Footscray Learning Precinct 4 April 2017 Feasibility Report20... · Network A network of schools is...

Footscray Learning Precinct

Feasibility Report

Department of Education and Training

4 April 2017

Revision: 5

Reference: 250490

Project 250490 File FLP Feasibility Report.docx 4 April 2017 Revision 5 Page I

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Document control

Report title Feasibility Report

Document ID Project number 250490

File path C:\Users\Alexis.Walker\AppData\Roaming\OpenText\OTEdit\EC_cs\c177061010\FLP Feasibility Report.docx

Client Department of Education and Training

Client contact Briony Grigg Client reference

Rev Date Revision details/status Author Reviewer Verifier (if required)

Approver

0 6 February 2017 Draft for Internal Review AJW JJW JJW

1 8 February 2017 Draft for DET Review AJW JJW JJW

2 24 February 2017 Updates following DET Review AJW JJW JJW

3 3 March 2017 Updates following DET Review AJW JJW JJW

4 14 March 2017 Final AJW JJW JJW

5 4 April 2017 Updates following SAG Meeting AJW JJW JJW

Current revision 5

Approval

Author signature Approver signature

Name Alexis Walker Name Jason Wozniak

Title Project Advisor Title Technical Director

Project 250490 File FLP Feasibility Report.docx 4 April 2017 Revision 5 Page i

Contents Definitions iv

Executive Summary 1

1 Introduction 4

1.1 Overview 4

1.2 Background 4

2 Objectives 6

2.1 Vision 6

2.2 Project Outcomes 6

3 Scope 7

4 Methodology 10

5 Strategic Policy Context 12

5.1 The Education State 12

5.2 Strategy for Children 12

5.3 Sports and Recreation Strategy 13

5.4 Footscray University Town 13

5.5 Plan Melbourne 14

6 Findings 15

6.1 Needs Assessment 15

6.2 Long List of Options and Assessment 28

6.3 Short List of Options 29

6.4 Qualitative Research 32

6.5 Future-Focussed Learning Framework 34

6.6 Preferred Option 39

6.7 Community Engagement 43

6.8 Junior Secondary School Site Assessment 47

7 Risk Assessment 49

8 Pedagogy 50

8.1 Schooling Models and Skills Development for the Future Error! Bookmark not defined.

8.2 Implementation Error! Bookmark not defined.

9 Governance 52

9.1 Introduction 52

9.2 Implementation Model 52

9.3 Precinct Governance Model 53

10 Procurement 57

10.1 Approach to Market 57

10.2 Procurement of Services and Works 58

10.3 Recommended Approach 59

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11 Conclusions 60

12 Recommendations 62

13 Other Issues 64

Appendices Appendix A

School Endorsements

Appendix B

School Enrolment, Projected Demand, and NAPLAN Performance Report

Appendix C

Interim Stakeholder Engagement Feedback Report

Appendix D

Needs Assessment Report

Appendix E

Qualitative Research Findings

Appendix F

FLP Learning Framework

Appendix G

Community Engagement Report

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Figures Figure 1 FLP Project Outcomes 6 Figure 2 School Capacity Analysis Study Area 8 Figure 3 FLP Precinct Area Schools 9 Figure 4 Footscray Population Forecasts by Age 2016-2041 17 Figure 5 Projected Change in the Number of School Aged Children within the Study Area (2015 to

2025) 18 Figure 6 Demand and Capacity Analysis, Study Area Primary Schools 19 Figure 7 Demand and Capacity Analysis, FLP Precinct Area Primary Schools 20 Figure 8 Demand and Capacity Analysis, Study Area Secondary Schools 21 Figure 9 Demand and Capacity Analysis, FLP Precinct Area Secondary Schools 21 Figure 10 Locations of Short Listed Options 31 Figure 11 FLP’s Learning Framework 38

Tables Table 1 Definitions iv Table 2 Methodology 10 Table 3 Stakeholder Engagement Schedule of Meetings 23 Table 4 Project Outcomes 24 Table 5 Challenges and opportunities identified by Stakeholders 25 Table 6 Qualitative Research Participant Feedback 33 Table 7 Meeting Schedule to develop the Learning Framework 35 Table 8 Application of the Learning Framework to the Project Outcomes 39 Table 9 Preferred Option Attributes 39 Table 10 Implications of the Community Engagement Feedback 46 Table 11 Attributes of the Pilgrim Street site for the potential Junior Secondary School 47 Table 12 Risks to the FLP 49

Project 250490 File FLP Feasibility Report.docx 4 April 2017 Revision 5 Page iv

Table 1 Definitions

Name Description

Adult Education University, TAFE, VET programs, Technical Schools, and other Community-based learning programs that learners can progress to following secondary school.

Areas of Excellence

A teaching location or facility which provides leadership, support, training and research directed toward a specific focus or field of study.

Capacity Estimated current total enrolment capacity of the school including relocatables.

Community Engagement

In order to achieve a shared vision for the FLP, it will be essential to engage the community in the development and implementation of the FLP, and the Learning Framework.

The community includes students, families, educators and community services, business and industry.

Curiosity

Curiosity drives our learning and can be exploratory or intellectual. Exploratory curiosity relates to being interested in new things and taking risks. Having an intellectual curiosity is about wanting to learn or understand new ideas or phenomena of interest. One can be born curious but it can also be learnt through a supportive school culture and being taught new ways of thinking (Appendix F, Munro 2015).

Deferred Students who had been offered a place at university, TAFE or other tertiary institution, but had chosen to defer taking up the offer. Where an Institution allows delaying their commencement, the enrolment place is usually on hold for a period of one year.

Demographic Demand Forecast (DDF) (local share)

The number of students forecast to live in the DDF catchment area around each school who are expected to attend a Victorian Government school, based on the current local market Government share for that area. Forecasts produced by .id Consulting for the Department.

DDF (total) The number of all government and non-government students forecast to live in the DDF catchment area around each school. Forecasts produced by .id Consulting for the Department.

Educational Choice

People of all ages and all stages have options for their education, and can opt in at various points.

Enrolment Enrolment of a school, which can be historic enrolment, or current enrolment.

Entrepreneurial Mindset

Individuals or groups whose curiosity leads them to seek out and identify or solve problems that are worth solving. They look at problems as opportunities, rather than as dead ends. They apply their creativity and talents to develop innovative ideas and solutions. They care about the quality of what they produce, embracing mistakes as markers for learning and improvement. They are energised by the potential benefits to others, locally or globally, from what they do and produce (Appendix F, Zhao 2012).

Executive Functioning

Executive functions are cognitive processes that help us organise and act on information. They include working memory, planning and organisation, flexible thinking and self-control – all vital in helping us to organise, plan and complete activities and live healthy and productive lives (Appendix F, Centre on the Developing Child Harvard University 2016).

Growth Mindset

Having a growth mindset is the belief that you can learn, apply and continue to develop your knowledge and skills. Rather than being fixed, this means that qualities and capabilities can be built and expanded upon though effort, trying new things and experience. Those with a growth mindset want to learn about themselves, the community and the world around them (Appendix F, Dweck 2000).

Literacy Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their

Definitions

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Name Description

lives beyond school. Success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area (Appendix F, Australian Curriculum, Assessment, and Reporting Authority 2016).

Local Demand Refer DDF (local share).

Local Enrolment The current number of students that live in the catchment of the school they attend.

Market Share The current proportion of students in a school’s local area who attend a Government school.

Network

A network of schools is a group of schools that come together, either informally or formally with agreed objectives and a common purpose. Networks vary in size and composition with some being location-based, whilst others have more of a curriculum or subject focus. Networks operate across the State and can include all schools (Secondary, Primary and Special) or alternatively there may be a need to develop sector specific networks i.e. VCE teacher network.

NILFET Not in the Labour Force, Education or Training.

Numeracy

Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations. It involves students recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully (Appendix F, Australian Curriculum, Assessment, and Reporting Authority 2016).

Pedagogy The method and practice of teaching, especially as an academic subject or theoretical concept.

Permanent Capacity Estimated current total enrolment capacity in permanent buildings only.

Personalisation The ability to tailor learning to individual students, including the potential of schools working together to ensure learners can access learning at the appropriate level i.e. an excelling maths student at primary school undertaking secondary curriculum, or the reverse.

Professional Collaboration and Learning

A common approach to professional learning across the FLP, expanding opportunity for professional growth, smoothing the transition for students across schools.

Projected Enrolment

Short-term (five year) projection of the enrolment of a school, based on transition rates and local population growth.

Resilience

Being resilient is the ability to cope and thrive even when obstacles arise. Resilience in young people can include social and emotional competence, being optimistic, having good problem solving skills and a positive attachment to family, school and learning, as well as having strong self-efficacy or belief in one’s capabilities (Appendix F, Cahill et al 2014).

Respondents Those students who responded to, and participated in, school leaver surveys.

Retention The percentage of students that remain in secondary schools until completion of Year 12.

Self-regulation

Self-regulation is the growing ability to understand and manage our emotions, thoughts and behaviour, adjusting them as needed in line with the situation. Those with good self-regulation can manage day to day stresses, build and maintain positive relationships with others and regulate their feelings and actions, even when they are unpleasant (Appendix F, Florez 2011).

STEAM Science, Technology, Engineering, Arts and Mathematics.

STEM Science, Technology, Engineering and Mathematics.

Surplus Capacity Number of available enrolment places in a school (capacity minus the DDF).

Total Demand See DDF (total).

Transition The point at which a child or young person starts school, or moves from one school to another.

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Name Description

Virtual Learning Spaces

Virtual (internet-based) spaces and platforms that can be used for learning and collaboration across groups of schools and the community.

World Class Education

Innovative and effective teaching and student learning across a range of curriculum areas, and supporting all learners to engage, and success in education.

Year 12 or Equivalent Completers

Students that complete their education at the end of Year 12, or who leave school early and enter in to training (Vocational Education and training provider, or Learn Local organisation).

In any case, young people under the age of 17 are legally required to be in education, training or employment.

Project 250490 File FLP Feasibility Report.docx 4 April 2017 Revision 5 Page 1

The Footscray Learning Precinct (FLP) will bring together early childhood, school, and tertiary education providers, community, and industry to deliver opportunities for world class education outcomes in the Melbourne’s inner west.

The proposed FLP is located approximately 7km west of the CBD, and extends from Footscray City College in the north, to the area south of Footscray City Primary School, to Footscray Primary School in the west, and Maribyrnong City Council in the east. The current community and educational uses of the precinct area include early learning, primary and secondary schooling, university provision and community centres.

This Feasibility Report presents the findings of capacity and demographic analysis, Junior Secondary site investigation, and stakeholder and community engagement, to identify the current and future education needs of Melbourne’s inner west, and the opportunities for the FLP to respond.

Methodology A Needs Assessment Report for the Feasibility Study was completed to identify the growing population and education pressures in the area, and the stakeholder priorities of the FLP that could be used to inform a long list of options for analysis. These options were then shortlisted against the project outcomes to determine suitable options for further consideration and analysis.

The Needs Assessment included:

� Identification of current enrolment and school capacity for schools in and surrounding the FLP, as well as surrounding schools to determine enrolment pressures, and each schools’ NAPLAN performance.

� A series of 29 one-on-one meetings, and focus group meetings with up to 80 attendees, were held with stakeholders to determine the priorities, opportunities and risks identified by stakeholders to inform the Needs Assessment.

� As part of the Needs Assessment, stakeholders identified the vision for the FLP, as well as five project outcomes that possible options for the FLP would be assessed against.

� A final Report synthesised the analysis to determine the needs of the FLP as well as potential locations of key infrastructure to support the project outcomes.

Following the Needs Assessment Report, a long list of options to respond to the vision of the FLP were developed, and assessed against the project outcomes, time and cost complexities before being shortlisted to those that best responded to the needs of the FLP.

The shortlisted options, including potential locations of key infrastructure, formed the basis of qualitative social research that was conducted with community members in researching the acceptability of the options proposed.

In parallel to the qualitative social research, a Pedagogy Working Group was formed and worked in partnership with the Mitchell Institute to develop a Learning Framework for the FLP. This Framework articulates the learning approaches to support children and young people of the FLP attain the knowledge and skills of the Victorian Curriculum, and recognise the unique opportunity the FLP presents.

A preferred option was identified based on the findings of the qualitative research and site assessments, and was the subject of the community engagement conducted over a four week period

Executive Summary


in November 2016. The purpose of the community engagement was to inform the community and foster understanding of the FLP, engage and obtain feedback from the community on the proposed option, and use the results to inform the recommended option.

Key Findings There is a demonstrated need to respond to population growth in the Footscray area, and the subsequent pressure on current school capacity. In particular, there is a need for additional early childhood learning (ECL) capacity, and additional primary and secondary school capacity in the Footscray area.

In addressing the need for additional school capacity, the FLP provides the opportunity to respond to community and stakeholder priorities and concerns as well as providing increased opportunities for educational providers to offer a contemporary curriculum that builds on partner and community strengths for the benefit of learners.

In creating the FLP, the educational links between ECL, Primary Schools, Secondary Schools, University, Adult Education and Community learning programs can be maximised. The private sector and organisations that have not historically been considered as partners for education can be supported and engaged in the development of the FLP to forge greater integration of educational services and facilities, and build a culture of collaboration in the community.

The FLP can make better use of existing and underutilised sites in Footscray, such as car parks, and the Gilmore College for Girls site that is significantly underutilised due to declining student enrolments. In providing long term educational services and capacity solutions for the region, the Department of Education and Training, Maribyrnong City Council and Victoria University can achieve greater value for money from their assets.

Recommendations Based on the Needs Assessment, options assessment, detailed site analysis, and community engagement feedback, the following recommendations are made for the FLP:

1. Proceed with the Recommended Option, featuring a reconfigured Footscray City College to a Senior Secondary School (years 10-12), new STEM Centre at Victoria University Footscray Park campus, integrated Early Learning Centre and redevelopment and expansion of Footscray City Primary School (to 675 capacity), new Junior Secondary School (years 7-9) on Pilgrim Street, redeveloped Gilmore College for Girls to a co-education Junior Secondary School (years 7-9), and the development of opportunities for performing arts, as strongly supported by community members during community engagement.

2. Proceed with Pilgrim Street site as the location for the proposed Junior Secondary School in the Southern Hub due to its connectivity and proximity to Footscray City Primary School and Victoria University and the opportunities for shared use.

3. Develop clear success criteria for the FLP based the project outcomes to be used as performance metrics.

4. Advance the Learning Framework to inform detailed design of the FLP by:

a. Committing additional funding and expertise to support professional practice and collaboration in the FLP, including the development of a professional learning strategy for the FLP

b. Retaining the Pedagogy Working Group as a key group to bridge the connection between pedagogy and building design, and to leverage the relationships that have already been built in the next phase of work

c. Involving young people and the community in the development and design of the FLP and implementation of the Learning Framework.


5. Investigate the site opportunities at FCPS for sport and recreation facilities.

6. Develop a Stakeholder and Community Engagement Plan and conduct further community engagement on:

a. Sport and Recreation Facilities, as only 49% of survey participants believe that more sporting facilities are required.

b. Preferred location and the acceptability of a single point of entry for Early Learning Centre at Footscray City Primary School.

c. Preferred location of the Performing Arts Centre in the Central Hub.

d. Detailed design (once completed) of the Recommended Option.

7. Investigate access and transportation within FLP in response to community safety concerns.

8. Consider inclusion of Footscray primary School and Early Learning in the pedagogy and learning framework of the FLP.

9. Finalise the Pedagogy in the context of the FLP Learning Framework.

10. Finalise the Governance structure.

11. Finalise the Implementation model to inform the requirements of the FLP’s physical infrastructure.

The recommendations above will be influenced by Government approval processes, budget outcomes, and partner agency participation and approval processes.


1.1 Overview The Footscray Learning Precinct (FLP) aims to bring together early childhood, school and tertiary education providers, community, and industry to deliver opportunities for world class education outcomes in Melbourne’s inner west.

The FLP will make Footscray a centre of learning, so anyone, no matter what their age or background, can access quality education.

Footscray is a suburb within the City of Maribyrnong and is one of the oldest suburbs in Melbourne. High population growth that is predicted for the suburb will place additional pressure on current schools to provide education for an increasing number of students. In addition to the capacity shortfalls, there is underutilisation of some existing education facilities in the area.

The FLP will address the current underutilisation of existing education facilities, provide capacity to support projected population growth, provide opportunities to improve existing facilities, and support collaboration with precinct partners to improve education pathways that better support personalisation for each learner.

The FLP aims to achieve this by:

� Developing a new integrated Early Learning Centre (ELC), co-located with Footscray City Primary School

� Providing additional primary and secondary school places and improving the suitability of existing facilities

� Creating opportunities for excellence and pathways through the establishment of a new science, technology, engineering and mathematics (STEM) centre

� Working with Maribyrnong City Council to deliver sport and performing arts facilities to be shared by schools and the community

This Feasibility Report presents the findings of extensive investigations to identify the current and future education needs of Melbourne’s inner west, and opportunities for the FLP to respond.

1.2 Background

1.2.1 Project Commitment In August 2014 the Victorian Labor Party committed $15 million to make Footscray the potential home of a preschool-to-postgraduate education learning precinct. The proposal aims to bring together early childhood education providers, Footscray City Primary School, Footscray City College, Victoria University (VU), Maribyrnong City Council (MCC) and other stakeholders for a national first.

The FLP can align with, and complement, VU and MCC’s “University Town” strategy for Footscray.

The Department of Education and Training (DET) has responsibility for the delivery of the FLP project and has received $1.5 million to date; $1 million of funding released in the 2015/2016 budget, and $0.5 million in funding in the 2016/2017 budget for initial project planning.

To support the FLP, a Strategic Advisory Group (SAG) has been established to provide advice on the development of the FLP, informed through engagement with the local community, educational experts

1 Introduction


and key stakeholders. Representatives include State Member for Footscray Marsha Thomson, Maribyrnong City Council CEO Stephen Wall, Victoria University Vice-Chancellor Peter Dawkins, as well as representatives from SKYHigh, Gilmore College for Girls, Footscray City Primary School, Footscray City College and the DET.

1.2.2 Precinct Model Approach Following the 2014 announcement, a precinct model was adopted for the Project as it provides opportunities to integrate learning across all ages and stages, and transcend traditional school boundaries.

The greatest influence on student learning is through having teachers and school leaders working together to maximise the effect of their teaching on students. Central to this is collaborative expertise1 in which all parts of the education system, being teachers, parents, students and policymakers, bring their collective expertise to support successful learning. John Hattie concludes that the best way to improve schools is to organise teachers into collaborative teams, or professional learning communities, that promote and share professional development to improve teacher effectiveness and expertise, create measurements to show success in learning and achievement, and builds a coalition of success and excellence. The FLP’s precinct approach will support teaching collaboration and professional learning teams.

Other examples of a precinct approach includes the Bendigo Education Plan, that was developed to regenerate secondary education in Bendigo and address challenges in ensuring students have the best possible education and to meet Victorian Government targets for completion and retention rates. The Plan required Bendigo schools to develop an educational vision appropriate to the needs of twenty-first century learners, focusing on wellbeing and engagement, seamless transitions and pathways, and an educational environment that is innovative, responsive and dynamic.

Consideration should be also be given to the skills and capabilities students will need on their pathway to excellence, particularly the disruption that technology is having on traditional jobs and career pathways. A professional learning team within a precinct model can support this.

The FLP can build on the learnings from Bendigo, and the opportunities identified by stakeholders to support collaborative teaching by using a precinct approach to the learning framework (refer Section 6.5), school building infrastructure, and building on the knowledge and expertise that exists within the community.

1 Hattie, J (2015), What Works Best in Education: The politics of collaborative expertise, https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/hattie/150526_ExpertiseWEB_V1.pdf


2.1 Vision The vision for the FLP is to create a world class education precinct, providing excellence in teaching and learning and opportunities for students in the inner west of Melbourne in all stages of their education. The vision sets the foundation for the development of project outcomes.

2.2 Project Outcomes A set of five project outcomes were developed in consultation with stakeholders and approved by the SAG. These will be used to demonstrate success and drive the development of the FLP. These five principles are:

� Future focussed

� Provides education choices

� Enables excellence

� Provides community engagement in learning

� Engages the inner west.

Figure 1 FLP Project Outcomes

The development of the FLP as a world class education precinct will contribute to the social, cultural and economic development of Footscray, and raise its profile as a landmark centre of learning. The project outcomes are further explored in Section 6.1.3.

FLP

Future Focussed

Provides Education Choices

Enables Excellence

Provides Community

Engagement in Learning

Precinct that connects the Inner West

2 Objectives


The proposed FLP is located approximately 7km west of the CBD, and extends from Footscray City College in the north, to the area south of Footscray City Primary School, to Footscray Primary School in the west, and Maribyrnong City Council in the east. The current community and educational uses of the precinct area include early learning, primary and secondary schooling, university provision and community centres.

The current community and educational uses of the precinct area include:

� Victoria University’s Footscray Park and Nicholson Street Campuses, and Metro West community space (part of VU’s University Town initiative)

� Footscray City College

� Gilmore College for Girls

� Footscray Primary School

� Footscray City Primary School

� Hyde Street Kindergarten

� Footscray Community Arts Centre

� Footscray Town Hall

� Footscray Train Station

In determining the feasibility of the FLP, analysis was completed of the capacity, demand and enrolment data of the study area schools in the vicinity of the FLP. These schools in the study area are included in Figure 2 and captures what schools were included as part of the analysis and does not reflect the geographic footprint analysis.

Figure 3 shows the schools located within the FLP precinct area that were also included in the capacity, demand and enrolment analysis. The results of the analysis of the wider study area (Figure 2) was used to test and confirm that the location of the FLP in Footscray, was focussing on the areas of greatest population growth and school capacity constraints.

3 Scope


Figure 2 School Capacity Analysis Study Area


Figure 3 FLP Precinct Area Schools


The Feasibility Study will inform the next steps to support the delivery of the FLP. The methodology used aims to identify the long-term education needs in the Footscray area, and the supporting infrastructure required to serve students, parents, community and stakeholders.

During the development of the Feasibility Study, extensive engagement was undertaken with the Strategic Advisory Group (SAG) members, stakeholders, precinct partners, community members and students to inform the FLP. Site visits were also undertaken to specialist facilities including the Elizabeth Blackburn School of Sciences, University High School, Doveton College, and the Gene Technology Access Centre (GTAC) in Parkville, as well as the schools included in the Bendigo Education Plan featuring the new education model of group learning and group teaching.

The methodology for the development of this Feasibility Study is included in Table 2 below.

Table 2 Methodology

Step Name Description

1 School Capacity and Demographic Analysis

Identification of current enrolment and school capacity, and analysis of future demographics of the study area.

ACIL Allen Consulting (ACIL Allen) was commissioned to analyse school capacity and demand in the study area as part of the FLP Feasibility Study.

The analysis (refer Appendix B) presents information on the schools’ enrolment and projected demand, and the schools’ NAPLAN performance, and was used to inform the Needs Assessment Report.

2 Initial Stakeholder Engagement

Initial stakeholder engagement (refer Appendix C) was undertaken to determine the priorities, opportunities, and risks identified by stakeholders to the FLP, to support the Needs Assessment Report.

A series of meetings were held with key stakeholders to collaborate on the vision for the project, its potential and scope, key partnerships, and identify challenges and opportunities for the project.

A series of 29 one-on-one meetings and focus group meetings with up to 80 attendees, were held with key stakeholders to collaborate on the vision for the project, these stakeholders include:

� Department of Education and Training

� Maribyrnong City Council

� Victoria University

� All impacted local Primary and Secondary Schools including School Councils and Leadership Teams

� SKY High

� Australian Education Union

� Adult Multicultural Education Services (AMES)

� Western English Language School (WELS)

� University of the Third Age (U3A)

� Victorian Association of Secondary School Principals (VASSP)/ Victorian Principals Association (VPA)

� Various Community Education Groups In addition to developing the vision for the FLP, stakeholders also identified five project outcomes that the FLP needs to deliver on.

4 Methodology


Step Name Description

3 Needs Assessment Report

The Needs Assessment Report (refer Appendix D) draws together the school capacity and demographics analysis, stakeholder engagement findings and Vision Statement, to determine the needs of the FLP. The Needs Assessment also identifies potential locations of key infrastructure to support the five project outcomes.

4 Long List of Options

A long list of options were identified based on the Needs Assessment Report and included a range of education provision, specialist, community and location options.

5 Assessment to Short List Options

The long list of options were assessed against the project outcomes, time and cost complexity, as well as consideration given to potential sites, and subsequently shortlisted to those that respond to the needs of the FLP. Shortlisted options are developed based on the identified Vision Statement and Project Outcomes from the stakeholder engagement.

6 Qualitative Research

Research was completed by Wallis Group (refer Appendix E) following the shortlisting of options to obtain qualitative data on the acceptability of the options by the community. The following key research questions were asked:

a) Where does the FLP sit relative to other key issues in the minds of the community in particular its views on the importance of education and their understanding of what the FLP is?

b) How does the community react to the concepts for the FLP overall and the component parts?

c) How strongly do different parts of the community support or oppose the FLP concept and why?

d) What is the profile of elements of the community that support or oppose the FLP?

e) What is the likely uptake of the FLP by community members?

7 Learning Framework

The Mitchell Institute, in partnership with the Pedagogy Working Group, developed a Learning Framework for the FLP (Appendix F) that provides a set of aspirations to help develop the knowledge, skills and capabilities of children and young in the FLP based on local and international evidence and models of education. The Learning Framework articulates the learning approaches that can support children and young people of the FLP attain the knowledge and skills of the Victorian Curriculum.

8 Identified Preferred Option

The preferred option was refined through the findings of the qualitative research.

9 Community Engagement

Community engagement was conducted over a four week period in November 2016 to build awareness of the proposed FLP within the community, inform the community and foster understanding of the FLP, engage with the community to obtain feedback on the proposed FLP, and use the results to inform the final recommendations. A range of materials, print media advertising, social media advertising, brochure stands, events and pop ups were conducted during the four week period and are outlined in Appendix G.

10 Site Assessments Potential sites were analysed for their suitability to be the location of the Junior Secondary School for students in years 7 to 9. The site assessments are not included in this report as they contain commercially sensitive information.

11 Recommended Option

A recommended option was identified based on the findings of the community engagement, and site assessment studies.

12 Governance Model

Identification and development of a Governance Model and Implementation Plan, informed by other learning precincts, including Bendigo Education Plan.

13 Recommendations A set of recommendations on how to proceed with the recommended option.


5.1 The Education State Direction and leadership of education in Victoria is provided by the Victorian Government’s “The Education State” policy2.

The Education State policy acts as a guide when considering future education provision. The policy aims to revitalise the Victorian education system and transform Victoria into the Education State, covering the whole life cycle of education, from early childhood, through to schools and into adulthood. It also includes reforms across each area of education.

The 2015/16 State Budget included the single biggest injection of education funding in Victoria’s history, almost $4 billion in additional funding to early childhood, schools and training under this policy.

Ten school targets have been developed as part of the Education State vision and are organised under four themes:

1. Learning for Life - Excellence in reading, maths, science and the arts, and in critical and creative thinking.

2. Happy, Healthy and Resilient Kids - Building resilience and physical activity in our children.

3. Breaking the Link - Ensuring more students stay in school and eliminating the connection between outcomes and disadvantage.

4. Pride and Confidence in our Schools - Making sure every community has access to excellence, in every school and classroom.

The Education State policy provides and supports the learning framework for the FLP.

5.2 Strategy for Children The Maribyrnong City Council (MCC) has developed a Maribyrnong Strategy for Children 2015 – 20183 that outlines the way council plans, resources and provides supports services for children from birth to 12 years old.

The MCC invests in services and facilities for children and families to provide a strong foundation for learning health and wellbeing. MCC’s role includes community development, planning for community infrastructure, a facilitator of partnerships, coordination of local service system, and advocacy for children.

The Strategy for Children has a range of strategic directions, informed from consultation with over 700 children around the following five areas:

1. Loved and safe – to work with the community to enable all children to feel loved, safe, resilient and able to withstand life’s challenges

2. Having material basics – to work with the community and partner agencies to support children to have their basic needs met enabling them to make successful transitions between home, preschool services and school

2 http://www.education.vic.gov.au/about/educationstate/Pages/default.aspx 3 http://www.maribyrnong.vic.gov.au/Page/Page.aspx?Page_Id=11481

5 Strategic Policy Context


3. Being healthy – to work with community to meet the health needs of children to support their optimum growth and development

4. Learning – to work with community to support all children to access learning opportunities based on their interests and lay the foundation for them to reach their full potential

5. Participating – work with community to provide opportunities for children and families to have a voice and be involved in their communities

The Strategy for Children will provide the planning framework for the FLP to enable children and families to have the necessary services, facilities, network and support to reach their full potential.

5.3 Sports and Recreation Strategy The MCC’s Sports and Recreation Strategy4 creates a framework for the provision, development and management of sporting facilities and services within the City of Maribyrnong. This strategy was developed through consultation with sporting clubs, local associations and the broader community.

MCC’s strategy presents a planned approach to the development and implementation of Council's sporting services in line with Council's Corporate Plan and Recreation Strategy. The Strategy identifies:

� Council objectives for the provision of sport

� Target groups in relation to the delivery of sport

� Funding objectives to guide the allocation of resources

The strategy outlines Council’s response to the changing recreational behaviour of the community and reflects the community’s desire for inclusiveness for people of all backgrounds and abilities.

MCC’s vision is to cater for ‘a community that actively participates in a diverse range of accessible recreation pursuits in safe environments that achieves improved health and social benefits and builds community harmony’.

The FLP presents an opportunity to enhance local facilities and amenities in order to deliver on the community’s requirement for quality infrastructure that increases the quality of life and liveability of the local area.

5.4 Footscray University Town MCC and Victoria University (VU) partnered in the development of the Footscray University Town5 project, the aim of which is to revitalise Footscray and open up Melbourne's west through education.

VU has two campuses in Footscray, with collaborations that include the Footscray Community Arts Centre, teaching and research activities at VU Whitten Oval (home of the AFL’s Western Bulldogs and the VFL’s Footscray Bulldogs), and the Western Hospital.

The specific aims of the Footscray University Town strategy are:

� To integrate the University within the fabric of Footscray including a range of academic, social, community and retail facilities, as well as student accommodation

� To build an increasingly thriving creative and recreational industry sector in Footscray and its surrounds, particularly driven by VU’s College of Arts and College of Sport and Exercise Science

� To develop Footscray as an educational, research and development hub for the West of Melbourne, with strong connections to other educational and research activities

4 http://www.maribyrnong.vic.gov.au/Page/Page.aspx?Page_Id=4513 5 https://www.vu.edu.au/footscray-university-town


� To revitalise Footscray, as a joint venture with MCC, to deliver long lasting benefits to residents, businesses, workers and VU students and staff.

The University Town project can provide a platform that links with the FLP’s early childhood education, primary schools and secondary schools, and community education needs.

5.5 Plan Melbourne The Metropolitan Planning Authority was established in 2013 to drive the implementation of the Plan Melbourne plan for the future structure of Melbourne precincts and to coordinate efforts across government departments and agencies. Plan Melbourne is adopted government policy that sets out the vision for Melbourne6. It uses an evidence-based plan designed to guide Melbourne’s housing, commercial and industrial development through to 2050. It seeks to integrate long-term land-use, infrastructure and transport planning to meet the population, housing and employment needs of the future. It provides clarity on the location of future investment and employment in Melbourne, and certainty about which areas of the city will continue to grow.

Plan Melbourne’s vision is for Melbourne to be a global city of opportunity and choice, which outlines the following outcomes and objectives:

� Delivering jobs and investment – creating a city structure that drives productivity, supports investment through certainty and creates more jobs.

� Housing choice and affordability – provides a diversity of housing in defined locations that cater for different households and are close to jobs and services.

� A more connected Melbourne – provides an integrated transport system connecting people to jobs and services, and goods to market.

� Liveable communities and neighbourhoods – creates healthy and active neighbourhoods and maintains Melbourne’s identity as one of the world’s most liveable cities.

� Environment and water – protects our natural assets and better plans our water, energy and water management systems to create a sustainable city.

� A state of cities – maximises the growth potential of Victoria by developing a state of cities which delivers choice, opportunity and global competitiveness.

� Implementation: delivering better governance – achieves clear results and delivers outcomes through better governance, planning, regulation and funding mechanisms.

Plan Melbourne sets out short, medium and long term actions to achieve the vision.

Plan Melbourne identifies that in 2050, business and knowledge services (including financial, insurance, professional, scientific and technical services) will become increasingly important drivers of the cities’ prosperity, and that it is likely that access to jobs and education will drive social and economic participation.

One of the strategies is to maximise access to goods and services in a limited number of major metropolitan centres with good public transport networks. Footscray is recognised as an existing Metropolitan Centre in the central sub-region, with the top three recognised industries being Education and Training; Health Care and Social Assistance; and Public Administration and Safety.

The FLP will support the delivery of Plan Melbourne’s vision for 2050.

6 http://www.planmelbourne.vic.gov.au/Plan-Melbourne


The findings from this Feasibility Study are presented below and have the following structure:

1. Needs Assessment including:

a. Demographic and school capacity analysis

b. Stakeholder engagement and development of the FLP’s vision and project outcomes

2. Long list of options, and their assessment against the project outcomes

3. Short listed options

4. Qualitative research on the short listed options

5. Development of the Learning Framework for the FLP

6. Preferred option, informed by qualitative research

7. Community engagement findings on the preferred option

8. Junior Secondary site assessment findings on the preferred option.

6.1 Needs Assessment

6.1.1 Purpose The purpose of the Needs Assessment Report (refer Appendix D) is to draw together the school capacity and demographic analysis, stakeholder engagement findings and stakeholder-identified Vision Statement for the FLP, to determine the needs of the FLP, and potential opportunities for location of key infrastructure.

The results of the capacity and demographic analysis, as well as the stakeholder feedback, has informed the needs assessment as outlined below.

6.1.2 Demographic and School Capacity Analysis

6.1.2.1 Overview

The Department’s Placement Policy aims to ensure students have access to their designated neighbourhood schools and the freedom to choose other schools subject to facility limitations. The designated neighbourhood school is the school that is nearest the student’s permanent residence. To meet this policy objective, DET uses local Demographic Demand Forecast (DDF) data to understand the current and future demand for government education places in a local area to plan for additional provision. School infrastructure provision is based on the DDF of individual schools.

The DET’s placement policy allows students to attend schools outside of their local school, and therefore DET also uses projected enrolments to inform planning decisions. Enrolment and projections data are reflective of school choice and may vary significantly from the DDF data.

ACIL Allen Consulting (ACIL Allen) was commissioned to analyse school capacity and demand in Footscray and the surrounding areas as part of the Needs Assessment. The analysis (refer Appendix B) provided a snapshot of each primary and secondary school considered relevant to the study, and also presented information on the schools’ NAPLAN performance.

6 Findings


The analysis does not consider changes to school catchments, however it is noted that the DET Placement Policy will still remain valid, whereby students have access to the designated neighbourhood school nearest their permanent residence.

The assessment below reviewed the findings from the ACIL Allen report, current population growth, and updated DET school enrolments, and capacity and demand data (updated November 2016) to provide a summary needs assessment.

Further information is included in Appendix B.

6.1.2.2 Population Growth in Footscray and Melbourne’s Inne r West

The City of Maribyrnong has the second most ethnically diverse population in Victoria, with 40% of residents born outside Australia. Residents come from more than 135 different countries and speak over 80 languages. One in five residents have a disability and there are many disability support agencies including schools, industry and health organisations providing support in the municipality.

The City of Maribyrnong is continuing to go through a period of change following the closure of Commonwealth defence facilities and significant reduction in manufacturing industries, which has led to many industrial sites being redeveloped for residential and mixed use developments. The demographic profile of Footscray and the surrounding areas has also gentrified in recent times. The comparative affordability of dwellings within the City of Maribyrnong coupled with its inner city location close to Melbourne CBD, has attracted new residents who are likely travelling into the CBD for work. The expansion of the Victoria University Footscray campus and availability of affordable rental accommodation has also served to attract an influx of tertiary students. With residential properties increasingly sought after, gentrification and increasing house prices are being experienced in Footscray, and suburbs such as Yarraville, Seddon, and Maidstone7.

As new residents move to the area, growth in the number of school-aged children will place additional pressure on existing schools to provide education for increasing numbers of students.

Footscray, located within the City of Maribyrnong, is one of the oldest suburbs of Melbourne and is predicted to experience a population boom in the next 25 years. Footscray has an approximate population of 16,000 people with an average age of 33 years. Maribyrnong City Council predicts the population will more than double, with Footscray’s resident numbers from 16,833 to 45,558 by 2041, a 170% growth over the period.

Age range increases for this same period are:

� 0-4 year age group will grow from 6,380 to 11,163 (75% increase)

� 5-11 year age group will grow from 791 to 2,894 (266% increase)






These increases are illustrated below8.

7 MCC 2011, Maribyrnong Economic and Industrial Development Strategy, https://www.maribyrnong.vic.gov.au/files/MEIDS_Part_1_-_Economic_Development_Strategy.pdf 8 Maribyrnong City Council (2016), City of Maribyrnong Population Forecasts by Age 2016-2041, presented to FLP Strategic Advisory Group by Malcolm Roberts-Palmer, Senior Social Policy and Research Officer, Social Policy and Partnerships, MCC.


Figure 4 Footscray Population Forecasts by Age 2016 -2041

The growth in school-aged children is expected to place additional pressure on existing schools in the area.

6.1.2.3 School Enrolment and Projected Demand

School Aged Children (Government and Non-Government ) The data below in Figure 5 illustrates the growth or decline in the number of school age children in the study between 2015 and 2025.

0

2,000

4,000

6,000

8,000

10,000

12,000

0 to 4years

5 to 11years

12 to 17years

18 to 24years

25 to 34years

35 to 49years

50 to 59years

60 to 69years

70 to 84years

85 andover years

2016 2026 2036 2041


Figure 5 Projected Change in the Number of School A ged Children within the Study Area (2015 to 2025)

Source: DET School Enrolment, Capacity and Demand Data, updated 05/01/2016 There is significant school age growth in the areas of Footscray, Braybrook, Maidstone, Newport, and Sunshine. There is nominal growth in school age children for Maribyrnong, Yarraville, and Altona North, and a slight reduction in school age children in West Footscray, Tottenham, Seddon, Kingsville, and Sunshine West.

The key findings from the projected school aged population in the study area show the significant rates of growth in school age children in Footscray is greater than neighbouring suburbs and this is followed by growth in 12-17 year olds in Braybrook, Maidstone, Newport and Sunshine as well as growth in 5-11 year olds in Braybrook, Maidstone and Sunshine.

Primary Capacity and Demand

Study Area

Analysis was completed of the capacity, demand, and enrolment data of the study area Primary Schools within and surrounding the FLP.

-200

-100

0

100

200

300

400

500

600

0-4 year olds 5-11 year olds 12-17 year olds

The significant rates of growth in school age children in Footscray is greater than neighbouring suburbs.


Analysis of the local demand (DDF), or the number of students forecast to live in the catchment area around each primary school and who are expected to attend a Victorian Government school, based on the current local market share, demonstrates that there is likely to be sufficient primary capacity in the network to meet local demand (refer Figure 6).

However, when analysing primary school projected enrolments, or the short-term (five year) projection of school enrolments based on transition rates and local population growth, short-term projected enrolments are forecast to exceed capacity by 2019 (refer Figure 6). This immediate capacity deficit across the study area will require additional infrastructure and/or enrolment management to address out of local catchment area enrolments at a local level to ensure schools have capacity for local students in the coming years.

Individual school level analysis can be found in Appendix B.

FLP Precinct Area

In comparison to analysis of the study area, local demand (DDF) within the FLP precinct area, or the number of students forecast to live in the catchment area around each of the FLP primary schools and who are expected to attend these schools, demonstrates that local demand will exceed capacity by the year 2028, and reaching a total deficit of 193 places by the year 2036 (refer Figure 7).

In addition to this, when considering projected enrolments, or the short-term (five year) enrolments based on transition rates and local population growth for the FLP precinct area primary schools, the FLP primary school projected enrolments are expected to rapidly increase and exceed capacity from the year 2018, reaching a total deficit of 362 places by the year 2021 (refer Figure 7). This deficit is largely attributed to a lack of capacity at Footscray City Primary School.

To address this, the FLP primary schools will require additional infrastructure and/or enrolment management at a local level to ensure schools have capacity for local students9.

The demand and capacity analysis for the study area primary schools, and the FLP precinct area primary schools (Footscray Primary School and Footscray City Primary School) are included below.

Figure 6 Demand and Capacity Analysis, Study Area P rimary Schools

9 Differences between enrolment projections and local demand (DDF) forecasts relates to students residing outside of the local catchment area of the schools analysed, however attending schools within the study area.


Figure 7 Demand and Capacity Analysis, FLP Precinct Area Primary Schools

Secondary Capacity and Demand

Study Area

Analysis was completed of the capacity, demand, and enrolment data of the study area Secondary Schools within and surrounding the FLP.

Analysis of the local demand (DDF), or the number of students forecast to live in the catchment area around each secondary school and who are expected to attend a Victorian Government school, based on the current local market share, there is likely to be sufficient capacity in the secondary school network to meet local demand (refer Figure 8).

However, when analysing projected enrolments, or the short-term (five year) projection of school enrolments based on transition rates and local population growth, short-term projected enrolments for the study area will exceed secondary school permanent capacity from the year 2017, and will need to be accommodated by relocatable capacity (refer Figure 8). In the event that relocatable classrooms are not available, enrolment management at a local level may be required to ensure schools have capacity for local students.

Individual school level analysis can be found in Appendix B.

FLP Precinct Area

In comparison to the analysis of the FLP study area, the local demand (DDF) within the FLP precinct area secondary schools, or the number of students forecast to live in the catchment area around each of the FLP secondary schools and who are expected to attend these schools, demonstrates that local demand will exceed capacity by the year 2020, and reaching a total deficit of 477 places by the year 2036 (refer Figure 9).

In addition to the local demand, when considering projected enrolments for the FLP precinct secondary schools, or the short-term enrolments based on transition rates and local population growth for the FLP secondary schools, the FLP projected enrolments will exceed capacity from the year 2017, increasing to a deficit of 333 places by the year 2021 (refer Figure 9).

To address this, the FLP secondary schools will require additional infrastructure and/or enrolment management at a local level to ensure the FLP secondary schools have capacity for local students.


With low enrolments, Gilmore College for Girls is influencing enrolment averages across secondary schools in the study area.

Footscray City College will need to consider options to address shortfalls as it is projected to reach capacity within four years. The site is constrained and therefore other options such an enrolment policies may be considered.

The demand and capacity analysis for the study area secondary schools, and the FLP precinct area secondary schools (Footscray City College and Gilmore College for Girls) are included below.

Figure 8 Demand and Capacity Analysis, Study Area S econdary Schools

Figure 9 Demand and Capacity Analysis, FLP Precinct Area Secondary Schools

Note that Gilmore College for Girls does not have a DDF forecast, local demand is included in the Footscray City College DDF calculations.


6.1.2.4 NAPLAN Performance

The NAPLAN performance of the primary schools performance considers average student scores in the Reading, Persuasive Writing, Spelling, Grammar and Punctuation, and Numeracy components of the test.

The level of performance by primary schools in the study area, in comparison to other primary schools in Australia, is notably high with only one Primary School performing below the national average, and all other schools within the study area exceeding the national average.

The performance of secondary schools in the study area against the national average shows comparable results, with the above average performance of Williamstown High School off-setting areas of below average performance for other secondary schools. Areas of below average performance occur in the earlier years of secondary schooling and these low performance areas appear to be rectified as students advance through year levels.

For further detailed analysis, please refer to Appendix B.

6.1.2.5 Year 6 Leaving Data

Based on a total of 473 Year 6 leavers in 2015, 81% of local students remained in the public school system, with 68% of total Year 6 School leavers choosing to go to one of the six local secondary schools included in the study area for the capacity and demand analysis (refer Appendix B).

These figures are reflected in the DET DDF market share figures.

6.1.2.6 Adult Education

Year 12 school leavers in the study area exceed the state average in progressing to further education in the areas of Bachelor Degrees (55%), Certificate/Diplomas (18%) or higher qualifications (15%). The proportion of study area school leavers’ participating in Certificate I to III and Apprentice/Trainee qualifications are equivalent with state averages, with progression through to trade apprenticeships and traineeships falling below state averages.

Further information on Year 12 school leavers progressing to adult education is included in Appendix B.

6.1.2.7 Summary of Capacity and Demographic Analysis

School aged population growth within the study area and subsequently the precinct area, is placing enrolment pressure on schools within the FLP. There is a requirement to address growing demand in Footscray, with a significant spike in demand for this area occurring over the course of the next four years.

The Primary School short-term (five year) projected enrolment deficit within the FLP is 362 places by the year 2021, and the Secondary School short-term (five year) projected enrolment deficit within the FLP is 333 places by the year 2021.

Pressure from short-term projected enrolment deficit at the primary and secondary level within the FLP precinct area is further supported by long term local demand forecast that identifies local demand (DDF) will exceed Primary School capacity by 193 places by the year 2036, and will exceed Secondary School capacity by 477 places by the year 2036.

Over two-thirds of Year 6 school leavers attend a local secondary school in the study area


Approximately 68% of primary school leavers attend a local secondary school in the study area, and it is expected that the additional primary school demand will transition to the secondary network and the precinct area schools will require additional infrastructure and/or enrolment management at a local level to ensure schools have capacity for local students.

Secondary School leavers in the study area are progressing to further education in rates higher than the state average for Bachelor Degrees, Certificates/Diplomas or higher qualifications. Alternatively, students are participating in Certificate I to III and Apprentice/Trainee qualifications.

The FLP can provide greater linkages and pathways between schools and education providers. This can include collaborative and professional teaching communities, as well as establishing partnerships with families and community agencies to support students reach their potential and improve learning outcomes.

6.1.3 Stakeholder Engagement

6.1.3.1 Purpose

A series of meetings with stakeholders were held in order to collaborate on the Vision for the FLP, identify opportunities, as well as challenges to be explored as part of the feasibility study. These meetings are detailed in Table 3. The Stakeholder Engagement Report is included in Appendix C.

Table 3 Stakeholder Engagement Schedule of Meetings

Stakeholder Meeting Date Meeting Purpose

VU 1 February 2016 Introduction and areas of interest

Hon Marsha Thomson and Vince Haining (SAG Chair)

2 February 2016 Introduction and areas of interest

Core area School Principals 3 February 2016 Introduction and areas of interest

City of Maribyrnong (MCC) 4 February 2016 Introduction and areas of interest

Civic Group 9 February 2016 Introduction and areas of interest

VU 10 February 2016 Global trends from Professor Yong Zhao

DET Regional 11 February 2016 Introduction and areas of interest

Hon Wade Noonan 16 February 2016 Introduction and areas of interest Discuss engagement approach

Hon Marsha Thomson and Vince Haining (SAG Chair)

17 February 2016 Introduction and areas of interest Discuss engagement approach

SKYHigh 18 February 2016 Introduction and areas of interest

DET Internal Governance Group

18 February 2016 Introduction and areas of interest Alignment with key Government priorities

MCC 23 February 2016 Planned Projects

MCC 23 February 2016 Discuss common community engagement approach

Gilmore College for Girls 29 February 2016 School Council Discussion

MCC Council 1 March 2016 Councillors Discussion

DET 2 March 2016 Education State and Policy Co-ordination

MCC 7 March 2016 Early Childhood and Adult (Community) Education

VU 7 March 2016 VU Strategy and Footscray Uni Town Concepts

Network school principals 17 March 2016 Local School Leadership Teams (via DET Regional Forum)

Various CIVIC Group

17 March 2016 22 March 2016

Various community education groups via MCC Communication strategy and social research

Footscray City Primary School 23 March 2016 School Council Discussion


Stakeholder Meeting Date Meeting Purpose

MCC 24 March 2016 Leisure Services, Economic Development, Strategic Planning representatives

Australian Education Union 24 March 2016 Areas of interest/Professional perspectives

AMES 5 April 2016 Introduction and areas of interest

FCSS 19 April 2016 School Council Discussion

Wembley Primary School 24 April 2016 School student input and areas of interest

Footscray City Primary School 3 May 2016 School student input and areas of interest

Footscray City College 3 May 2016 School student input and areas of interest Collaboration with the stakeholders listed in the table above, was for the purpose of:

� Maribyrnong City Council – FLP partner, and synergies between the FLP and the Council’s ELC and Sports and Recreation Strategies, as well as potential Performing Arts opportunities

� Victoria University – FLP partner, and opportunities for collaboration via the Footscray University Town program and building on existing connections

� Local schools – Development of the Learning Framework and participation in the FLP through education provision and support of student pathways

� School students – Participants in, and benefactors of the FLP

� Parents – Participants in the FLP, and who want flexibility and choice in education provision for their children.

6.1.3.2 Vision and Project Outcomes

The Strategic Advisory Group (SAG) developed a draft vision for the FLP to guide the feasibility work.

The vision is to create a world class urban education hub, providing excellence and opportunity for students in the inner west of Melbourne at all stages of their education.

Through the continuation of stakeholder engagement, in April 2016 a stakeholder workshop was conducted by Dr Julia Atkin and carried out within the context of the monthly SAG meetings to allow the SAG members to define and present a set of project outcomes that will be used to test the functionality and purpose of the FLP in meeting the stakeholder requirements of the FLP.

The project outcomes are detailed below and further detailed in Appendix C.

Table 4 Project Outcomes

Project Outcome Description

Future Focussed

� Provides long term capacity within the school network that can be adapted to changing teaching, learning and community requirements in the future, is available to multiple users such as teachers, students, community, and business, and can be delivered in stages

� Maximises the return on investment of all assets (existing and new) through high utilisation rates

� Has a high technology focus and enables specialisation, provided through a range of learning platforms

� Provides choice to support personalisation by learners of all ages and through all stages with well-designed and supportive spaces

� Provides young people with the opportunities they need to be prepared for future work

Provides Education Choices

� Increased educational choice through a greater range and breadth of subject offerings, including the option to study at VU while at school

� A greater choice of schools for those families living in the Seddon, Kingsville, Yarraville, Spotswood and Newport areas


Project Outcome Description

� Partnership-based to maximise opportunities with universities, MCC, community and the business

� Horizontal and vertical integration of services, within and across different year levels or stages of learning

� That supports curiosity, creativity in problem solving, is fun, is personalised and has fluid movement for students with no barriers and shared outcomes to allow multiple entry points

Enables Excellence

� Is world class, or an international standard of excellence, in its approach to education delivery, goal setting and achievement, engagement and achieving outcomes for all learners

� In an incubator of innovation that provides services, support and resources to foster innovation

� Has iconic and recognisable points of difference

� Recognises diversity in the community and provides for this through personalisation

� Excellence in teaching, learning, facilities and support to maximise the potential for learners, teachers and stakeholders

� That each learner achieves their goals through pathways and opportunities

� Collaboration across the FLP, and links to the world’s best

Provides Community Engagement in Learning

� Supports the inclusion of and interaction of members in the community, including those that otherwise would not be involved in education

� Empowers social and emotional development that creates ownership from the community

� Is something for the community to be proud of

� Recognises the existing resources and knowledge base within the community and leverages this for learning outcomes

Connects the Inner West

� Creates linkages between multiple education locations – physically and organisationally

� Contributes to the social, cultural and economic development of the inner west by raising its profile as a centre of learning

� Demonstrated urban design excellence and environmental sustainability

� Is connected intimately with the stakeholders and other partners

� Removes silos and acts in the best interests of the learners. This includes collaboration as a core skill and relationships that never cease

6.1.3.3 Challenges and Opportunities

Stakeholders identified the following challenges and opportunities as part of the engagement meetings, which are detailed further in Appendix C.

Table 5 Challenges and opportunities identified by Stakeholders

Challenges Opportunities

Governance: − How the FLP will be established and

maintained, allowing for flexibility for future development, and community and user needs.

− What funding is available to support the implementation and future development opportunities.

Community Learning: − Partnerships between education providers, communities

and industry to broaden the learning experience and create employment opportunities.

− Stakeholders to work collaboratively to share resources, facilities and expertise, exchange knowledge and ideas.

− Support members of the community during their lifelong learning experience.

Diverse Community: − There is a need for the FLP to acknowledge

and support the diversity of the community and cater to all members of the Footscray and inner west, including choice in how facilities provide for a range of users for all ages at all stages.

Diverse Community − Identified as both a challenge and an opportunity. By

providing choice and flexibility in education pathways and linkages with community, the diverse needs of Footscray and the inner west are recognised and allows for personalisation by learners and provide facilities for community use.


Challenges Opportunities

Education Silos: − Stakeholders identified the existence of

educational silos within the community, with a lack of unification between educational providers and the broader community causing assets and services to not be utilised to the extent possible for the delivery of education.

Education Pathways − Strengthen the linkages and pathways for education for

all ages and all stages and reduce the proportion of students leaving education during Years 9-12.

− Leverage educational opportunities from VU’s ‘University Town’.

− Linking with the Footscray TAFE for alternatives to the VCE to create stronger pathways to job placement.

Safety and Traffic − Safety concerns relating to traffic, transport,

pedestrian movements and carparking for travel to, from, and within the precinct.

Choice for High Performance − Creating a high performing precinct with specialised

facilities could address the perceived issues of school quality in Footscray.

− Offering a point of difference and attracting new enrolments to the FLP will bring pride and confidence in the community and public schools.

− Leveraging opportunities and facilities from the University to deliver high performance educational outcomes.

Sports and Recreation Provide sporting facilities for schools, and community uses, and activate existing space and draw people to the area and relieve the pressure on existing facilities.

Specialist Facilities − Provide schools and the community with learning

opportunities they wouldn’t have access to, and provide access to world class facilities and teachers.

Underutilised Sites − Better use of existing and underutilised sites such as the

library, Gilmore College for Girls and car parks. − Re-development allows for the improvement of the

‘student experience’ through linkages with the natural environment for mental health and sustainability benefits.

Inclusion − Cater for all members of the community through building

design that provides accessibility to all users, and facilities that are available for shared and community use.

6.1.4 Implications on the FLP from the Needs Assess ment

6.1.4.1 Increase Capacity

School demand shows that there is a requirement to address growing demand in Footscray, with a significant spike in demand for this area occurring over the course of the next four years. In addition to short term projected enrolment pressures, long term DDF forecasts also support the justification for additional capacity in Footscray.

The Primary School projected enrolment deficit within the FLP is 362 places by 2021, and the Secondary School projected enrolment deficit within the FLP is 333 places by 2021.

Analysis of the local demand (DDF) for the Primary Schools within the FLP precinct area identified that local demand will exceed Primary School capacity by 193 places by 2036, and will exceed Secondary School capacity by 477 places by 2036.

When a school is reaching capacity due to enrolments from outside their local catchment, relocatable buildings and/or enrolment management strategies can be used to ensure a school has capacity for local students. The 2015-16 and 2016-17 State Budgets have already included funding for school


capacity and upgrade works to the following schools neighbouring the FLP, and may offset some of the enrolment pressure on schools in the FLP10:

� Planning funding for Dinjerra Primary School for the scope and planning of building works incorporating blocks of classrooms and facilities in poor condition.

� Upgrade and modernisation funding for Newport Lakes Primary School including new classrooms and upgrade and modernisation

� Upgrade and modernisation funding for Kingsville Primary School to address site infrastructure

� Upgrade and modernisation of Bayside P-12 College for maintenance and minor works to the school’s Trades Wing including reconfiguration of classrooms and other improvement works.

� New Performing Arts Centre at Williamstown High School

� Upgrade and modernisation to site infrastructure at Braybrook College

The Government should also continue to monitor enrolments at Spotswood Primary School which is experiencing a steady increase in local demand but does not have an immediate need for additional capacity.

6.1.4.2 Specialist Facilities

Findings from the stakeholder engagement state a requirement that the FLP enable high performing educational outcomes with the inclusion of specialist facilities that focus on science, arts and technology.

Stakeholders considered ideas to support STEAM subject fields (science, technology, engineering, arts, maths) such as the deployment of an Arts Accelerator, Environmental Sciences Facility or a STEM Centre that fosters the aspirations for students and provides access to world class facilities and teachers. The expectation is that these facilities allow for innovation and technology development, including combined physical and virtual specialist facilities that will provide schools and the community with learning opportunities and expertise that enhance student outcomes.

The point of difference the FLP provides may lead to more families choosing to educate their students locally.

6.1.4.3 Inclusive and Community Facilities

The stakeholder engagement identified that the FLP must cater to all students, including those with special needs, from a range of socio-economic backgrounds and career aspirations, to provide learning opportunities and pathways for all. Footscray presents as a unique community with significant ethnic diversity.

The educational links between ELC, Primary Schools, Secondary Schools, and Adult Education; including University, TAFE, VET programs, Technical Schools and other Adult and Community learning programs must be maximised. The private sector and organisations that have not historically been considered as partners for education organisations must be considered.

The FLP can support additional community and educational facilities through partnerships with VU’s Footscray University Town strategy by integrating with a range of academic, social, and community facilities.

10 http://www.schoolbuildings.vic.gov.au/Pages/Projects.aspx


6.1.4.4 Value for Money

Stakeholders identified that working in partnership will maximise the utilisation of the range of buildings, facilities and resources within the FLP. The stakeholder expectation is for increased efficiency and collaborative use of the assets leading to a better return on investment.

The FLP also needs to make better use of existing and underutilised sites in Footscray, particularly Gilmore College for Girls site, as well as Halls, the library and MCC and VU car parks, to increase value for money.

Long term educational services and capacity solutions can provide value for money to DET, MCC, and VU through maximising existing assets.

Re-development of existing sites provides an opportunity for the new designs to support community use and improve accessibility, safety and connections across the area and ease congestion. This also includes the activation of the area between the two University campuses and working with new transport plans and bus movements.

Re-development also allows for the improvement of the ‘student experience’ through linkages with the natural environment and greening urban spaces for mental health and sustainability benefits.

6.2 Long List of Options and Assessment

6.2.1 Long List of Options The stakeholder engagement was used to identify core ideas to be explored as options for the FLP. This long list of options were structured as a core idea, including an overarching theme as it related to a facility, institution, approach or programme, along with a description, possible location/s, and potential partnership/s.

The long list of options were as follows.

Long List Options

� School capacity

� Early learning centres (ELC)

� Special education

� Female focus ‘Whole of Life Learning’

� Sports Facilities

� Civic Centre

� Education hub shop-front

� Educational linkages

� Precinct pathways

� Family and literacy program

� Local business integration

� Integration with MCC and VU projects

� Tech company integration

� Community recreation hub

� Urban development

� Science, Technology, Engineering and Maths (STEM) Centre

� Arts Incubator

� Digital Hub/Incubator

� Teaching Centre of Excellence

� Creative Industries Hub

� Language Specialisation School

6.2.2 Assessment against Project Outcomes Each of the long list of ideas was assessed against the Project Outcomes, and the applicable education or community service that was supported (ELC, primary, secondary, adult education, and/or areas of excellence).


Those ideas that satisfied the project outcomes, were then assessed against complexity:

� Cost – utilise existing DET land, thereby creating cost savings to maximise value for money, or creating versatility by having a shared asset with high utilisation rates

� Time – ability to deliver in a short timeframe due to lower construction needs and no land acquisition by not needing to acquire private or contaminated sites

The evaluation of each option intended to establish its ability to reduce dependencies on negotiating land deals with other entities, create versatility by creating a shared asset, add capacity in a short timeframe due to lower construction needs, and/or utilise existing DET land to ensure value for money.

The final short list of options were grouped together to ensure that collectively they were able to meet the long term capacity requirements, support the diverse needs of the community, enable community use and participation, and provides areas of excellence.

6.2.3 Consideration of Potential Sites Potential sites considered for each of the long list of options included DET, MCC, VU, and/or other stakeholder-owned land in close proximity to the Footscray area and the schools requiring additional capacity, sites in close proximity to transport networks, and sites in close proximity to other precinct features.

Some locations in the vicinity of Footscray were not shortlisted due to their distance from the FLP precinct area (e.g. the Bradmill site in Yarraville), or due to safety concerns from proximity to major intersections and ability to provide safe pick up/drop off of students or safe access to public transport nodes (e.g. old bus depot site at Buckley/Albert Streets).

These short-listed options and their potential sites are outlined below.

6.3 Short List of Options The ideas and opportunities identified in the long list of options were aggregated into a short list of new facilities and upgrades to existing facilities to complete the FLP. The components are detailed below, and included in Figure 10.

6.3.1 Early Childhood Education The location for a Council owned Early Learning Centre (ELC) has been proposed for Council land on Hyde St. This is due to its’ location, that supports the existing Councils strategy and the site is already owned by Council and would reduce land title complexity should MCC agree to the proposal. Additionally, this location provides visible education pathways due to its location beside FCPS and can enable a single point of entry for both the ELC and the primary school.

The ELC has the potential to leverage Children's Facility Capital Funding, and could accommodate approximately 100-120 children.

Should the proposed location of the ELC at Hyde Street not be viable, the ELC could also be located either on school land, or MCC land.

6.3.2 Primary School Education Additional primary school capacity is proposed to be added to Footscray City Primary School as it is an appropriate sized site to increase capacity, is located centrally to Footscray and the demand for additional school placements from surrounding urban developments.


The enrolment demand is not sufficient to warrant a new primary school, however by increasing capacity at Footscray City Primary School, there are opportunities to use and redevelop existing buildings on the site.

6.3.3 Secondary School Education The potential sites for additional secondary school capacity includes:

� Gilmore College for Girls (reconfigured co-education years 7-9)

� VU – Nicholson St campus

� VU – Pilgrim St campus

� MCC site – Hyde St

� McNab Street

� Footscray City College (reconfigured years 10-12)

These locations were shortlisted due to their central location within Footscray, coupled with good transport connectivity, and their proximity to other proposed FLP facilities.

These sites provide appropriate separation distances from FCC.

The VU Footscray Park site was not considered appropriate due to the close proximity of the site to FCC.


Figure 10 Locations of Short Listed Options


6.3.4 Areas of Excellence Stakeholder feedback identified the needs for areas of excellence within the FLP. This included:

� Science, Technology, Engineering and Mathematics (STEM)

� Creative Industries and Technology Hub, a previous proposal for the VU Nicholson St campus

� Teaching Centre of Excellence

� Sport and Recreation facilities

� Music and Performing Arts facilities

There are opportunities to locate Sport and Recreation facilities at either Footscray City Primary School, Gilmore College for Girls, or the Council owned car park adjacent to the Library. A Music and Performing Arts facility could be located at either the Footscray Library (with adjacent car park), or Gilmore College for Girls.

6.3.4.1 Adult Education

The following Adult Education provision occurs within the FLP:

� Victoria University

� Gordon Institute of TAFE

� Kangan Institute

� ATTA Quality Training Services

� Central Australian College

� Hospitality Management Institute of Australia

� HRD Integrated Services

� Trade Institute of Victoria

� Western Bulldogs Spirit West Services

� Leadership Management Australia

� JobCo Employment Services Inc

� WPC Group

� Angliss Neighbourhood

� Australian Multicultural Community Services Inc.

� AMES (Adult Migrant Education Services)

� Australian-Croatian Community Services

� CELAS (Spanish Latin American Welfare Centre)

� Footscray Community Arts Centre

� Newport Community Education Centre

� South Kingsville Community Centre

� Williamstown Community Centre and Education Centre

� Yarraville Community Centre

The FLP has the potential to complement the current community and adult education services through the provision of, and access to infrastructure and resources that can be used to support their delivery.

6.4 Qualitative Research

6.4.1 Purpose Once potential sites, and the overarching concepts were identified for the FLP, Wallis Group conducted qualitative social research with residents of Footscray and the City of Maribyrnong to identify:

1. Where does the FLP sit relative to other key issues in the minds of the community in particular its views on the importance of education and their understanding of what the FLP is?

2. How does the community react to the concepts for the FLP overall and the component parts?


3. How strongly do different sections of the community support or oppose the FLP concept and why?

4. What is the profile of elements of the community that support or oppose the FLP?

5. What is the likely uptake of the FLP by community members?

6.4.2 Research Participants A qualitative approach was adopted consisting of 10 group discussions; four discussions with residents of Footscray, and six discussions with people living elsewhere in the City of Maribyrnong.

The groups were structured to cover:

� All types of families – with and without children, and different ages

� Different locations – residents directly affected by the proposed FLP, those living a long way away and those in between

� Different levels of attachment to the City – people who were born and bred in the City of Maribyrnong through to recent arrivals to the area.

6.4.3 Key Feedback Feedback from participants during the research, as outlined further in Appendix E, identified the following perceptions on education in the City of Maribyrnong:

� Education is very important but not the main reason for moving to the area, affordable housing and proximity to city are the main reasons for residents moving to the area

� Perception that gentrification leads to improved school standards

� Expectation that children will need to go outside City of Maribyrnong at some stage in the education, particularly if continuing to tertiary education

Participants were generally in favour of the concept proposed for the FLP, recognising the increasing number of children in the region.

Table 6 Qualitative Research Participant Feedback

Positive Reactions from Participants Negative Reactions from Participants

� More school places – needed for a growing population

� More efficient use of resources if sharing school and community facilities (e.g. Library, sporting facilities)

� Vertical schools are a good and expected use of space

� Co-location of primary and pre-school efficient for parents

� Girls stream good for those parents who want it

� STEM facility good for area and for VU

� Increased traffic

� Concern over converting a girls only school into a co-educational school

� Some participants were against changing schools for senior high school years

� Need to bolster any secondary schools in the area that won’t be renovated and improved

� Possible security problems where children and members of the community are together (e.g. sporting facilities)

� Overarching management seen as a possible attempt by VU (or other private operator) to feed local children into its campus

A summary of residents views are detailed below:

� Outer, older, long standing residents – the most likely cohort to be negative about the plan or resistant to change

� Inner, older residents and middle residents – may be resistant to change but can see some possible benefits for the local community


� Inner residents, more recently moved to the area – positive about the changes, see themselves and their families as the main beneficiaries and can see benefits for the wider community

Overall, the feedback from the qualitative market engagement was that development is met with strong approval, but the idea of restricting choice is strongly resisted.

6.4.4 Implications on the FLP from the Qualitative Research There is general support across the community for more development and more education places. However, research found that the older the resident and longer period of time living in Footscray and the City of Maribyrnong, the more the resident is resistant to change and is less relevant to the FLP.

Participants expected the “experts” would work out the best configuration for the FLP, however were concerned that:

� Some parents would not want to lose the option of the girls only stream at Gilmore College for Girls

� There would be increased traffic from the FLP

� Operational matters such as co-location of community and education facilities, the transition between education stages, and FLP governance would need to be managed well.

These concerns will need to be addressed in the development of the preferred option.

6.5 Future-Focussed Learning Framework

6.5.1 Overview A Pedagogy Working Group, made up of educators, leaders in education, and facilitated by the Mitchell Institute, was formed to develop a proposed Learning Framework for the FLP.

The purpose of a learning framework is to guide educators about how to construct approaches to learning, working alongside the Victorian curriculum to improve student learning, and inform resource allocation and capital works.

The Framework brings together local and international evidence and draws on models of education around the globe to provide a set of aspirations to develop the knowledge, skills and capabilities of children and young people across the FLP.

The Framework aligns with the FLP’s five project outcomes and provides clarity on how these principles will be embedded and enacted in practice.

6.5.1.1 Methodology

The approach taken to develop the Learning Framework is included below:

1. Review current practice and future goals of each education provider

2. Examine national and international education models

3. Synthesise local and international evidence

4. Explore and refine options with stakeholders

5. Develop Learning Framework

A series of workshops and meetings were held in developing the Framework, and were facilitated by Dr Sara Glover (Mitchell Institute). These are outlined in Table 7.


Table 7 Meeting Schedule to develop the Learning Fr amework

Date Meeting Attendees Purpose

11 July 2016 SAG meeting SAG Members � Provided briefing on process to develop Framework

� Overview of the structure of workshops

� Highlight key data relevant to FLP

15 July 2016 Pedagogy Working Group Workshop #1

Representatives from Maribyrnong City Council (early years services), Footscray City Primary School, Footscray City College, Gilmore College for Girls, Victoria University, the Department of Education and Training and SKYHigh

� Discuss possibilities for FLP’s approach to learning

� Presentation of current practice and achievements by each school

� Identification of future goals and opportunities for the FLP

� Develop shared vision, core aspirations and key elements of the Framework

29 July 2016 Pedagogy Working Group Workshop #2


� Expand horizons of possibilities for FLP’s approach to teaching and learning

� Presentation by Yong Zhao, international expert

� Presentation of draft Learning Framework

15 Aug 2016 Pedagogy Working Group Workshop #3 (Secondary, Tertiary and Community)

Representatives of Footscray City College, Gilmore College for Girls, Department of Education and Training

� Discuss possibilities for FLP’s approach to teaching and learning in secondary years and beyond

� Focus on choice and student voice

4 Oct 2016 SAG and Working Group Meeting

SAG Members and representatives from Maribyrnong City Council (early years services), Footscray City Primary School, Footscray City College, Gilmore College for Girls, Victoria University, the Department of Education and Training and SKYHigh

� Present draft Learning Framework

� Agree areas of refinement

11 Oct 2016 Implementation Workshop


� Set out clear path for enacting the Framework

� Discuss priority areas for early stages of implementation

� Presentation by Professor Bill Lucas, international expert

� Discussion of performance measures

9 Nov 2016 Student Forum

(Location Footscray City College)

Six representatives each from Footscray City Primary School, Footscray City College, Footscray Primary School, Gilmore College for Girls

� Students view to inform the learning framework

5 Dec 2016 SAG Meeting SAG Members � Presentation of final Learning Framework report


6.5.2 Stakeholder Priorities As part of the development of the Learning Framework, stakeholders were invited to provide an overview of their priorities for the FLP.

A summary is included below, and detailed further in Appendix F.

Maribyrnong City Council

MCC houses 15 early years’ education and care (ELC) services (which are managed externally) and recently upgraded five of these facilities in line with the National Quality Framework. Over recent years the MCC has focused their efforts on integrating local children’s centres and service practice, as well as working with local primary schools to support school transitions.

MCC would like to build stronger connections with local primary schools, DET and ELC cluster managers and committees of management, who are responsible for the everyday running of ELC services in Footscray.

MCC are particularly interested in smoothing transitions for children between local primary school and ELC.

Footscray City Primary

Footscray City Primary (FCP) has a strong focus on building children’s foundational skills in literacy and numeracy through highly effective teaching informed by the work of Marzano. FCP encourages students to develop a ‘growth mindset’ so they try their best and continue developing new skills. This approach is supported by the local school community.

FCP identified opportunities to work more closely with local ELC services, parents, MCC and local secondary schools. FCP have identified a need for additional classrooms to accommodate student enrolment growth and more graduate teachers with requisite skills in teaching literacy and numeracy.

A key aspiration for FCP is developing an early childhood program based at the school to improve transitions from kindergarten to prep.

Gilmore College for Girls

Gilmore College for Girls (GCG) aspires to give girls more of a voice in their learning and future pathways. The International Baccalaureate underpins their approach and they are the only Victorian government secondary school accredited to deliver the program in the middle years. They have a strong focus on developing 21st century skills and would like their students to be strong learners and global citizens. They also focus on students’ wellbeing and mindfulness.

GCG would like to develop stronger connections with local community organisations and primary schools and have greater parental involvement in the school. GCG want to build on the work they have already done to give students more control over their learning and want to continue using ICT as an important platform to support learning.

Footscray City College

Footscray City College (FCC) are part of the Melbourne University Network of schools and see great value in partnering with local feeder schools and universities to facilitate transitions and minimise curriculum delivery disruption. FCC see their role in educating the wider school community and encouraging the mindset that educational achievement should be a comparison against individual learning progress.

FCC are interested in developing students’ 21st century skills and their knowledge and capabilities in the areas of Science, Technology, Engineering, the Arts and Mathematics (STEAM). They are part of a funded STEM project through the Victorian Department of Education and Training.


FCC identified the FLP as providing an opportunity to be able to learn more about students’ progress prior to secondary school; helping them with their goal to optimise the growth of every learner.

FCC are interested in design hubs (particularly in the STEM area) and focusing on creative industries, choice and interdisciplinary learning.

Victoria University

VU is a direct educator (TAFE and Higher Education) and the second biggest employer in Footscray. They are part of the Footscray University Town program, which is currently being implemented with the Council, and see the development of the FLP as complementary to this.

VU identified opportunities with the FLP in opening up their facilities to more stakeholders in the community and better connecting their internal structures and processes.

The FLP could also provide opportunities for the university to build on existing partnerships with local schools and to develop relationships with schools in neighbouring areas.

Student views

Students have identified a desire for more collaborative work across year levels and provider settings within the FLP.

Student input into the FLP, including the ultimate design, will help engage students in the transformation and support utilisation of learning spaces.

Parent/SKYHigh views

SKYHigh comprises parents living in the suburbs of Seddon, Kingsville and Yarraville who want to make sure there is a local secondary school for their children to attend that delivers high quality education.

SKYHigh have a desire to make sure the process for designing the FLP is inclusive, that it is accessible for their children to get to (by bike, public transport and walking) and that it offers excellence in learning.

They see many opportunities for the FLP – particularly in providing additional capacity and options of choice for families living in Seddon, Yarraville, Kingsville, and the inner west more broadly.

6.5.3 Learning Framework The stakeholder workshops were used to engage in discussion on the future of education and how the FLP can meet the future education challenges.

The Learning Framework sets the direction that maximises learner outcomes for the FLP whilst also aligning with the Department’s ambitions for the Education State. The framework applies across the learning areas of the Victorian Curriculum, being the Arts, English, Health and Physical Education, the Humanities, Languages, Mathematics, Science and Technologies.

The Learning Framework outlines how aspirations for children and young people in the community is reflected at each of the learning stages from Early and Prep through to Secondary and beyond.

The Learning Framework for the FLP will support students to learn and develop, provide well-managed transitions between schools and other education providers, and strategies for identifying and supporting individualised learning and identifying children at risk of disengaging from education.

The built infrastructure can support this vision, providing facilities in which to collaborate, to create and to learn across the FLP.

The Learning Framework is detailed in Figure 11 below, and further explored in Appendix F.


Figure 11 FLP’s Learning Framework


6.5.4 Implications on the FLP from the Learning Fra mework The Learning Framework has been applied to each of the project outcomes and objectives of the FLP and is included below.

Table 8 Application of the Learning Framework to th e Project Outcomes

Learning Framework Areas and Capabilities

Applicable Project Outcomes

Literate and numerate – progress along continuum

� Future Focussed, by supporting personalisation for each learner and promoting wellbeing and resilience

� Provides Education Choices, by being student focussed

� Enables Excellence, by supporting each learner to achieve their goals

Capable and resilient – students know their progress




� FLP that Connects the Inner West, by promoting wellbeing and resilience

Curious and creative – posing questions, developing solutions




Locally and globally competent – informed and engaged citizens




� Provides Community Engagement in Learning, by contributing to social, cultural and economic development, and creating an education community that is connected

Healthy and physically active



6.6 Preferred Option

6.6.1 Overview The preferred option that includes all suitable sites that meet the Project Outcomes is detailed below. The key attributes of the preferred FLP option are detailed in Table 9.

Endorsements of the FLP preferred option have been received from Gilmore College for Girls, Footscray City Primary School, and Footscray City College, and are included in Appendix A.

Table 9 Preferred Option Attributes

Attribute Description

Attribute 1

Work with the City of Maribyrnong to develop a new Children’s Centre, co-located and integrated with Footscray City Primary School in the Southern Hub. The new Children’s Centre would add much needed early years education capacity and allow children to progress to a co-located primary school


Attribute Description

Attribute 2 Seek to deliver additional primary school places by expanding and re-developing Footscray City Primary School

Attribute 3 Seek to deliver additional secondary school places in the Southern and Central Hubs, whilst leveraging existing capacity at Footscray City College

Attribute 4 Seek to create opportunities for excellence and pathways through the establishment of a new science, technology, engineering and mathematics (STEM) centre and partnerships with Victoria University

Attribute 5 Seek to deliver sport and performing arts facilities to be shared by schools and communities

6.6.2 Southern, Central, and Northern Hubs The preferred option of the FLP is made up of three hubs; a Southern (A), Central (B), and Northern (C) Hub, and each of the features are described below.

Integrated Early Learning Centre and Primary School campus with a new indoor sports and recreation building, capacity increased from 450 to 675 students

New Junior Secondary School (years 7, 8, 9) for approx. 450-500 students

Redevelop GCG as co-ed (years 7, 8, 9) for approx. 450-500 students

Development opportunities for community performing arts centre, and/or multi-deck car park

Senior Secondary School (years 10, 11, 12) for approx. 1000 students

New Science, Technology, Engineering and Mathematics (STEM) learning centre


6.6.3 Southern Hub The Southern Hub will include the following:

� Footscray City Primary School:

1. New Integrated Early Learning Centre

2. Staged upgrade of existing classrooms and facilities

3. Expansion of existing buildings to increase capacity

4. Better utilise existing brick building, possibly for arts and library related uses that can also have a community interface outside school hours

5. New 3 court indoor sports and recreation building

� New Junior Secondary School:

6. Consolidate properties to create new 4 storey Junior Secondary School site

7. Opportunity to calm Pilgrim Street to support connection to VU/FCPS

6.6.4 Central Hub The Central Hub will feature the following

� Redevelop Gilmore College for Girls as Co-educational, years 7-9:

1. Utilise existing school grounds and reconfigure to Junior co-ed Secondary School (years 7-9)

2. New front entrance to campus, housing reception and student amenities

3. Relocated staff car park


� Option for a Performing Arts Centre located at Gilmore College for Girls (Option 1), or Footscray Library (Option 2) by expanding Footscray Library and redeveloping the existing adjacent car park site for a new Community Arts Centre delivered in partnerships between Council, VU and DET.

6.6.5 Northern Hub The Northern Hub will feature the following at Footscray City College:

1. Refurbishment of FCC to accommodate Senior Secondary students. School curriculum reconfigured to Senior Secondary School (years 10-12) with similar enrolment numbers to existing full secondary school – delivering more specialised senior years curriculum/program

2. New STEM Centre delivered in partnership with DET and VU


6.6.6 Design Principles The Precinct features of the preferred option, including southern, central and northern hubs, have been shaped by the needs identified in the Needs Assessment, the stakeholder identified project outcomes, and the enablers of the Learning Framework.

The infrastructure included in the FLP can support the Learning Framework and pedagogy by providing facilities in which students can collaborate, create, and learn. When used well, learning spaces can support effective teaching and learning and result in improved student outcomes.

The design principles for the FLP, as outlined in the Learning Framework include:

� The FLP is more than a group of schools, and is a place where everybody learns, that people have pride in, and people feel safe connecting or coming to.

� Utilise physical and virtual spaces (and everything in between) to maximise opportunities for deep learning and professional collaboration.

� Open, welcoming spaces that ensure all children and their parents can be engaged.

� Safe places to play, and to travel between providers by foot, or bike, to enhance physical wellbeing.

� Access is provided to support services within the education precinct, including co-located and online, and improve community and industry interaction as well as student wellbeing, including planned walking spaces and bike paths, nature reserves as spaces for transport, recreation and learning, spaces for community and health services.

6.7 Community Engagement

6.7.1 Methodology The DET conducted community engagement on the FLP during November 2016 with the purpose of:

� Building awareness of the proposed FLP

� Informing the community and foster understanding

� Engaging with the community and obtaining feedback

� Informing the final Feasibility Report.

The community engagement occurred over four weeks from 2 November to 30 November 2016.

To inform the community about the FLP and create an opportunity to provide feedback:

� Advertisements were placed in the local newspaper and through geo-targeted Facebook advertising

� Videos were produced and viewed by thousands of people via social media

� Information materials were distributed to various locations, including local community centres

� Brochure stands were displayed at partner sites, including schools

� Content was published on VSBA social media channels

� Factsheets were translated in to Vietnamese, Arabic, simplified and traditional Chinese, Greek and Italian

� A kit was developed to encourage stakeholders to share content through their established communication channels

To obtain community feedback:

� An online platform was established, featuring a comprehensive survey, and a discussion forum


� A series of pop-up information sessions were hosted in the local community and attended by more than 200 people

� People were invited to submit feedback forms or formal submissions

� A student forum was hosted, and feedback was sought from student representatives.

6.7.2 Survey Participants The online survey was completed by 214 people, approximately 75% were aged 36-50 years, with 80% of participants being women, and 89% of participants only speaking English. Results of the engagement are included in Appendix G.

Participants within the City of Maribyrnong included:

� 59% - parents of primary student (public)

� 34% - parents of early years children

� 8% - parents of secondary students

� 18% - did not identify as parents

Participant percentages does not add to 100% as people could identify as a parent of multiple children

6.7.3 Discussion Forum Two discussion forums were open on the online platform for the duration of the community engagement period. Detailed feedback from the discussion forum is included in Appendix G.

6.7.4 Formal Submissions Formal submissions on the FLP were received, and included comments on early childhood, FCPS, additional secondary capacity, STEM Centre, community use, inclusivity, open space, movement within the FLP, and teachers.

6.7.5 Student Forum On 9 November 2016 a Student Forum was hosted at Footscray City College in an effort to obtain feedback on the proposed concept directly from students. Approximately six students attended from each school, including Footscray City Primary School, Footscray Primary School, Gilmore College for Girls and Footscray City College.

Detailed feedback from the discussion forum is included in Appendix G.

6.7.6 Feedback Overall, there was a high level of support for an education precinct amongst the informed audience. There was a strong perceived need for additional secondary school capacity, and a high level of interest and engagement amongst parents of primary school students.

There was a general concern about the loss of open space in order to increase capacity on existing, and new sites.

The top three priorities identified by participants were:

1. Increased secondary school capacity

2. Provision of a STEM Learning Centre

3. Increased primary school capacity


Overall, the feedback received from various forums, and detailed further in Appendix G, was:

� There is a high level of support for the FLP amongst the informed audience.

� The community would like more information about how the Precinct will operate as a whole.

� More work needs to be done to communicate the benefits of a single-point of entry for the early childhood centre and Footscray City Primary School.

� There is a strong perceived need for additional secondary school capacity.

� There is strong support for Gilmore College for Girls to transition to a co-educational facility. Two paradigms emerged through community engagement. Some community members see the Gilmore Girls site as a ‘quick and easy’ solution to manage the demand for secondary capacity. Conversely, some community members acknowledged cultural sensitivities, and expressed the need for a ‘managed transition’; that includes options for current students to continue education at an all-girls school, and consideration be given to a ‘girls-stream’.

� There is a very high level of interest and engagement amongst parents of primary school students living in the Seddon, Kingsville and Yarraville area. This community generally had a high level of support for the proposed Pilgrim St site due to the proximity, and expectation that they are located within the designated neighbourhood boundary.

� While there is support for the Pilgrim St site, there are concerns about lack of open space. There was generally support for a vertical school, if there is sufficient nearby open space students could access.

� A number of suggestions relating to secondary configuration arose throughout the engagement period. These suggestions included: using Gilmore Girls as the senior campus due to the central location, upgrading both Footscray City College and the Gilmore Girls site to be co-educational Years 7 – 12 schools, using the Victoria University Nicholson St site.

� There is general acceptance of the need for Footscray City Primary to increase capacity.

� Designated neighbourhood boundaries for enrolment could prove to be an issue if they exclude people living in the suburbs south of Footscray (Seddon, Kingsville, and Yarraville). There was a high level of engagement from parents in these areas, and expectation that developments in Footscray would offer an alternative to Bayside.

� There is a high level of support for the STEM Learning Centre.

� There is an expectation that traffic and parking will be managed as part of the FLP, particularly in the Southern Hub.

� The community would like to see more information about how the FLP will work as a whole, particularly how students will move around the FLP.

� There is support for community facilities to be either co-located with schools or stand-alone. There was a higher level of interest in the performing arts centre, particularly a drama or music performance space. The community responded positively to the sporting and recreation centre, but it was not seen as a key priority. There was some concern that it would be at the expense of open space.

� There is interest in how the proposed concept will interact with MCC services, for example the library and other Council-managed early childhood centres.

� There is a general understanding that the FLP will be delivered in stages and a strong interest in the anticipated priorities. There is an expectation that further funding will be allocated to the project.

A summary of key feedback points from the online survey include:

� 84% participants were excited about the FLP, but wanted more information


� 73% participants supported having separate junior and senior school campuses

� 78% participants supported a new junior secondary school in the FLP’s Southern Hub

� 76% participants supported a co-educational junior secondary school at Gilmore College for Girls

� 74% participants supported redeveloping Footscray City College to a senior secondary school

� 68% participants supported increasing the capacity of Footscray City Primary School

� 87% participants identified that a STEM Learning Centre was ‘very important’ or ‘essential’ as part of the FLP

� 63% participants supported more performing arts facilities, notably in music, drama and performance space

� 49% participants supported more sporting facilities

� 86% participants supports shared community use of sporting and performing arts facilities

� 56% participants supported co-locating the ELC facility with the Primary school, however less (approximately 27%) were supportive of a single point of entry. Concerns included parking and congestion; concern for welfare of smaller children; and not seen as essential or a priority.

6.7.7 Implications on the FLP from the Community En gagement The feedback from the community engagement will have the following impact on the FLP.

Table 10 Implications of the Community Engagement F eedback

Support for FLP Component

Concerns Identified How Concerns will be Addressed

Increased primary and secondary school capacity

Future proofing – providing capacity for future students at new schools, as opposed to continuing to increase the density of existing schools

� Design of new Junior Secondary School design to include future enrolment considerations

� Redevelopment of Gilmore College for Girls and Footscray City College to consider future enrolment considerations

Building a new junior secondary school

Importance of inclusion and continuity for students through school (junior v senior secondary model) Maintaining open space

� Support for all children and young people through transitions and education pathways

� To be further developed during design development with Pedagogy Working Group

� Open space and landscaping to be included in design of FLP

Redevelop Footscray City College as a senior secondary school

Rationale for the Junior/Senior secondary model

� To be further developed during design development with Pedagogy Working Group

Separate campuses for junior and senior secondary schools

How students and teachers move and communicate between sites Support for the junior/secondary model based on the concept of one secondary school with three campuses.

� Further development of the FLP’s Learning Framework to determine implementation of teaching and learning across the FLP with Pedagogy Working Group

� Support transitions and education pathways through junior/secondary model

� Transport planning to respond and reflect Learning Framework


Support for FLP Component

Concerns Identified How Concerns will be Addressed

Co-education junior secondary school at Gilmore College for Girls

Current girls-only stream, or future girls-only streams are supported and have safe spaces. Recognising the history of Gilmore College in creating female leaders.

� Staged approach to redevelopment and possible inclusion of girls-only stream

Prioritisation of STEM Learning Centre

Maintaining open space � Open space and landscaping to be included in design of FLP

Co-locating new children’s centre and Footscray City Primary School

Welfare of smaller children (e.g. intimidation/overwhelming and safety)

� Pick up, drop off and entrance to be further developed in detailed design

6.8 Junior Secondary School Site Assessment

6.8.1 Overview Once the concept of a Junior Secondary School was identified and supported, site assessments were undertaken to inform the location of the site.

The preferred site, on the corner of Pilgrim and Albert Streets Footscray, was identified due to its location within the FLP area, relative size in supporting a new Junior Secondary School, and proximity to multiple transport modes and the education pathway opportunities between Footscray City Primary School and VU.

Local facilities include:

� Footscray Train Station

� Footscray Town Hall and Municipal Offices

� Footscray City Primary School

� Victoria University Nicholson Street Campus

A summary of the assessment is included in Table 11 below.

Table 11 Attributes of the Pilgrim Street site for the potential Junior Secondary School

Pilgrim Street Site

Advantages � Potential to utilise land to south of private residence as open space (spill over space)

� Potential to share facilities with FCPS and VU

� Potential to maintain established mature trees along rail interface for buffer

� East-west site provides for solar amenity to building Disadvantages � Site area is limited in open space

� Would require a multi-level building to accommodate 450-500 students

� Immediately abuts rail line to east, which is elevated on an embankment towards Pilgrim St underpass

� Residential community to south & west - potential traffic impact

� Challenging topography with falls equivalent to 1 storey

� Private residence to south will require visual screening Special Factors Impacting on FLP

� Will require title consolidation and rezoning

� Slope will require cut, fill and retaining walls

� Rail line proximity requires acoustic treatment


Pilgrim Street Site

� Multi storey building likely to have cost premiums for construction and vertical transportation requirements

The Pilgrim Street site was identified as the preferred location due to its connectivity and proximity to the proposed new integrated Early Learning Centre, Footscray City Primary School, and Victoria University, and its potential to promote education pathways within the FLP.

The location will also promote and support shared use of its facilities for those schools and education providers in the vicinity.


There are a number of risks to the FLP that have been identified during the analysis, and stakeholder and community engagement. These are outlined further below.

Table 12 Risks to the FLP

Risk Consequence

(H/M/L) Likelihood

(H/M/L) Strategies

Population and enrolment forecasting is inaccurate. H M

Regular demand and population analysis on the study area and surrounds for early identification of enrolments that are higher, or lower, than the projections used for planning.

Community and sector resistance to the FLP, specifically if a staged delivery is proposed meaning some schools and infrastructure are delivered before others.

M M

Prioritisation of education provision over other infrastructure. Provide community with access to information used in the decision making process, with the intention to gain buy-in on the implementation plan.

Lack of stakeholder engagement resulting in the FLP not meeting student and community needs.

H L

Develop stakeholder engagement and communications plan that identifies key stakeholders, and engagement activities. Conduct further investigations on the drivers and priorities of stakeholders, including feedback on the Preferred Option.

Benefits are not as great as estimated and enhanced reputation of schools and enrolment growth in the FLP does not occur.

M M

Ongoing evaluation of proposed facilities and meeting stakeholder expectations. Conduct investigations on the drivers of parental choice in choosing schools.

Schools in the FLP do not attract sufficient numbers of local students and puts increased enrolment pressure on surrounding schools.

M M

Regular demand and population analysis on the study area and surrounds for early identification of enrolments that are higher, or lower, than the projections used for planning.

Governance structure does not support community needs and increased use of the facilities.

H M Work with stakeholders to further develop governance structure that supports the Project Outcomes.

Delays to the FLP due to land acquisition process. H M

Engage with Government and project Partner agencies regarding FLP delivery, purpose and timelines to gain buy in. Commence land acquisition process as early as possible to allow adequate time so as to not delay delivery.

Delays to the FLP due to budget constraints H M

Engage with Government agencies regarding FLP delivery stages, timelines, and cost to signal early the implications for approval.

Contributing parties do not commit resources (financial or other)

H M

Engage with participating agencies/organisation regarding delivery stages, timelines, and cost to signal early the implications for approval.

7 Risk Assessment


During the development of the Learning Framework, stakeholders from the Pedagogy Working Group identified two priority areas for further development and endorsement prior to implementation:

1. Clarifying the purpose and vision for the Precinct; and

2. Professional learning and collaboration.

Clarifying the purpose and vision of the FLP, as well as developing a shared approach to professional learning and collaboration are central to informing and progressing the design of the Precinct.

The physical buildings and infrastructure of the FLP can support professional collaboration and a cooperative approach to education in terms of teaching and learning space when buildings and campuses are designed as a Precinct, and not in isolation.

To explore the opportunity of community use of facilities and inclusion for the FLP, means that students and the community should participate in the development of the pedagogy and learning framework.

Consideration should be given to the skills and capabilities students will need on their pathway to excellence, particularly the disruption that technology is having on traditional jobs and career pathways.

Developing a professional and collaborative teaching and learning framework to support teachers in the FLP to collaborate, develop and test, and share resources and evidence of what works, will strengthen the capacity, consistency and alignment in teacher practice across the FLP, leading to improved student learning outcomes and transitions, and ensure educational excellence.

To progress the development of the pedagogy and learning framework for the FLP, and to inform the design of the Precinct, the following steps were recommended by the Mitchell Institute (refer Appendix F for further detail):

1. Articulate a shared vision for the FLP

a. Hold a workshop to clarify the purpose, goals and vision for the FLP. As part of this, the Working Group should revisit the original five project outcomes and discuss whether they still fit with the vision or whether they should be refined.

b. Agree on some key messages and create a shared vision statement. (The Working Group and other key stakeholders can share this statement with their respective organisations and local community in whichever way they choose).

2. Commence an agreed process for tracking progress a. Identify what success looks like, including critical success factors, and define

milestones and paths for implementing the Learning Framework, using the seven enablers as a frame. Start creating a strategy for each enabler, identifying critical milestones, measures, dates and roles and responsibilities, in order to know whether the FLP is on track and success is being achieved. Strategies should be revisited and refined throughout the implementation process.

3. Develop a shared approach for professional learn ing and collaboration a. Hold a professional learning summit to workshop and agree on professional learning

priorities for the FLP.

b. Create a shared calendar for structured professional development commencing in 2017 (look at disciplinary learning from infancy to Higher Education and capabilities).

8 Pedagogy


c. Hold workshops on small tests of change.

Further development of the pedagogy and learning framework is required to inform the delivery of the FLP, and to receive endorsement by the SAG group. Consideration should also be given to the inclusion of Footscray Primary School, and Early Learning in to the development of the pedagogy and learning framework for the FLP.


9.1 Introduction Governing a precinct of schools that support shared community facilities, services and buildings, can be a challenging process, often requiring different management strategies from those traditionally followed. The key to successful management and coordination is good governance, supported by clearly defined documentation11.

The FLP comprises early childhood providers, schools, tertiary institutions, local government, and community and industry stakeholders. Traditional school governance approaches which focus on a single service or facility may not be effective for the FLP to: guide strategic planning; govern the multitude of FLP activities; and facilitate and manage relationships across the partner organisations.

The FLP requires a more active, assertive and expert approach to oversee the complex array of services and partner organisation participation and the following implementation and governance model is suggested for the FLP that reflects the unique nature of the precinct and partner organisations.

The governance model and implementation structure which has been outlined below has been adapted from other large-scale regeneration and infrastructure projects, and includes appropriate lessons learnt. Additionally, other examples such as the Bendigo Education Plan, have been used to inform the governance recommendations for the FLP.

The governance model and implementation structure described is for consideration and further development with the SAG/Board prior to endorsement. Importantly, the pedagogy requirements and learning framework will inform the governance principles that support the precinct schools to work together to achieve the shared vision for the FLP.

The implementation plan will need to support the development of the FLP and should be presented to the SAG for review and input, particularly for consideration of the inclusion of Footscray Primary School and Early Learning in the governance model.

9.2 School Governance Models Over the last decade, there has been increased interest in the concept of schools working together with community, social, welfare and health agencies. This concept goes by many names including: Extended Service Schools, Extended School Hubs and Full Service Schools, and is defined as a school or cluster of schools that work with a range of partners and organisations to provide services and activities before, during and after school hours to help meet the needs of children and young people, their families and the wider community.

The FLP can create an extended service schooling model whereby the FLP delivers extended services to the community by establishing partnerships with families and community agencies to help students reach their potential. Strong connections and pathways between all education providers in the FLP will allow students to transition easily to the learning stage/model they require and personalise their learning experience.

11 Department of Planning and Community Development 2010, A guide to governing shared community facilities, State

Government of Victoria, Melbourne.

9 Governance


Doveton College is an example of providing extended service schooling for the benefit of its community. Strong school and community partnerships and connections, developed between local organisations can contribute to improved learning opportunities for students. They also have the potential to enhance social inclusion and build social capital.

Strong school and community partnerships and connections can contribute to improved learning opportunities for students. They also have the potential to enhance social inclusion and build social capital.

This schooling model could be considered for adoption by the FLP.

There are also changing skillsets required for young people in gaining employment in the future, and the FLP can provide support for learners by creating broader learning opportunities and strong pathways from secondary education into tertiary and vocational training. In this way, the FLP can provide greater future-proofing of the education, training and employment opportunities for local young people and the community by creating greater alignment between the skills demanded by employers and those taught in education and training.

9.3 Precinct Governance Model The FLP Governance model will evolve over the life of the Precinct, however could comprise, subject to consideration and endorsement by the SAG:

1. An Advisory Group – specific terms of reference with FLP partners including early childhood, school providers, sport and recreation, local government, tertiary education and business.

2. Sub-Committees (working groups) – specific subject matter experts or project specific groups to provide advice on complex matters. The nature of these groups may change over time.

3. Strong relationships – with existing governance structures of participating partners such as school councils, local council, boards, business and community organisations.

In this structure, a traditional model (democratic model) is supplemented by an overarching Advisory Group which has more of an expert focus. It does not replace the authority of individual school councils, who would be represented on the advisory groups. The model does however expand the membership and strengthen key partnerships with MCC and VU and provide expert advice as required.

This structure is demonstrated below.


Advisory Committee Advisory Committee members are elected/nominated due to their expertise and would provide FLP partners with greater targeted expertise across the FLP, yet maintain the autonomy of individual school councils and organisations. In this model the Advisory Committee would provide advice to school councils and governing bodies and make decisions in relation to shared FLP matters as outlined in specific terms of reference to be established for the Committee.

Membership of the Advisory Committee could include:

� School principal/school council president nominee/s, Regional nominee (DET), Early Childhood nominee, Victoria University nominee, Maribyrnong City Council nominee and others as appropriate.

� Nominees for the Advisory Group could be draw from current and future FLP partners.

Sub-Committees Sub-committees with specific expertise would be established comprising key partners with particular expertise in areas such as pedagogy (Education Sub-Committee) and asset management and operations, to establish and maintain educational linkages between partners and continue the work of the pedagogy working group.

Membership of the Education Sub-Committee could include:

� Members of the sub groups would be nominated from partner organisations because of their expertise in a particular field.

� The subgroup would be chaired by a rep from the Advisory Committee who would be responsible for ensuring clear reporting and communication between the sub-committees and the Advisory Committee.

To effectively manage the coordination and cost of maintenance in shared facilities, a Shared Asset Management and Operations Sub-Committee could be established to oversee the maintenance and development of the assets within the FLP as well as the shared use agreements.


Membership of the Shared Asset Management and Operations Sub-Committee could include:

� Nominees from partner organisations based on their expertise in a particular/relevant field.

� The Sub-Committee would be chaired by a member of the Advisory Committee who would be responsible for ensuring clear reporting and communication between the sub-committees and the Advisory Committee.

Other sub-committees could be established as required. Each sub-committee would require separate terms of reference.

Collaboration Establishment of an appropriate governance model that reflects the collaborative nature of a precinct, as well as the teaching and learning, and community outcomes for Footscray will be crucial to the success of the FLP.

As such, the governance model needs to provide enough flexibility to evolve with the project, whilst also reflecting the unique nature of the FLP and the partnering stakeholders, education providers and community members.

The governance model requires further development with the SAG prior to endorsement to ensure it represents the community, including students, it will serve.

9.4 Implementation The following implementation model is outlined for consideration for the detailed planning, design and delivery of the FLP.

The Project Board is accountable for the project success, and will have a similar function and membership to the current SAG. The Project Control Group will be responsible for the detailed planning, design and implementation of the FLP and will report directly to the FLP Project Board. The Project Control Group is a committee that draws together all design committees (representing each hub) and is a vehicle to escalate any project risks for resolution.

The various planning committees will work alongside existing school councils in the implementation of the FLP.


FLP Project Board

Pedagogy Working Group

Professional Development

Working GroupICT Working

Party

Individual School Professional

Learning Teams

School Reconfiguration Working Group

Southern FLP Planning

Committee

Central FLP Planning

Committee

Northern FLP Planning

Committee

Project Control Group

FLP Project Board (Quarterly) • VSBA • Regional Services Group • Maribyrnong City Council • Victoria University Vice-

Chancellor • School Principal(s) x 4 • Australian Education Union • Project Director, Executive Officer

– VSBA • Student Representative

Project Control Group (Monthly) • Project Manager, Executive

Officer – VSBA • School Principal(s) x 4 • Regional Planning & Provision

Manager - DET • Architects • School Council Representatives • Senior Education Improvement

Leader • Council Representative (Early

Childhood)

• Project Manager • Senior Education

Improvement Leader • School Principals • Staff

Representatives • Student

Representatives • Monthly meetings

• Teacher Representative

• Council Representative (Early Childhood)

• FCPS Principal • Secondary Principals • Project Manager • Student

Representatives • Architect • Senior Education

Improvement Leader • School Council




• Gilmore Principal • Project Manager • Student






• FCC Principal • VU Representative • Project Director • Student





10.1 Approach to Market

10.1.1 Ministerial Directions The procurement of all public construction works and services must be in accordance with the Project Development and Construction Management Act 1994 (Vic). The Minister for Finance has issued four Ministerial Directions under the Act, prescribing principles and procedures that Victorian government departments and public bodies must follow when procuring public construction works and services, including12:

� Ministerial Direction No. 1 Tendering Provisions for Public Construction prescribes tendering procedures, based on the estimated value of the works or services;

� Ministerial Direction No. 2 Contractual Provisions for Public Construction outlines general conditions of contract and the principles to be followed when developing contract conditions;

� Ministerial Direction No. 3 Bushfire Provisions for buildings of a public nature applies to construction undertaken after 1 February 2010 (revoked as of 1 December 2016);

� Ministerial Direction No. 4 Construction requirements for a community fire refuge applies to construction undertaken after 1 August 2012.

10.1.2 Construction Supplier Register (CSR) Directly supporting the implementation of Ministerial Direction No. 1, the Department have access to the Construction Supplier Register (CSR). The CSR is a pre-qualification scheme for building and construction industry consultants (e.g. Architects) and contractors (e.g. Builders). The estimated value of the works or services will determine the Department’s approach to market under the CSR, below outlines the estimated value thresholds and approach to market13.

Description Threshold Approach to market

Construction Works and Services <$25,000 Seek one quote

>$25,000 Seek three quotes

10.1.3 National Pre-qualification for Non-residenti al Building (NPS) NPS applies to the pre-qualification of contractors for non-residential projects (buildings) with an estimated construction cost of $50 million and above14.

Where prequalification is used as part of the procurement process, Participating Agencies will use the NPS for applications to non-residential government building contracts where the construction cost estimate is $50 million and over, and apply it to contractors seeking to tender for contracts for those projects from 1 March 2011.

12 http://www.dtf.vic.gov.au/Infrastructure-Delivery/Public-construction-policy-and-resources/Construction-Procurement-and-Delivery-Requirements 13 http://www.dtf.vic.gov.au/Infrastructure-Delivery/Construction-Supplier-Register 14 http://www.apcc.gov.au/ALLAPCC/APCC_PUB%20NPS%20Guidelines.pdf

10 Procurement


This NPS covers the building of non-residential government buildings as defined by the Australian Bureau of Statistics. This includes hospitals, schools, office buildings, sporting facilities, courts and police stations.

Prequalification of contractors is a continuous process of review comprising:

� An initial assessment of a contractor’s technical capabilities and financial capacity at the time of application (including its operational management systems)

� Financial and/or technical checks from time to time

� Assessment of a contractor’s performance during, and at the completion of the contract, and at other times when a review may be warranted

� Periodic re-assessment and renewal of prequalification via submission of updated information at the discretion of the Assessing Agency.

10.1.4 Victorian Industry Participation Policy (VIP P) The Victorian Industry Participation Policy (VIPP) aims to boost local employment and business growth by expanding market opportunities for Victorian companies. The VIPP requires government departments and agencies to consider competitive local suppliers, including SMEs, when awarding contracts valued at:

� $1 million or more in regional Victoria, or

� $3 million or more in metropolitan Melbourne or for state-wide activities.

10.2 Procurement of Services and Works

10.2.1 Masterplanning The DET are in the process of going to market for an Architect to undertake masterplanning services for the further development of the FLP, and the development of design specifications. These services can be procured using the CSR, with the masterplan to support the development of designs for each of the Northern, Central and Southern Hubs of the FLP.

10.2.2 Building Works For delivery of the building works, consideration should be given to efficiencies of construction packages.

By aligning the development works with the proposed governance structure, a contractor can be engaged for each of the FLP hubs, and work directly with the Northern, Central, and Southern FLP Planning Committees using a design and construct model. This method would provide consistency across the Precinct as these Committees report to the Project Control Group and FLP Project Board who can provide precinct oversight.

In this approach to packaging the works, contractors can be engaged under the CSR.

10.2.3 DET Requirements Typically DET require large projects to include a Project Manager appointed by the Department to provide project management services and to fulfil the role of Superintendent during construction in relation to a Capital or Maintenance project.


The Project Manager is responsible for:

� Coordinating the activities of the school, Principal Design Consultant, Cost Manager and other stakeholders to ensure that the time, cost and quality objectives of the Asset Management Plan and the projects identified within the plan are achieved

� Providing support, advice and guidance to the school throughout the planning, design, construction and Defects Liability Period phases of the project

� Ensuring that planning, design, construction and Defects Liability Period phases of each project are managed in accordance with Departmental policies and guidelines (including the PMF and subordinate procedures) and within the allocated budget

� Fulfilling the role of the Superintendent during construction; supervising the Contractor and ensuring their compliance with health and safety regulations and standards, building standards and other regulatory issues.

Where an independent Project Manager has not been appointed, the role of the Project Manager will be fulfilled by the Principal Design Consultant.

The Principal Design Consultant is responsible for:

� The provision of design and engineering services including, but not limited to, acoustics; architectural design; building surveying; civil engineering; disability access; electrical, data and communications; energy and ESD management; fire services and safety; geo-technical; hydraulic engineering; interior design; landscape design; mechanical engineering; structural engineering; etc.;

� The preparation of design proposals, documentation, drawings and reports for all planning and documentation phases of the project;

� Ensuring that design proposals, documentation, specifications and drawings comply with the applicable acts, regulations and standards including the Department’s building standards; and

� Providing support and advice to the Project Manager during the tendering, construction and Defects Liability Period phases of the project.

Where an independent Cost Manager has not been appointed, the Principal Design Consultant shall be responsible for providing quantity surveying and cost planning services throughout the project lifecycle.

10.3 Recommended Approach It is recommended that an Architect be engaged for the development of the FLP masterplan and design specification, which is then taken to the market via the CSR for the design and construction of each of the packaged hubs (Northern, Central, Southern).

This approach can achieve efficiencies and savings from the economies of scale by packaging works, whilst still maintaining a consistent approach to the design and construction of the FLP.

This approach allows for a single point of accountability for both the finalisation of design and construction work, minimising design and construction interface risk, and can interface with the Project Manager appointed by the Department.


There is a need to respond to population growth in the Footscray area, and the subsequent pressure on school enrolment capacity. In particular, there is a need for additional ECL facilities, and additional primary and secondary capacity in the Footscray area.

The FLP is able to address this need, however in addition to increasing capacity, stakeholders have identified and advocate that the establishment of the FLP provides the opportunity to:

� Improve access to quality lifelong education in a growing community, ranging from kindergarten and pre-school, through to secondary school, special education, tertiary education and adult learning

� Increase opportunities for young people and for educational providers to offer a contemporary curriculum that builds on partner strengths and innovative pedagogy

� Access high quality facilities that incorporate state of the art technology, flexible use of spaces and shared amenities for community use

� Support strategic alliances and partnerships between MCC, VU, education providers, communities and businesses to broaden the learning experience and offering to the community, and support schools with resources to increase services delivered ‘inside the school gate’

� Create a collaborative environment where stakeholders to work together to forge greater integration of services and facilities for education, and the sharing of resources, facilities and expertise, exchange knowledge and ideas and build a culture of collaboration in the community

� Have an education model that caters for a broad range of learners with diverse needs

� Lead to specialisation whereby particular schools or education providers in the FLP develop specialised knowledge, skills, resources and enhanced curriculum offerings that schools on their own could not develop. Specialisation can be based around future industry and employment demands, leading to better learning opportunities

� Leveraging the resources and expertise of partners in the FLP

� Economic and social benefits to the local area with a higher potential in attracting private investment in the model and local area

� Deliver a community service that meets community and industry needs that may not be commercially viable using other private provider models

� Increase the number of students studying in the local area post-secondary education

� Meet the future needs of local industry and employers

� Greater future-proofing of education, training and employment opportunities for young people and the community by creating increased collaboration and alignment between skills demanded by employers and those incorporated in education and training.

The educational links between ECE, Primary Schools, Secondary Schools, and Adult Education; including University, TAFE, VET programs, Technical Schools and other Community learning programs must be maximised. The private sector and organisations that have not historically been considered as partners for education organisations must be supported and engaged in the development of the FLP.

The FLP will make better use of existing and underutilised sites in Footscray, such as car parks, and the Gilmore College for Girls site that is significantly underutilised due to declining student enrolments.

11 Conclusions


Long term educational services and capacity solutions for the FLP can also provide value for money for DET, VU and MCC by maximising their existing assets.

Re-development of existing sites provides an opportunity for the new designs to support community use and improve accessibility, safety and connections across the area and ease congestion.

The FLP will make Footscray an iconic centre of learning, where anyone, regardless of age or background, can access quality education and achieve excellence.

To fulfil the vision of the FLP, further consideration and development is required regarding the pedagogy and learning framework as well as governance structure, as these will both inform the requirements of the physical infrastructure of the FLP. Additionally, developing a professional and collaborative teaching and learning framework that supports teachers in the FLP to collaborate, develop and test, and share resources and evidence of what works, will strengthen the capacity, consistency and alignment in teacher practice across the FLP, leading to improved student learning outcomes and transitions, and ensure educational excellence.


Based on the options assessment, detailed site analysis, and community engagement feedback, the following is recommended to continue to develop the FLP:

1. Proceed with the Recommended Option, featuring a reconfigured Footscray City College to a Senior Secondary School (years 10-12), new STEM Centre at Victoria University Footscray Park campus, integrated Early Learning Centre and redevelopment and expansion of Footscray City Primary School (to 675 capacity), new Junior Secondary School (years 7-9) on Pilgrim Street, redeveloped Gilmore College for Girls to a co-education Junior Secondary School (years 7-9), and the development of opportunities for performing arts, as strongly supported by community members during community engagement.

2. Proceed with Pilgrim Street site as the location for the proposed Junior Secondary School in the Southern Hub due to its connectivity and proximity to Footscray City Primary School and Victoria University and the opportunities for shared use.

3. Develop clear success criteria for the FLP based the project outcomes to be used as performance metrics.

4. Advance the Learning Framework to inform detailed design of the FLP by:

a. Committing additional funding and expertise to support professional practice and collaboration in the FLP, including the development of a professional learning strategy for the FLP

b. Retaining the Pedagogy Working Group as a key group to bridge the connection between pedagogy and building design, and to leverage the relationships that have already been built in the next phase of work

c. Involving young people and the community in the development and design of the FLP and implementation of the Learning Framework.

5. Investigate the site opportunities at FCPS for sport and recreation facilities.

6. Develop a Stakeholder and Community Engagement Plan and conduct further community engagement on:

a. Sport and Recreation Facilities, as only 49% of survey participants believe that more sporting facilities are required.

b. Preferred location and the acceptability of a single point of entry for Early Learning Centre at Footscray City Primary School.

c. Preferred location of the Performing Arts Centre in the Central Hub.

d. Detailed design (once completed) of the Recommended Option.

7. Investigate access and transportation within FLP in response to community safety concerns.

8. Consider inclusion of Footscray primary School and Early Learning in the pedagogy and learning framework of the FLP.

9. Finalise the Pedagogy in the context of the FLP Learning Framework.

10. Finalise the Governance structure.

11. Finalise the Implementation model to inform the requirements of the FLP’s physical infrastructure.

12 Recommendations


The recommendations above will be influenced by Government approval processes, budget outcomes, and partner agency participation and approval processes.


Other considerations for the FLP that have not been included in the scope of the Feasibility Study include:

� Increasing school capacity in other areas of Melbourne.

� Hours of operation of ELC, and community facilities.

� Class sizes.

� Inclusion of Western English Language School (WELS) into secondary school campuses.

� Consistent with Departmental policy, no additional car parking provision will be made for staff or visitor parking for inner city schools, where there is good public transport access and walkability. Any additional car parking is likely to result in a reduction of outdoor play space.

� Centre for Excellence in Teacher Training. Professional development and learning opportunities for teachers are being explored further as part of the Pedagogy Working Group.

� Acquisition of additional land for the purpose of increased open space.

Other issues that may impact on the implementation of the FLP include:

� Change in Government priority towards the FLP, from scenarios such as competing education projects, or a change in Government

� Strong community opposition causing delays or withdrawal of the FLP

� Extended land acquisition process causing delays to implementation

� Lack of funding causing delays to implementation

The risk assessment has identified a number of strategies to manage issues, however these will be further explored during design and implementation of the FLP.

13 Other Issues

Appendices

Appendix A School Endorsements

Appendix B School Enrolment, Projected Demand, and NAPLAN Performance Report

Appendix C Interim Stakeholder Engagement Feedback Report

Appendix D Needs Assessment Report

Appendix E Qualitative Research Findings

Appendix F FLP Learning Framework

Appendix G Community Engagement Report

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