once day


3 Storage Aids the development of organisational skillsStorage of resources for Teachers and children

Reading booksTeacher Resources

1,3 Projection KotahitangaRangatiratanga

Up to 60 childrenTo stay out of the forum areas

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10. Description of each space

In learning spaces, children often need separate quiet spaces to work in small groups and often record audio.

Parents linger and chat before and after school.

Music is a big part of Waimairi. Children are able to learn a huge variety of instruments. Private tutors use the facilities to take children for lessons.

Space in the Library for parents to sit with their coffees and be encouraged to use the resources, take extra books out for themselves and their children. Indoor - outdoor flow with the Cafe located near the Admin area.

Children enrolling at Waimairi meet the teachers and the Special Needs Coordinator.These meetings require a room to accommodate up to 8-10 people.

Sick Bay accessible and within view of the Admin team who are required to supervise unwell children.

Need music practice rooms (at least 8) of different sizes (4 - 50 people) to accommodate lessons. (soundproofed, and have lockable storage cupboards.)

Need an acoustic expert to enhance the learning spaces to maximize the engagement of all children.

Natural light and air flow are important in all spaces.

Space Activities Description

General Variable settings for: Acoustics, air, light considered

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learning space Direct explicit teaching, demonstration,

presentation in small/large groups Structured and free form collaboration

and indoor activities Construction, modelling and simulation

through play based learning and/or authentic settings

Quiet reflective activities and/or individual research

Engage in creative activities with media, general and specialised equipment

Conduct student conferences and small seminars

Community meeting place for sharing, dialogue, storytelling, inquiry

Engage in investigative activities with general and specialised equipment and materials (wet & dry)

Display of learning resources and student work

Rehearsal and performance in the arts, language, physical activity

Adaptable for different sized groups: 2-5, 6-12, or 13-25 being taught at same time

Avoid acoustic or physical interference. Students engage in structured collaborative

activities/games activities. A variety of adaptable furniture configurations to support a range

of different group sizes and collaborative activities. Combination of benches/tables to accommodate groups 2-8.

Variety types of chairs that are readily moved by users. Mobile storage for small equipment and resources commonly used in the area

In indoor/outdoor settings using materials, systems and media. Depending on activity semi/complete enclosure for noise isolation

or safety reasons Learners to build, assemble, model, simulation activities Storage for materials, equipment for work in progress or

expensive equipment Material stowed so housed without intruding on space use. Learners engage with written and graphical material on digital or

hard copy form. Personally reflect, enquire, research or consolidate learning. 2-3 in a group out of major circulation pathways, quiet space. Configured to provide one or more focused areas. Hands on interaction, experimentation and evaluation. Range of materials in indoor and outdoor settings. Needs vary e.g. visual art, dance, music, digital Need direct access to wet area Place to plan. Discuss, make decisions, collaborate in quiet,

focused environment, meet virtually. Teachers can counsel/tutor students privately.

Participants able to sit in round facing each other. Stepped or tiered seating if participants need to sit more than one

deep. Hands on interaction, experimentation and evaluation. Learning artefacts to access information and to communicate and

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celebrate learning Learners practice, refine and execute. Presentation/performance space Community gathering 50+. Comfortable personal space for the

audience

Entrance Fluid community interaction Coffee shop Light, warm & connected

Hall/gym Meet up 500+ PE lessons/Jump Jam Basketball practices Community social events Parent evenings Outside groups – dance, church, drama Orchestra/Band/choir

Monday morning During the day Lunchtimes Friday/Saturday evenings Sharing kai After 3pm during the week Stage/platform storage

Library Books in shelves Computer access Lunchtime workplace Activities may include reading,

research, relaxation, project-based work

Multipurpose learning space

Specialist spaces (Science, technology)

Music lessons: several spaces for 2-6 students

Afternoon programme ESOL Danks/STEPS Reading Recovery Testing/Meeting/Universal space

Contextualised learning programme means that all learning areas are delivered in the learning neighbourhood,

As explained and described in detail in section 7, all learning neighborhoods must have the space, facilities and equipment to deliver science, technology and other ‘specialist’ learning within the learning neighbourhood and responsively, that is, not timetabled for delivery in either the learning neighbourhood or in a separate specialist space contextualised learning programme means that all learning areas are delivered in the learning neighbourhood,

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Outdoor spaces

Easy access from learning areas Comfortable lunch eating areas Outdoor stage/platform? Workbenches Proximity Property manager shed

considered Shaded/protected areas

Aesthetic, linked and flow to indoor spaces

Breakout spaces

Music lessons: several spaces for 2-6 students

Afternoon programme ESOL Danks/STEPS Reading Recovery Testing/Meeting/Universal space

Admin space Office staff to have flexibility 1/2/3 work together

Finance area

Open area Smaller spaces for confidential conversations

Staff room/staff Space for up to 60 that flows, inclusive but space for smaller groups to socialise and collaborate

Individual pigeonholes Display areas

Student services

Radio station Media/Green room

Toilets Accessible between neighbourhoods

Resources space

Photo copy resources Photocopy paper Literacy/numeracy texts Science gear Art Cooking Sewing Construction/Discovery Test materials e.g. PAT IT gear/resources Stationery

Dual/multi access for neighbourhoods Because we integrate the teaching of art, science, technology,

cooking, sewing etc. into our learning neighbourhoods, there must be duplication of storage for resources and equipment relating to the teaching of these in each of the learning neighbourhoods, rather than in a central storage area

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First aid/Medicines Games Maths equipment

Storage Sports gear Sports uniform Music equipment/stands Maths equipment Art storage (current) Confidential items IT Lost property/uniform Hall chairs Scooters/skateboards/ripsticks stands

and/or storage

We store a significant number of student and school-owned musical instruments. These require purposefully designed and appropriately configured storage located in close proximity to.

In every learning neighbourhood


Description

Forum

More than once day



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More than once day



Wet art/craft/technology area

Daily



Sewing station Hand and machine sewing Up to 2-clear light-equipment storage close by.-not in proximity to Wet art/craft/technology area.-power outlets for sewing machines.


Up to 6-fridge-fire extinguisher/blanket

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-power outlets-hotplates-microwave-oven-hot and cold water-sink and water and food standard bench space-ingredient and equipment storage-

Kitchen table

More than once day



Woodwork/construction area






-raised-good acoustics-clear line of sight for all-power outlet-external sound systemAudience max 60 children

Quiet individual work spaces

Individual work Up to 10-acoustically isolated-students’ line of sight free from visual distraction/sensory overload.

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More than once day

-located in quiet space.

Quiet group work spaces

More than once day

small group work -up to 10 -peers collaboratively or independently working.


More than once day

Graphics, video and sound editingtasks which are hard to do hard on small devices.

Up to 4-power


More than once day



Provocation/display area

To provoke awe and wonder.




38

A place for me

More than once day




Projection KotahitangaRangatiratanga

up to 60 childrenTo stay out of the forum areas

Settings within other facilities


Description

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Testing/CRT spaceSet dual purpose room for specialist teaching/learning space and testing desks/tables for 30 + students

Music Violin, viola, recorder, singing, guitar, drums, flute, clarinet,

-Individual, small group, large group settings-sound proofing-electricity

Danks Dyslexia learning support -1-1 -sound proofing

STEPS Literacy intervention 1:23 or 4 tutors operating in one space

Multi lit Literacy intervention 1:1

ESOL English language Learners 1:42 tutors per space

SLT Speech and Language therapy 1:11:4

Reading Recovery Reading remediation 1:1

4Rivers CafeCoffee shop operating within the school main hub, a place where parents can meet.

Cafe tables and chairsPowerCommercial Kitchen/dishwashers etcFridgesLockable storage CupboardsServery windowLarge working areaGood ventilationPlumbing for coffee Machine and ready boilerDouble sink

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Library In community area: A learning hub 1 Librarian1 office/workroom for repairs and maintenancecozy areas for readingcomfy chairs/couchesNO photocopier area in the library.

Leadership office suite A respectful, private spacewith good sound insulation and natural lighting.

3 individual office spacesA collaborative working space with white boardtable and chairspowerscreen projection facility

Reception/Admin/Finance Interaction between parents, staff and visitors t0 schoolA payroll officer, executive officer need private offices in close proximity, and visually connected to the reception area, where they all take turns on the front desk. Capable of having 3 people operating from the main front desk at one time

3 office spacesone large front desk capable of 3 staff.filing cabinetsStationary cupboard/photo copy areaStorage-historical documents

Sickbay Space for injured, sick children to be attended to.Store individual student medication in locked area.The sick bay needs visual connection to the front administration desk/and- or offices.

Toilet accessSinkHot and cold waterA showerLockable medicine cabinetsNoticeboardsmall fridge for pharmaceuticals2 beds

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2 chairs

Radio Station Broadcast.Interview space using radio gear, space up to 4 people

Sound proofPowerDesk/chair

Afternoon Programme Children with special needs 2 Teachers to up to 10 childrenHot and cold waterKitchen facilities designed at child height Display areasPowerProjection/screen

Staffroom Staffroom should be ..(flexible i.e. able to be used for full staff meetings and able to cater for the staff and support staff) i.e. we have 52 on our payroll plus RTLB’s RTLit’s, Music tutors, sports coaches, PD providers, Health Nurses etc. Good flow

Hot and cold waterFridge (very large or 2 fridges)Kitchen oven2 microwavesToilets in close proximityPower for charging stationDining room tablesCasual seatingsitting areasstorage for cups plates etc.whiteboardstaff pigeon holesarea for computersprojection screen

School-wide centralised storage

in close proximity to the main office areacopy centrestorage for school journals/reading books/maths equipment

Uniform shop Area to put uniform on shelves

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could also and have space to hang sports jackets

Cleaners power water sinks that allow for buckets to be filled storage for cleaning products vacuum cleaners

Property manager Space to store ladder,, lawn mower, tools, road patrol gear etc. Currently in skyline workshop garage

-power-water available to whole site

Bike and scooter storage (neighbourhood based)

Stands for bikes/scooters (60) each neighbourhood

PE equipment shed To have suitable shelving/storage spaces for different types of balls, sports bags, bats, skipping ropes etc. A cupboard to store large containers of sports uniform and specialist equipment e.g. shot put/discus.Area for large items e.g. gym mats.To be located near the large indoor space used for indoor PE/Performance/Meeting Area

Includes sports uniform storage

Orchestra Space Able to accommodate a range of instruments. Not too near learning spaces if not fully sound proofed.Up to 20 musicians

Soundproof-power outlets

Band Space As above Soundproof

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-power outlets

Drumming space Could double as a small multi purpose music space

Soundproof-power outlets

Individual music instrument lesson spaces

up to 8 -power outlets

Performance space Flexible to use with/without seats.Need to consider line of sight from all areas. Welcoming and open not isolated.Needs to have ability to be hired out and independent facility with commercial kitchen and toilets. Alarmed separately to other spaces.Consider parking location in relation to this building.

-elevated area-for audience of up to 600-acoustics important-power outlets-good ventilation-Lights protected from balls being thrown/hit-sports markings-large commercial kitchen with large pantry storage

Storage seats performance Space

Currently have stackable 3 seater chairs within hall confines, potential safety hazard when performance space used for basketball/physical activities.

StackableEasy to manoeuvre

Kapa haka Weekly sessions currently in hall up to 250 students at a time

Storage needed for kapa haka uniforms

Elevated area for leaders

Wheels Court Popular all agesscooters, ripsticks, bikesCurrently hard court area that doubles as a netball court

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Area for bike trail Could extend off wheels court

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11. Furniture, fittings and equipmentIn every learning neighbourhood


Description Number Req’ & concurrence of usage.

Forum

More than once day



1 per neighbourhood.


More than once day



2 per neighbourhood. Need to be used concurrently with the other settings.

Wet art/craft/technology area


Up to 10-needs sink & water-hot glue guns-painting-pasting-cutting


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Daily

-clay work-box construction-paper mache-Power outlets-Needs drying racks and ample storage for incomplete ‘works in progress’ which children will return to, to complete.

Sewing station Hand and machine sewing

Up to 2-clear light-equipment storage close by.-not in proximity to Wet art/craft/technology area.-power outlets for sewing machines.



Up to 6-fridge-fire extinguisher/blanket-power outlets-hotplates-microwave-oven-hot and cold water-sink and water and food standard bench space-ingredient and equipment storage-


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Kitchen table

More than once day




Woodwork/construction area



1 per neighbourhood



1 per neighbourhood


-raised-good acoustics-clear line of sight for all-power outlet-external sound systemAudience max 60 children

1 per neighbourhood

Quiet individual work Individual work Up to 10 10 seated kids at any one time per neighbourhood in addition.

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spaces

More than once day

-acoustically isolated-students’ line of sight free from visual distraction/sensory overload.-located in quiet space.

Need to be used concurrently with the other settings.

Quiet group work spaces

More than once day

small group work -up to 10 -pairs collaboratively or independently working.

10 seated kids at any one time per neighbourhood. Need to be used concurrently with the other settings.


More than once day

Graphics, video and sound editingtasks which are hard to do on small devices.

Up to 4-power

4 workstations per neighbourhood. Need to be used concurrently with the other settings.


More than once day



Space for 10 children. Need to be used concurrently with the other settings.

Provocation/display area

To provoke awe and wonder.



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A place for me

More than once day


1 for each person in neighbourhood. Need to be used concurrently with the other settings.



Need to be used concurrently with the other settings.

Projection KotahitangaRangatiratanga

up to 60 childrenTo stay out of the forum areas


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12. ICT

Wireless needs to be ubiquitous with provision for up to 1500 simultaneously connected devices.

We need ample secure storage /charging stations or facilities across all neighbourhoods.

Large screens/projectors are needed in every neighbourhood.

Sound field systems are required in all neighbourhoods

A school-wide public address/sound system is needed

Our school FM Radio station needs a dedicated space and associated technical provision

Provision needs to be made for guest and community wireless access throughout the school site.

The neighbourhoods with Y0-4 pupils, centrally store and charge devices (day and night). Year 5 and 6 pupils charge and store their school devices at home out of school hours.

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BProperty Brief

Waimairi School

[Property Brief is to be completed by the Ministry of Education]

1. PurposeThe Property Brief sets out relevant project parameters and key information relating to the site, buildings and infrastructure.

2. High level informationSchool Name External Project ManagerSchool ID School Contact PersonRegion Ministry of Education Project

LeadPlanned Project Start Date Planned Project End DateConstruction Budget Roll as at [date]Build Roll Master Plan RollSurge Requirement (transportable teaching spaces)School ethnicity composition as at [date]

Ministry of Education Lead InfrastructureProgramme

Note that the Build Roll is the roll that this particular project must accommodate. The Master Plan Roll is the roll that the Master Plan must be designed to accommodate, and for which site infrastructure should be designed. The Surge Requirement identifies the number of additional transportable learning spaces that may need to be located on the site to account for exceptional temporary requirements.

Project scopeThe scope of this project as noted in the Master Planning and/ or Design RFP includes:

[Identify any scope items not set out in the Background and Project Description on page 6 which are relevant.]

Roles and responsibilities

52

This is a table summarising the roles and responsibilities of the parties within the project.[Name the contracting parties. For example, the design and build consortium, architect etc.An example table is shown below. Commentary also needs to include project specific details about procurement approach, Design Control Group (DCG) and Project Control Group (PCG) makeup, responsibilities, frequency of meetings etc. Project specific requirements must be established and documented.]

Project Structure

[An example Project Structure Chart is shown below. It should be replaced by an appropriate graphic relevant to the specific project. Project specific requirements must

53

be established and documented.]

Project programmeThe planned programme milestones for this project as noted in the Master Planning and/ or Design RFP are set out below:

[Dates entered below are to be in accordance with overall master programme deliverables, depending on the type of procurement all the deliverables may or not be required. If not required then note this in the box as not required.]

Deliverables Required

Date deliverables required

Master Planning [Y/N] Date or N/APreliminary Design DateDeveloped Design DateDetailed Design DateConstruction

CommenceDate

Handover Date

The Design Team will be expected to meet all statutory compliance requirements, Resource and Building Consent requirements.

Project handover documentation requiredAt the completion of the project and as a prerequisite to the completion of Ministry Handover processes the Design Lead shall provide the Ministry and the School with a Building Owner’s Manual in electronic format containing the following:

54

A brief description of project including reference photographs of the completed project

Full set of construction drawings and specifications amended for variations which occurred during the course of the contract, from all disciplines.

List of consultants engaged on the contract. List of contractors and subcontractors engaged on the contract. Copies of all warranties and guarantees issued for the project. Copy of consents issued on the project including Outline Plan Approvals, Resource

Consents, Building Consents or any waivers issued for any of the above. Copy of any Producer Statements issued by consultants, reviewers or contractors

on the project. Copy of Codes Compliance Certificate(s) issued on the project Finishes and colour schedules for the project All structural and geotechnical reports (including drawings and calculations) All review reports undertaken for the project (e.g. accessibility or acoustics

assessment reports)

Compliance documentsThis brief is based on the following documents:

Document Title Version Number

Date Referred To

Designing Schools in New Zealand – Requirements and Guidelines

V1.0 September 2015

Structural and Geotechnical Guidelines for School Design V1.1 29 June 2015

Weather-tightness and Durability Requirements August 2014

Fire Safety Design Requirements for Schools July 2008

Fire Alarms Specification SF1 February 2006

Information and Communications Technology (ICT) Cabling Infrastructure: Policy and Standards for Schools

V4.0 May 2014

Project informationSite Information

[Enter site address.]

Existing Building Information

[Complete box with the latest up to date available data.]

A list of existing building blocks is provided in the table below. The Ministry of Education’s Property Information System (PMIS) block numbers are referenced on the attached annotated site plan. Further information on existing blocks that includes age, building types, envelope materials and record repairs/upgrade projects can be found by accessing PMIS online through the following web address: http://pmis.minedu.govt.nz/

PMIS Block Number PMIS/ Ministry Block Name School Block Name

Comments

Special considerations

55

Cultural significance

[Provide any information on any known cultural significance or school engagement with mana whenua – if none available, please indicate as ‘unknown’.]

Historical significance

[Provide any information on any known historical significance, if none available please indicate as ‘unknown’.]

Special needs

[Provide any information on any special needs requirements on site, if none available please indicate as ‘unknown’.]

Roll projections See Section 1 of this document for an explanation of roll types.

Roll Numbers [to be verified by Network via Memorandum of Understanding document]Current Roll (enter year)Build Roll Master Planning RollSurge Requirements [number of transportable classrooms]Satellite CapacityTechnology Capacity

The total gross area for the school based on a build roll of [enter build to roll number] is [enter gross figure]gross ([enter net figure] net). This is made up as follows:

[Add in table from school impact assessment from data analyst.]

Table 1 Build Roll (Roll Spread and School Entitlement)

School Roll - Build Roll School Entitlement - Build Roll

Non MI roll MI Roll Total Roll

Year 0 0 Classroom TS (excl gym) 0

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Year 1 0 Gymnasium TS 0

Year 2 0

Year 3 0 Classroom area 0

Year 4 0 Gymnasium area 0

Year 5 0 Library area 0

Year 6 0 Administration area 0

Year 7 0 Resource area 0

Year 8 0 Hall / Multi-purpose area 0

Year 9 0

Year 10 0 Total net area 0

Year 11 0 Total gross area 0Year 12 0 Year 13 + 0

* MI is Maori Immersion

Total school roll 0

ORS high

ORS very high

Outside technology roll

Table 2 Master Plan Roll (Roll Spread and School Entitlement)

School Roll – Master Plan Roll School Entitlement – Master Plan Roll

Non MI

roll MI roll

Total roll

Year 0 0 Classroom TS (excl gym) 0

Year 1 0 Gymnasium TS 0Year 2 0 Year 3 0 Classroom area 0Year 4 0 Gymnasium area 0Year 5 0 Library area 0Year 6 0 Administration area 0Year 7 0 Resource area 0

Year 8 0 Hall / Multi-purpose area 0

Year 9 0 Year 10 0 Total net area 0Year 11 0 Total gross area 0Year 12 0 Year 13 + 0 * MI is Maori Immersion Total school roll 0 ORS

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highORS very high Outside technology roll

Project budget [Complete table below – ensure that this has been crossed referenced with information that was provided to the school as part of their formal visit letter. Add in lines if there are additional budget provisions, e.g. satellite units. Make sure this aligns with the Design Team RFP.]

58

Budget – GST ExclusiveConstruction budgetLess already allocatedAvailable for construction

Budget includes: Escalations, demolition costs, landscaping, site works, infrastructure upgrades, temporary accommodation, staging costs.

Budget excludes: Consultants fees, design contingency territorial authority fees, furniture and equipment and construction contingency.

Ministry Approvals, Design Review and Weather-tightness Review requirementsProject Specific Review RequirementsThis project will require the following Ministry sign-offs, design and weather-tightness reviews. This table does not include sign-offs that are standard to the building construction industry (for example, compliance reviews from the Building Consent Authority).[Complete table below – ensure that it reflects the design stages and reviews required for this project.]

Stage DRP Submission Required

Weather-tightnessReview

Ministry Sign-off Required

Masterplan - Bulk and Location

YES YES

Preliminary Design YES YESDeveloped Design YES YESDetailed Design YES YESHandover YES

Design ReviewsOne step of the Ministry approval process is submission of plans to the Design Review Panel (DRP). The purpose of the DRP is to develop a consistent approach towards school property design and associated outcomes. These reviews support the Ministry’s ‘controlled gateways’ approval process and the goal to optimise the quality of its property portfolio.

The DRP is a small group of experienced specialists (including engineers, architects, quantity surveyors) who access the selected design information and undertake high-level independent project reviews. The DRP reviews projects at certain milestones, depending on the risk profile of the project. The requirements for this project are outlined in the table above.

A DRP submission requires the formal submission of documents five working days in advance of the scheduled review. The DRP will convene and a report will be issued within 10 working days following the review session. The DRP does not approve projects or the completion of a milestone. The DRP report is part of the documentation required for submission for milestone sign off by the Ministry.

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Weather-tightness ReviewA comprehensive Weather-tightness Review undertaken by the Ministry’s designated expert consultants will be required at the Detailed Design stage.

Staged Ministry Sign-offsStaged Ministry sign-off will be required for each of the stages set out above by the Ministry Project Lead. DRP reviews and weather-tightness reviews listed above will be prerequisites to the staged sign-off as will be the completion of the Ministry’s Design Compliance Checklist (DCC).Ministry approval and formal sign-off are required to progress to each of the project stages. Deliverables and reporting requirements for these approvals are set out in the Designing Schools in New Zealand – Requirements and Guidelines.

Data available This section exists to document the existing reports about this site that are being provided to the Design Team. Commentary is not necessary.

Technical Overview – Key Issues

[Provide a high level summary of the various reports that have been undertaken – information from executive summary level. If no information or report available please note as ‘no information available’.]

Item Reports Available

Comments

InfrastructureServices &

Roading

[Note if any report has been completed and any high level budgetary estimate provided for like for like replacement as at.....]

Weather-tightness

[Note if any report has been complete, which block and any high level budgetary estimate provided for weather tightness remediation work.]

Seismic [Note from site executive summary blocks that require strengthening and any other high level info to note.]

Geotechnical [Enter the geotechnical category noted in the geotechnical report – GC1 – 4. ]

Other [Note any other reports.]

Other Data

The Ministry has a data base of existing engineering reports and other data that relates to the site. A list of the information being provided to the Design Team is provided in the following table:

[Enter all available reports and documentation that will be provided to the master planners that MoE have available for release – if unavailable, please note as ‘nil’ or ‘unavailable’. Recommend that data is sent to master planner/PM via Dropbox.]

Subject Area File Author

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NameUp to Date Aerial Image

Site Plan

Geotechnical Assessments

Structural Assessments

Insurance Reports or Details

Infrastructure Report

Condition Assessments

ILE Compliance Assessments

Weather-tightness Assessments

Any Site Plans, Services Plans held on the MoE PMIS

Hardstand Reports

Floor Level Surveys

Damage Assessment Report– Canterbury

Other

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Appendix A

Project and Site Constraints TableThe Project and Site Constraints Table Template is available for download from Education.govt.nz.

[This table should be completed as far as is possible by the Ministry Project Lead prior to issuing to the Design Teams for RFP Submissions and will then become the responsibility of the successful project team to complete for staged Ministry sign-offs.]

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