master planning guidelines

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Asset Management Guideline

Master Planning

Document prepared by

Strategic Asset Management (SAM) Unit

Version 1.1 June 2006page 1 of 54


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Table of Contents

PREFACE............................................................................................................................. 31. Preamble.................................................................................................................... 32. Objectives .................................................................................................................. 43. Outcomes................................................................................................................... 54. Types and Categories of Master Plans.......................................................................55. Consultation ............................................................................................................... 66. Responsibilities .......................................................................................................... 6

PROCEDURES..................................................................................................................... 97. Overview .................................................................................................................... 98. Flow Diagram for the Management of Master Planning Processes............................. 99. Master Planning Process............................................................................................ 910. Summary .............................................................................................................. 15

11. Case Study ........................................................................................................... 15FORMS AND TEMPLATES ................................................................................................ 15

12. Forms and Templates........................................................................................... 15Attachment 1....................................................................................................................... 18Attachment 2....................................................................................................................... 19Attachment 3....................................................................................................................... 20Attachment 4....................................................................................................................... 23Attachment 5....................................................................................................................... 25Attachment 6....................................................................................................................... 26Appendix 1..........................................................................................................................31Appendix 2..........................................................................................................................33Appendix 3..........................................................................................................................34Appendix 4..........................................................................................................................36Appendix 5..........................................................................................................................43Appendix 6..........................................................................................................................44Appendix 7..........................................................................................................................49



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As can be seen, Master Planning is only one of the processes, which need to be initiated tomake best use of new and existing facilities. Other significant processes include Local AreaEducation Planning (LAEP) and Local Area Facilities Planning (LAFP), both of which resultfrom the implementation of the higher strategic directions listed above.

1.1 Opportunities for new school communitiesEQ has in recent years constructed, on average, about 3-4 new schools per year, initiating aprocess of greater community involvement in the master planning of those schools. This hasbeen facilitated through the creation of planning committees, in which the community andEQ officers participate.

The objective of the planning committee is to identify opportunities for the school to improvethe physical relationship between it and its local environment through the master planningand school design processes. This can involve investigations to determine how:

the school may be laid out on the site, including external access routes;

buildings may be aligned and the relationship between facilities;

improvements may be made to the internal configuration of buildings to improve theiruse and support for teaching and learning;

facilities might be used in a range of ways to support the community; and

ecologically sustainable development can be maximised.

In a typical planning timeline, the planning committee will be invited to form at least 36months before the new school is to open, to provide sufficient time for community input intothe planning, design and construction processes.

1.2 Opportunities for developments to existing schools

Existing schools receive new facilities for a number of reasons the school community might

be growing or the buildings may be due for upgrade or replacement through a buildingrenewal program. This creates an opportunity to look at the States investment of capital tooptimise the opportunity for improved educational service delivery and community use of thefacilities.

As with the construction of a new school, the opportunity may arise to locate the newbuilding so that its accessibility to or usability for the public is optimised. Additionally, itmight be possible to combine State and community capital funding through Stategovernment agencies, local associations or local government to improve the developmentat the school and create a better community facility.

2. Objectives

The objective of this guideline is to:

outline the overall design philosophy and planning framework for managing anddeveloping a school site, in response to client advice on future anticipatedenrolments, services and activities (both educational and community based and insupport of educational outcomes);

produce a site development plan and staging which accord with LAFP considerationsand which can be considered for inclusion in the EQ Capital Works Plan; and

identify issues which may have strategic import in the wider context of educationdelivery and which may have relevance in the development of the departmentalAsset Strategic Plan.

The objective of the policy formulation is to:



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5. Consultation

The following stakeholders have been involved in the direct development of this policydocument and accompanying guidelines:

Strategic Facilities Branch (SFB), Education Queensland;o Facilities Planning; and

o Strategic Asset Management Unit.

Regional Facilities Managers.

Following this level of development, the draft policy and guidelines will be published on theSFB web site for review.

6. Responsibilities

6.1 Central Office

6.1.1 Minister for Education

Approval of the Capital Works Program that will contain Master Planning projects.

6.1.2 Chief Facilities Officer

The Chief Facilities Officer has ultimate responsibility for the physical development of EQschools on new and existing sites.

6.1.3 Strategic Facilities Branch (SFB)

SFB is responsible for the planning and definition of the Capital Works Program within EQ.

SFB will normally initiate the master planning process (following Ministerial approval), havingidentified the locations in which new or existing facilities are to be constructed from theapproved Capital Works Program. SFB will often appoint a local project coordinator, throughits service providers, for the conduct of a particular Master Plan.

It is the responsibility of SFB to identify a funding source to which the master planning costsare to be attributed.

In concert with the project coordinator, SFB is responsible to commission a service provider,where appropriate, to provide professional technical assistance to the planning committee.

6.2 Planning Committees

The Planning Committee will be formed from the school community for a particular project. Itwill normally consist of, but not be restricted to:

School Principal and / or representatives from the school staff and student body;

Representatives from the School P&C Association;

Regional Executive Director and/or representatives from the Regional Office;

Regional Facilities Manager;

Facilities Account Manager;

Representatives from SFB; and

Professional disciplines from a commissioned service provider (such as ProjectServices).

The Planning Committee has the responsibility to develop a master plan for the school,

which reflects a balance between school educational outcomes, staff and student needs andcommunity expectations and resource constraints.



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6.3 Service Providers

Service Providers may be organisations such as Project Services or a private firm, whoprovide professional services to schools for the design and construction of facilities,including master planning services such as site investigation, site plans, soil testing etc.

A service provider may be appointed to supply services to assist in the conduct of masterplanning processes.

The use of external service providers has the effect of transferring a degree of the riskexposure from EQ to the service provider, appropriate to the services supplied, for theprovision of master planning advice.

In accordance with normal commercial practices, service providers have responsibilities,which include:

Consideration of workplace health and safety standards at the sites defined in theircontracts.

Liaising with and keeping SFB or the Project Coordinator informed of projectprogress, site access and WH&S issues.

Meeting contractual, commercial and legal responsibilities for the delivery of services,within the contracted timeframe and at the price quoted for their services.

6.3.1 Project Managers / Design Consultants (PM/DC)

A PM/DC may be appointed by the service provider to manage the delivery of masterplanning services.

Project Managers are those persons who are allocated by the service provider to manageand coordinate the provision of a range of master planning services to assist the PlanningCommittee with its considerations, including the publishing of the Master Plan report. They

shall be aware of the requirements of agreements and contracts with EQ and of theirresponsibilities under those agreements and contracts. The point of contact with EQ is to bethrough the SFB or the project coordinator.

The PM/DC may be requested to attend the regular meetings of the Planning Committeeand to report progress on the development of the Master Plan. His prime reporting line,however, is to the nominated EQ representative.

6.5 Regions and Schools

6.5.1 Regional Executive Directors (REDs)

REDs or their nominated representatives shall provide advice and guidance to assist thePlanning Committee and the school community in their considerations. They represent EQ

views on the educational outcomes expected of the school having regard to strategicoutcomes enunciated in Queensland State Education (QSE2010), Education and TrainingReforms for the Future (ETRF) and the EQ Strategic Plan.

REDs will be intimately involved in LAFP and Master Planning processes to position schoolservices within their Regions to optimise the delivery of educational services. The presenceof special education services and Regional support staff in schools requires specificconsideration by REDs.

6.5.2 Regional Facilities Managers

Regional Facilities Account Managers are officers allocated responsibility for the operationalsupport and advice on facility related issues to a number of nominated schools within the

area of influence of their Region.



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Regional Facilities Managers will ensure that a Facilities Account Manager is allocated toeach school within the area administered by the Regional Office. Facilities AccountManagers shall be a member of the Planning Committee, provide local assistance to theschool and Planning Committee in its considerations and, where possible, may assist in thefacilitation of the Master Planning process.

6.5.3 Schools

School Principals, members of the P&C and other members of the school community is thecore of the Planning Committee. They represent the wider school community, presentingthe input required to determine what service delivery outcomes are expected of the school,community outcomes and those issues and values which are considered important.



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PROCEDURES

7. Overview

The Chief Facilities Officer (CFO), Education Queensland is responsible for the successful

delivery of built assets at Education Queensland (EQ) schools.Facilities Planning, Strategic Facilities Branch or the project coordinator ensures compliancewith contract conditions entered into between EQ and service providers such as ProjectServices. Once the source of funding has been identified and Ministerial financial approvalgiven to proceed, Facilities Planning initiates the process for undertaking a master plan for aparticular school. In doing so, a Project Coordinator may be appointed by Facilities Planningto manage the process locally, in which case, the Project Coordinator then takes on thenormal project coordination roles and responsibilities.

A checklist has been developed to assist in consideration of issues related to masterplanning. The purpose of the checklist is to:

provide a standard approach to master planning; and

provide sufficient information to ensure that significant planning issues areconsidered.

8. Flow Diagram for the Management of Master Planning Processes

The process to be followed for the management of master planning at schools is shown inthe form of a flowchart in Attachment 2.

9. Master Planning Process

9.1 Project and Financial Approval and Project Creation

The Principal Advisor, Facilities Planning shall seek Ministerial approval before undertaking

a Master Planning exercise. This will normally be sought by preparing a General BriefingNote (GBN) requesting approval to proceed. An example of a GBN for this purpose is atAttachment 3.

Once approval to proceed is given, the Principal Advisor, Facilities Planning shall initiate aSAP Project Creation Form to be sent to Works Programming Unit, for the creation of an EQProject Number in SAP so that project costs can be attributed to the project.

9.2 Commissioning the Service Provider

The development of a Master Plan usually involves the use of the services of professionaldisciplines such as an architect, engineer, traffic engineer, town planners etc. Thesedisciplines are not available from within the resources of EQ and it is necessary to engageconsultant organisations to provide them. Each school presents a different range of issuesto be addressed and the range of professional services required will vary according to thesituation.

Where appropriate, Facilities Planning or the Project Coordinator shall request a serviceprovider (such as Project Services) to provide a quote for the supply of professional servicesto supplement the conduct of master plan for a particular school.

On receipt of an acceptable quote which complies with the Queensland GovernmentPurchasing Policy, the Project Coordinator may recommend to Facilities Planning that thequote be accepted and commission the successful service provider.



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9.3 Planning Committee Meetings and Project Progression

A five-step process is generally followed for Planning Committee meetings to progress theproject planning. The number of meetings is only indicative and can be varied dependingupon the complexity of the particular project.

CommitteeMeeting

Activity

1 Includes a discussion of the process to be followed, outlines roles andresponsibilities, considers enrolment trends and includes an assessment ofexisting facilities and practices. Community representatives acknowledge inwriting that they understand the process and recognise that there is nocommitment to action any of the recommendations arising from the exercise.Take into account the outcomes and given information established in the

LAFP process and which is relevant to the school.

2 Input from school and district to identify current educational programs andservices and perceived future needs, sometimes linked to an educationalbrief. Gap analysis undertaken and preliminary brief for architect outlined.

3 Preliminary Master Planning options tabled for discussion and identificationof issues. Aim to identify preferred option. Further input. Communitypriorities outlined, reviewed and formulated having regard to QSE 2010,ETRF and the EQ Strategic Planin terms of the categories and priorities

4 Refined Master Plan and notional staging presented for broader community

consultation. Feedback incorporated in final design. Initial corporateevaluation of proposals.

5 Master Plan and notional stages finalised. Corporate evaluation completedand recommendations submitted.

The need to develop a Master Plan for a particular school has a number of triggers. The listbelow is not exhaustive but are the major reasons why a Master Plan is instigated:

As an outcome following the completion of a Local Area Facilities Plan;

A forecast change to enrolments; Acquisition or disposal of all or part of a site;

A material change of use in neighbouring land use; and

Environmental changes.

9.4 Timeframe

Typically, the master planning process will be conducted over a 12-week period, dependingupon the complexity of the site and issues particular to a school. This apparent lengthyperiod allows sufficient time for community consultation.

9.5 Co-ordination



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The Principal(s) of the school(s) and Regional Executive Directos involved will normally beresponsible for:

identifying key stakeholders in the process;

issuing invitations to identified key stakeholders to participate in the process; and

notification and coordination of committee meetings including collation of agendaitems for discussion, recording of minutes and publishing the minutes to allstakeholders.



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The Project Coordinator, where appointed, will be responsible for:

project financial administration; and

coordination and approval of service provider activities relevant to the master plan.

9.6 Project Completion

The Project Coordinator is responsible for the beginning to end coordination of the masterplanning project, including the following finalisation tasks:

management of the project finances through to Financial Completion;

finalisation of the Master Plan at school level by obtaining a sign off from the SchoolPrincipal and school community / P&C Association;

finalisation of the Master Plan at Central Office by obtaining sign-off from the ChiefFacilities Officer and the Facilities Management Committee; and

provision of a copies of the completed Master Plan to the school, Regional Office,and relevant units in Central Office.

9.7 Format

At the completion of the project, the service provider is to present the master plan in a boundA3 or A4 format to the Planning Committee with text and tabular information in Word orExcel format. The number of copies of the document required is to be agreed at the time ofcommissioning and will depend upon the extent of consultation and stakeholders involved.

9.8 Briefing Requirements

Briefing requirements will vary according to the type and category of the master plan beingundertaken. Typical inclusions in a long-term master plan include:

projected enrolments, timeframe and related background information;

contour and detail survey;

existing facilities audit including current room usage data;

proposed shared facilities with local authority or other government agencies;

existing school-funded facilities;

existing and proposed buildings which require access for the public or after hoursusage;

proposed class grouping structure e.g. by year, multi-age and multi-year clustering;

proposed sub-school composition or proposed school precincts;

relationships between facilities and the site;

educational vision for the school (prepared by School Region and EQ central office);

mission statement (prepared by School, Region and EQ central office);

key cultural issues and community aspirations;

notional building configuration (optional);

notional open space to building relationships (optional);

visions for the school campus eg point of entry, celebratory places (optional);

school age and condition data



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If required

Geo-technical survey;

Traffic study; and

Environmental impact study.

Not all of this information may be available or required for a particular master plan and it willbe necessary to research and gather the information, as required, during the initial datagathering and consultation processes.



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9.9 Deliverables

A list of possible deliverables for each professional discipline from a service provider, whichmay be involved in a master planning process is shown at Attachment 4. The actualdeliverables to be provided are to be agreed and included in a fee proposal before the

service provider is commissioned.9.10 Relationship to other Strategic Processes

A school Master Plan is not arrived at in isolation but is one of the interim processesbetween the strategic directions set by the government and the delivery of built assetsthrough the Capital Works Program. The relative position of Master Planning in the assetmanagement journey is shown on page 3.

Local Area Facilities Plan. A Master Plan may be one of the outcomes from aLocal Area Facilities Plan. Facilities Planning continuously reviews the balancebetween service delivery and the facilities, which exist to deliver the services.When an imbalance or the potential for over-provision or under-provision is

identified, Facilities Planning has the responsibility to initiate action to rectify thesituation. This will normally result in the conduct of a LAFP for an area or acluster of schools.

Enrolment Management Plan. A recommendation for a Master Plan to beundertaken is an asset-related solution whereas the development of anEnrolment Management Plan is a non-asset solution.

An Enrolment Management Plan may be undertaken by a school and/or Region,without the need for Central Office intervention, again depending upon thecomplexity of the situation in a particular area. Central Office will, however,assist the deliberations by the provision of a frame of information, derived fromdata sets and information, which is being constantly monitored and updated.

Capital Works Program. Works that are identified in a Master Plan may bestaged over a period of time to meet an expected growth or renewal pattern.Early identification of these works assists in their consideration as justified bids tobe programmed in the EQ Capital Works Program. As bids far exceed the fundsavailable, however, these bids will be subject to the application of statewidepriorities.

Asset Strategic Plan. Strategic issues identified in the LAFP and approvedcapital works identified in the Master Plan provide inputs to the departmentalAsset Strategic Plan.

The Asset Strategic Plan provides the strategic context within which the Master Plan should

be framed, outlining the conditions under which development may occur, in compliance withcurrent government policy and guidelines. This significantly influences the priorities, whichmay be applied to solutions proposed in a Master Plan and thus the funding which may beallocated to a particular project.

9.11 Affirmation of Understanding

It is important to ensure that stakeholders fully understand what is involved in a Master Plan,including the limitations, which may affect its implementation. The time spent doing this mayobviate unrealistic expectations being raised during and post master planning processes.

An information sheet titled The Master Planning Exercise at Attachment 5 has beendeveloped for counter-signing by the School Principal and a Community Representative.The Project Coordinator should ensure that the process is fully explained and obtain

signatures on the sheet prior to the start of the process.



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9.12 Triggers

A Master Plan may be triggered by a number of events as previously discussed. Otherevents may dictate the need for a plan to be undertaken, including the desire of a schoolcommunity to address perceived shortfalls in assets or educational delivery.

It may be that a school community may wish to fund its own master planning exercise inorder to achieve certain outcomes. In this case, the school is advised to contact FacilitiesPlanning to ensure that the process it intends to use is acceptable to the department andthat the outcomes can be linked to the parameters set by government policy.

10. Summary

The development of a Master Plan for every school is desirable but not practical because ofthe cost involved and often, there is no need to change the design standard, configuration orlayout of the school involved.

Having regard to the strategic directions set for EQ by Government policy and strategicdocuments, the Principal Advisor Facilities Planning will prioritise the need for Master Plans

to be undertaken, selecting those schools which have the highest need. On occasion, aMaster Plan may be initiated by direction from higher authority.

The process is intended to be consultative and transparent, involving a wide cross-section ofthe school community. Equally, it is expected that participants will be informed and familiarwith Queensland Government policy and strategic directions, in order to be making reasoneddecisions. EQ staff is available to assist all participants with the process and to assist withfacilitation.

The development of a Master Plan does not commit EQ to funding all or part of the plan. Itdoes, however, provide a blueprint for the preferred asset development to meet identifiededucational delivery outcomes. The inclusion of the proposed works to implement the planwill depend on their relative position in relation to statewide priorities.

11. Case Study

A case study of a typical Master Planning exercise is at Attachment 6. It is only indicativeof how the information is collected and presented and should be viewed as a guide to theprocess.

Attachments

1. Project Managers Monthly Report

2. Flow Diagram Management of Master Planning Processes

3. Example Submission for Action

4. Master Plan Deliverables

5. The Master Planning Exercise SignOff Sheet

6. Case Study

FORMS AND TEMPLATES

12. Forms and Templates

The checklist template for the conduct of a typical Master Planning exercise is attached:

Checklist for Master Planning Process



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Attachment 1



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Attachment 3

Noted/Supported by D/G.....Date ././.

Noted / Approved / Not Approved

Minister ...GENERAL BRIEFING NOTE Date .././.

TO: THE MINISTER Date Action Required By:

SUBJECT: XXX State School - Proposed Deletion of project from Capital WorksProgram

RECOMMENDATION

1. It is recommended that the Minister:

endorse deletion of a T2000 for XX State School from the Capital WorksProgram, to be replaced with the undertaking of minor works as necessary toaccommodate enrolments.

That you endorse commencement of a Master Planning exercise.

That you endorse as part of the Master Planning exercise consideration of all

options, including the non-asset option of capping enrolments at XX State Schoolwithin the existing site capacity (a sensible figure that would be negotiated withthe school community). Any other option is likely to require significant capitalinvestment at the site as part of the Capital Works Program.

Comments:

BACKGROUND

2. This area is one of a number of inner city suburbs currently under-going urbanrenewal. Neighbouring suburbs are under-going similar transformation and schools inthe area are seeing resurgence in enrolments.

3. Education Queensland included provision of a relocatable classroom building for XXState School on the draft Capital Works Program previously presented to the Minister.This building was to cater for forecast enrolment growth.

KEY ISSUES

4. XX State School is likely to form 14 classes, with a capacity of over 322 students, for

the commencement of 2003 and is forecast by the Principal to continue growing tobetween 320-350 students over time.



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5. Current resident student numbers are some 220 students, of who less than 130 attendXX State School. The schools 2002 enrolment of 279, and 2003 forecast of 300,reflects a significant out-of-catchment take.

6. It is not possible to forecast at this time whether resident student numbers will increase

to the Principals desired 320-350 enrolments over time.7. Site inspections by a range of departmental officers, supported by officers from the

Department of Public Works, have concluded that there is no physical space on thesite on which to site a T2000, or any other form of relocatable building, other than onthe existing tennis court.

8. The school currently has 14 classroom spaces, including one hire building that theschool uses as a music room. Under the departments current Capacity Models aschool of its size has no entitlement to a flexible space.

9. Fit-out of the hire building as a classroom for 2003 and transfer of the music programto an existing temporary space adjacent to the tuckshop would increase the schools

capacity to 322 and should enable the school to meet core needs for commencementof the new school year.

10. Like many schools of its era, XX State School has a magnificent appearance highlyvalued by its community, but is in many ways dysfunctional in terms of currenteducational requirements. Small classrooms (many only 30-36m2), poor connectivity,and non-compliance with current Building Code requirements are amongst the manyconcerns. Only 3 of the 11 permanent classrooms meet current departmentalstandards for facilities provision.

11. Situated on a very small, sloping site, the school has only limited potential forredevelopment and renewal, and this will likely involve the loss of limited play space.An initial site inspection suggests only one option at this time, to construct a multi-

storey building on the tennis court site. This should then enable refurbishment ofsome existing spaces.

12. A Master Plan is required to ensure the best outcome possible is achieved within theexisting site constraints.

13. It is anticipated that any redevelopment of XX State School will be very expensivegiven that existing buildings and infrastructure will need to be made compliant withBuilding Code requirements.

14. Undertaking a Master Planning exercise at XX State School will undoubtedly raiseexpectations for significant capital investment in the school as part of the CapitalWorks Program.

15. Whilst there may be little community support for this option, capping the school withinthe existing site capacity until a clearer trend of resident student numbers emergeswould off-set any need for capital investment at this time.

16. Consultation has occurred with the Regional Executive Director and A/Principal whosupport the current proposal to delete the T2000 and fit out the existing hire buildingfor classroom use.

17. Advice from the A/Principal is that the community will support this decision providedthat progress can be seen with the Master Planning exercise. Master Planning cancommence this term and should be completed by the end of Term 1 next year.

18. It is proposed that consultation with the local Member occur following the Ministers

consideration of the below recommendations.



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Director:

Signature: Date: / /

Comments:Chief Finance Officer:


Approved - Not Approved - (CFO explanation below)

Not Applicable - (CFO determines no resourceimplications)

Comments:

Assistant Director-General:


Recommended - Not Recommended -

ADG: Is consideration by the DG required prior to forwarding to the Ministers Office?YES NO

Comments:

Deputy Director-General:


Recommended - Not Recommended -

DDG: Is consideration by the DG required prior to forwarding to the Ministers Office?YES NO

Comments:



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Attachment 4

MASTER PLAN DELIVERABLES

The following are a list of deliverables, which may be required from professional disciplines

in order to achieve a satisfactory master planning result. These services will normally beprovided by a commissioned service provider.

Discipline Deliverable

Architectural Site Plan showing all buildings, site structures,services, surfaces, roads, paths, landscaped areas

An outline of all options considered and detail of theagreed option

A record of process, assumptions and discussions toarrive at the preferred solution

Staging framework for future development

City context and suburban location plan

Pedestrian and Cycle circulation plan macro scale

Pedestrian and cycle circulation plan school campus

Vehicular circulation plan servicing and car parking

Open space analysis and building entry points

Existing site uses and land uses plan Key site attribute analysis

Vistas and view analysis

Aerial photographs of precinct overlaid with basedrawings indicating shade patterns

Shadow analysis and sun lighting analysis

Climate analysis winds, storm, dust, overland flow,micro-climatic conditions, significant physical hazards

Quantity Surveying An indicative cost for total implementation of the masterplan (Costs for new buildings by rate/m, costs forrefurbishments based on design team advice only)

Detailed estimate for Stage 1 (or subsequent stages)

Landscape Architecture Conceptual landscape layout plan

Physical site analysis showing slopes, views,vegetation, areas of rock etc

Functional site analysis showing vehicular andpedestrian circulation

Vegetation analysis detailing vegetation that can beremoved or which must be retained



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Discipline Deliverable

Civil Engineering Water supply pressure and flow test results andanalysis

Report on existing sewerage infrastructure and anyadditional development required

Report on storm water disposal

Comment on requirements for earthworks, retainingwalls etc

Electrical Engineering A site plan showing conceptual layouts of electrical,communications and security systems;

Report on existing electrical, ICT and securityinfrastructure and any upgrading or development

Mechanical Engineering Layouts of mechanical services showing locations ofwood waste cyclones, gas mains etc

Report on existing mechanical infrastructure and anyupgrading or development required

Environmental Engineering Environmental analysis (checklist)

Brief report on problems identified and their effect onthe master plan

Project Management Indicative program for implementation of the totalmaster plan

Detailed program for implementation of Stage 1 (orsubsequent stages, as appropriate)



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Attachment 5

The Master Planning Exercise

School:

Date commenced:

What is a Master Plan

A Master Plan results in a scaled site drawing that pictorially represents a point-in-time vision as tohow a school, or other, site may physically develop over time.

Why Master Plan

The purpose of Master Planning in schools is to provide a logical development strategy, whichsupports the service delivery requirements of the school

A Master Plan should result in the identification of forward-looking, logical and cost-effective activityprecincts that take into account all engineering and environmental factors impacting upon a site. AMaster Plan may also propose a logical development sequence.

A Master Plan should guide future site developments.

A Master Planning exercise can act as a stimulus to the development of supportive non-assetsolutions that may assist in community development over time.

The Client

The client is the Minister for Education through his/her delegated officer the Chief Facilities Officer.

Community consultation, including the school and its wider community, is an integral part ofdeveloping any Master Plan.

Revisiting a Master Plan

Not all school sites have been master planned. However, this has increasingly been the case over

the last 50 years as schools have grown larger in response to more intense urban development.

The need to revisit a master plan arises where client requirements, or environmental factors, change.Typical factors that may trigger a review of the Master Plan include: a forecast change to enrolments;acquisition of additional land, or disposal of part of a site; a material change of use in neighbouringland use; or, environmental changes (usually man-made).

Whilst other factors can be anticipated to arise during consultation, Education Queenslands focus formaster planning will be on development within the school boundary.

A Master Planning exercise is not.

A commitment to resource funding.

A commitment by the client to follow a Master Plan.

Implementation of one, or all, elements of a Master Plan remains subject to Education Queenslandsnormal capital works prioritisation process.

We, the undersigned, affirm that we have read and understood the purpose of the Master Planningexercise being undertaken at the above-named school on the date shown.

Principal Community representative



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Attachment 6

CASE STUDY Typical School Master Plan

The information in this case study relates to a State School and is typical of a Master

Planning exercise. It should be taken as indicative of the processes which participantsfollow and the outcomes to be expected.

Initiation

In mid 2001, potential increases in staffing and enrolment at the School were identified asissues, which might impact upon the operations of the school, if nothing was done toaddress them.

An analysis was conducted by one of the Needs Analysis Officers at Facilities ServicesBranch resulting in a Preliminary Accommodation Audit being completed (Appendix 1).

Concern about enrolment growth at the school and the ability of the school to cope with theexpected growth, over time, within the existing facilities was supported by the District Office

in a Briefing Note to the Minister in November 2001 (Appendix 2).A short Brief was prepared for the Chief Facilities Officer, the summary of which indicatedthat:

The schools enrolment had increased significantly in recent years, mainly as a resultof out-of-catchment growth. There was, however, significant capacity for in-catchment growth in coming years, with a sustainable enrolment of over 700anticipated.

The original school was opened in 1935 and had been added to over time with amixture of permanent and relocatable building stock. There had been no master planfor the sites development and future growth was not well catered for, although the

site was sufficient in size (a large portion of the site yet to be cleared). The sites layout, access issues and proximity of original buildings to adjacent roads

presented challenges. Considerable capital investment would be required over timeto enhance the site.

It was considered likely that additional classroom accommodation would be requiredfor 2003. A permanent solution appeared appropriate and was to be considered.

Student accommodation for the commencement of 2002 was to be addressedthrough provision of 4 additional relocatable GLAs (including 2 hire buildings).

The outcome from these concerns led to the decision to undertake a Master Planningexercise for the school. This was initiated by the Principal Advisor, Facilities Planning in

consultation with the Regional Executive Director, and the Principal.Commissioning the Service Provider

Education Queensland does not have the expertise or professional disciplines required toinvestigate technical matters associated with the production of a Master Plan. It wastherefore necessary to obtain consultancy services through a service provider to accessthese services.

For the School Master Plan, Project Services, Department of Public Works was invited tosubmit a Fee Proposal to produce a Master Plan for the School. A copy of the extent ofservices, which were offered, is at Appendix 3.

Investigations. Each site differs in terms of the requirements for site investigations,

depending upon the nature of the exercise and what information is already held for that site.In this case, significant investigations were required for the following:



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Environmental Issues;

Amenities Blocks;

Sewerage and in particular the re-siting of the sewerage holding tank;

Electrical capacity of switchboards; and Traffic management.

An Initial Site Report was prepared by Project Services to provide a start point and contextfor investigations. A copy is at Appendix 4.

Forming the Master Planning Committee

The School Master Planning Committee was formed. The appointments of those whoattended most meetings as members of the School Master Planning Committee were:

School Principal

School Deputy Principal

President P&C Association

Regional Executive Director

Project Services Project Manager

Project Services Architect

Principal Advisor, Facilities Planning

Needs Analysis Officer, Facilities Services Branch

As part of that process, the School Principal and a Community Representative were invitedto sign a document, which acknowledged the expected outcomes of the Master Planning

Exercise, a copy of which is at Appendix 5. The purpose of this document is to ensure thatthere are no unrealistic expectations about what a Master Plan is likely to achieve.

Committee meetings were held on:

5 December

21 January

30 February

4 March

14 March

Meeting OutcomesMinutes were taken at each meeting and recorded by the Needs Analysis Officer, whoratified the Minutes with the Principal and the Principal Advisor, FacilitiesPlanningbeforedistributing them to participants.

At each meeting, the Project Services Team was invited to present the results of theprevious periods investigations. These outcomes generally included preliminary and (later)developed scaled site drawings of how the school might be developed, over time. TheCommittee was given the opportunity to peruse and discuss the layouts, to make commentand to decide what options were preferred.



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Key Issues for Resolution

To cope with the expected increase in growth of student numbers within the schoolcatchment area and beyond, the key issues, which were identified for resolution in thisMaster Plan were requirements for:

More classroom accommodation;

More toilet facilities;

Replacement of the existing resource centre;

Special Education facilities; and

Replacement of the existing Administration facilities.

Presentation of the Master Plan

The final Master Plan Site Drawing for the school is shown at Appendix 6. The drawingsinclude a proposed staging program with responsibilities assigned to community and

Education Queensland for the completion of particular Stages.At Attachment 7 is the Cost Plan A, which was prepared by Project Services as the ProjectInitiation Brief for the development of the Master Plan for the site.

It is pertinent to note that no timeframe is specifically attached to the Master Planningexercise itself as the funding approval timeline cannot be guaranteed.

The significant proposals contained in the Master Plan as a result of the considerations ofthe Master Planning Committee were:

Construction of three new double storey GLAs;

Construction of a new Amenities Block;

Construction of new Preschool; Construction of new Special Education Unit;

Construction of a new Bus Set-Down and car park;

Relocation of the existing Sewerage Holding Tank and connection to CouncilSewerage;

Upgrading of Fire Mains and Electrical Switchboard;

Provision of new system of covered links, pathways and roads to link all new andrelocated facilities;

Provision of new tuckshop which would be more centrally located to the Campus;

Relocation of the School Oval;

Enclosure of the Covered Games Area; and

Relocation of the existing After-School Care building.

Implementation of the Master Plan

The completion of a Master Plan does not imply that there is a commitment to implement theoutcomes from the Plan or for Government funding to be provided. It is a process, whichrepresents a vision as to how a school or site may be physically developed, over time. Theimplementation of the Master Plan is subject to Education Queenslands normal CapitalWorks prioritisation process.



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Highest priority for Capital Works is generally given to the provision of additional classroomsto cater for in-catchment growth as well as to the adequate provision of toilets.

The works proposed in the School Master Plan may be put forward as bids in the annualround of Education Queensland Capital Works Program, accompanied by justification for the

particular stage to be included.Bids remain subject to prioritisation at the school, District and statewide level before beingconsidered for inclusion in the Program by the Capital Works Management Group at CentralOffice. It is only when the annual Capital Works Program is signed-off by the Minister forEducation and a project is shown as a line item in the Program and funded in the StateBudget that planning, design and construction can actually start.

Conclusion

The School Master Planning exercise is considered to have been a successful process,which was completed in a timely manner. It provides the school community and FSB staffwith sufficient strategic information upon which to progress the development of the School,

as growth occurs.Key Lessons from the Master Planning Process

The key lessons, which can be drawn from this Case Study, are:

Consultation The Master Planning Process is an inclusive process based on wideschool community consultation to ensure that there is shared ownership of theoutcomes. At the School, this included School, P&C, Region and Central Officeinvolvement as well as contact with local authorities and State Government agencies.Contact with local residents is made possible through interaction with the P&CAssociation.

Timeliness By conducting a Master Planning exercise ahead of potential

problems, the school community has the opportunity to carefully consider the issuesand to plan solutions, which will result in the best outcomes for educational delivery,rather than suffering knee-jerk reactions with inadequate results. At the School, theissue was addressed ahead of the anticipated growth, which is expected to occur infuture years.

Cost-Effectiveness The provision of professional technical advice and servicesresults in opportunities to identify cost efficient solutions to provide facilities. Optionscan be canvassed and further investigated before decisions are made for a particularcourse of action. At the school, Project Services was able to provide the range ofprofessional services necessary to support the exercise.

Understanding The schematic pictorial representation of the Master Plan provides

an easy reference to which most participants and community members can relate.The essential elements of the Plan are incorporated including proposed Staging andan allocation of responsibilities to further the Plan.

Compliance with Government Priorities Provided the deliberations of the MasterPlanning Committee proceed with reference to Government policy and direction suchas QSE-2010and Education and Training Reforms for the Future, the outcomes for aMaster Plan should comply with Government priorities. The effect of this is that theproposed solutions should be able to be included in the Education QueenslandCapital Works Program, over time, with a minimum of further justification.

Appendices:

1. Preliminary Accommodation Audit2. Regional Brief



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3. Services offered by Project Services

4. Initial Site Report Project Services

5. Master Plan Sign-Off document

6. Master Plan Site Drawing7. Cost Plan A



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Appendix 1

Preliminary Accommodation Audit

(Based on current accommodation files @ 10 September in Facilities Services Branch may need to

be confirmed by site inspection or by verification from officers who recently visited school)General Learning Areas (GLAs)

12 GLAs in permanent buildings

4 GLAs in modular building type B

Teaching space capacity is 388 students in years 1 to 7

February enrolment was 382 students in years 1 to 7

Forecast is for 433 students in years 1 to 7.

School Catchment and Patronage Analysis data is not yet available for 200X enrolmentnumbers. However, based on the 200X enrolment of 320 students in years 1 to 7, only 50%

(or 160 students) of the schools enrolment actually resided within the schools designatedcatchment area. The balance of students attending the school resided in the catchmentareas for other nearby schools.

Music

Music classes are held in a normal teaching space. A designated music facility is normallyonly considered when enrolments are maintained over 600 students at a school. Theprovision of this facility is not an automatic entitlement and is subject to EducationQueenslands capital works prioritisation process.

Administration

The administration area is currently in Block A.

Should enrolments continue to increase to forecast peak of 750 students, the administrationarea would be as follows:

Room Existing Area Notional Area

Principals Office 17m 17m

Deputy Prin. Office (2 of) Nil 34m

Casualty/Health Services Rm N/Am 19m

General Office N/Am 23m

Printery N/Am 18m

Secure Store N/Am 30m

Public/Student waiting area N/A 15m

Staff Common Rm 35m 82m

Total N/Am 238m



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Resource Centre

Existing Area is 70m (Notional area is 231m for forecast peak enrolment of 750 students 3 bay library of 173m for 545 students and full library of 230m for 750 students).

Amenities

Item Existing provision Notional Provision

(Based on 472 students in2003)

Boys pedestals 5 5

Boys urinal 3.4m 4.8m

Girls pedestals 6 15

(Based on up to 40 staff)

Male staff pedestals 1 1

Male staff urinal nil 0.6m

Female staff pedestals 2 2

For 750 students an additional amenities block would be required to provide an additional 2pedestals and 3.2m urinal for male students, additional 5 pedestals for female students, 1additional pedestal and .6m urinal for male staff and 1 additional pedestal for female staff.Any new/additional amenities are now constructed with a self-help amenity.

Covered Play Area

Existing areas under Blocks A and B total 347m

Notional area is 440m (on forecast 2003 enrolment of 472 students)

Notional area is 704m (on forecast peak enrolment of 750 students)

Prepared by:

Facilities Services Branch



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Appendix 3

RANGE OF SERVICES OFFERED BY PROJECT SERVICES

Architect

Collect and evaluate existing data and information (existing site plans, surveys, audits etc);

Review briefing information, arrange to obtain additional information where required;

Conduct site investigations and analysis;

Analyse existing site uses/ land uses;

Meet with the Client and stakeholders;

Public consultation as required;

Develop philosophy / theme / character in consultation;

Identify major zones for building, recreation and conservation;

Open space analysis & building entry points;

Assess circulation and access requirements for pedestrians, bicycles and vehicles in conjunctionwith Local Authority where required;

Consider city context & suburban location plan;

Shadow analysis & sun lighting analysis;

Analyse key site attributes, vistas & views;

Determine notional footprints of future buildings and facilities;

Liaise with and coordinate the work of all other professional disciplines;

Develop and analyse various master plan options;

Present master plan options to the client and key stakeholders; In conjunction with Client agree final option ;

Determine staging framework for future development;

Prepare final site layouts and reports (with required amendments); and

Final presentation to Client and stakeholders.

Civil Engineering

Gather and analyse existing data and information (any existing site plans, surveys etc);

Liaise with local authority regarding site infrastructure e.g. capacity of sewerage systems etc;

Conduct site investigations;

Discuss and co-ordinate with architect regarding building locations;

Assess feasibility of roads, car parks etc proposed by the architect;

Assess requirements for earthworks retaining walls etc.;

Arrange testing of water supply pressure and flow; and

Provide advice to the Quantity Surveyor.

Electrical Engineering

Retrieve and collate existing data and site information (any existing electrical site plans, etc);

Liaise with local electricity supply authority regarding site infrastructure e.g. capacity ofsubstations etc;

Liaise with Telstra to determine telephone requirements;



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Discuss and co-ordinate with architect regarding locations of switchboards etc;

Liaise with the Client to determine staging requirements for electrical infrastructure e.g. shouldmains be initially sized just for stage 1 or for the total development;

Develop a conceptual electrical, communication and security systems layout; and

Prepare indicative costs for all electrical services.

Mechanical Engineering

Locate and analyse existing data and site information;


Discuss and co-ordinate with architect regarding locations of kilns, fume cupboard exhausts,wood-waste cyclones, air conditioning condensers etc.; and

Prepare indicative costs for all mechanical services.

Environmental Engineering

Gather and evaluate existing data and information;

Conduct site investigations at both dawn and dusk to assess local fauna;

Conduct cultural heritage consultations;

Liaise with the Environmental Protection Authority regarding any local or specific requirements forthe site;

Complete the environmental checklist and identify any potential problems; and

Liaise with the architect and other disciplines to assess the impact of identified environmentalproblems on the master plan.

Landscape Architect

Retrieve and collate all relevant available information and site data;

Undertake field surveys;

Prepare initial site analysis in consultation with the Client;

Conduct a constraints and opportunity analysis by summary of site information onto a series ofoverlay plans, tables and matrices;

Develop a conceptual landscape layout;

Field verification of the summary data and production of final plans.

Quantity Surveyor

Liaise with all other disciplines to obtain relevant information regarding pricing; and

Prepare all required estimates.

Project Management

Assemble and brief the project team;

Establish communication and decision making processes;

Establish and agree the program for preparation of the master plan;

In conjunction with the architect coordinate input from all team members;

Compile draft master plan with supplementary data and costings;

Manage Presentation of master plan to Client and stakeholders;

Arrange amendment of master plan as required; and

Compile final report with drawings, schedules and cost plans.



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Appendix 4

INITIAL SITE REPORT FROM PROJECT SERVICES

THE SITE

Location

The school of the present is located at XXX, and is sited on 6.677 hectares of land in a semi-rural area on the outskirts of the Brisbane Metropolitan area and is enjoying its sixty-sixthyear of Education. It caters for the local community, a mixture of acreage style livingcombined with rural urban style and more recently straight urban style. The school site isbounded by XX Road ,YY Road and ZZ Road.

The sites frontage is to XX Road and this is now the main access road.

The school campus is of an L-shape. It slopes mainly from north/west to south/east. Duringwet periods most of the water drains towards YY Road reserve following the contouring ofthe site.

Built Environment

The buildings at the school are basically a mixture of old and new. The Administration areaand Resource Centre are located in Block A, and a small Tuckshop under Block B.

Block A and B are of the old style, brick and timber while Blocks C, D and the Modulars aremore modern structures.

The grounds are well maintained, thoughtfully planned out, pleasant and clean. Gardenareas are barked and thickly planted with shrubs and trees. These surround many buildingsas well as providing a barrier against busy XX Road.

A pleasant fenced Environmental Area leads to an off-road car park for parents andincludes a seated recluse for classes and students.

There is a large oval with a cricket pitch, small oval with pitch, tennis court, cricket practicenets, a netball court and practice basketball facilities. Handball courts are located under ahighset classroom block. P&C Funding, combined with Government Grants has provided alarge covered area for the students. This is called as Sports Hall on the Concept Plan.

As future funding becomes available this will be upgraded to an Indoor SportsArena/Assembly Hall.

Preschool and junior and senior school adventure playgrounds, shade covered, featureprominently in the grounds.

The P&C Association, groundsman and students take enormous pride in grounds

maintenance, with regular community working bees occurring to assist with thismaintenance.

Vehicular and Pedestrian Access

At present there is one formal car park on campus for staff and visitors parking. This carpark is accessible from XX Road and is partly unsealed at present, except for 10 sealed carpark spaces immediately adjacent to the access road. There exists a potential hazard to siteusers in the very restricted set-down area along XX Road.

Better conditions for a car park and a set-down area exist along YY Road and this isaddressed by the Site Development Concept Plan. The new car park is to be constructed inMay 2002 by Brisbane City Council as part of an agreement between the Council and theschool.



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Pedestrian flows through the site form on a hierarchy of pedestrian links a central spine,secondary formal links and informal pathways.

The central pedestrian spine runs from XX Road and between Building A and B in thesoutherly direction and forms a covered link. From this central link, other covered area

pedestrian links to individual school buildings off this spine form the secondary formal links.Informal pedestrian paths have developed over time as the users have taken a more directroute between buildings and the linkages with the surrounding area have been established.

The central pedestrian spine will continue in the Concept Plan turning 90 deg to the lefttowards YY Road main pedestrian and vehicular access Entry Point The main entry pointfor visitors to the school needs to be clearly defined at street level. The current display ofsigns (9 number in total) along the XX Road frontage should not be repeated along YYRoad. Consideration should be given to reducing and rationalizing the number of signscurrently along the XX Road Frontage.

Access points Vehicular, Pedestrian, and Bicycle access points to the school need to be

separated and preferably contained along one street frontage only. For security andsupervision purposes if YY Rd. were to become the main access point for the school then itwould be desirable to have a very limited access off XX Road.

Topography Hydrology and Soil

The site is part of low plateau (30 90m above sea level), which is traversed by minordrainage lines. Within the building zone the slopes vary depending upon the earthworks thathave occurred as a direct result of construction.

Surface water on the site is directed according to landform. Overall the site has a generalcross fall from the south/west corner to the north/east corner.

Within the building zone the water is controlled only to a degree by surface drains.

Geo-technical results have not been available, however, site inspection revealed a silty claytopsoil with underlying reactive clays.

Materials

Building materials in the older buildings are mainly timber and brick. In newer buildings. theycomprise of F.C and a metal all and roof cladding.

The landscaping of a site can be categorised into hard and soft landscape materials.

The soft landscaping materials include such items as grass, plants, soil and mulch. Theplants used on site are a mixture of native and introduced vegetation. The hard landscapingmaterials are items such as bitumen, seating, garden edging, fencing and lighting. Atpresent there is a variety of materials used throughout the school campus, some of which

are listed below:Surface treatment - mainly concrete paths, bitumen court

Garden edging - timber logs and edging on the ground

Seating - timber benches

Visual Environment

Currently, the school has a low visual profile in the neighbourhood and presents frontage toXX Road with a neat appearance. The edges of the site are of reasonable visual quality inthe broad sense having well established tree cover.

There are a number of large gum trees on the site these should be retained as is practical

taking into consideration the health and age of the tree and hazard potential with regards todropping limbs.



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In the redevelopment of the grounds, good views can be enhanced and poorer viewsscreened by plantings and structures to create a more harmonious whole site in balance withits neighbourhood and with a visual identity in the neighbourhood particularly from its frontentrance.

Eucalyptus species should not be use in the new proposed building zone.Bush Reserve

The existing bush reserve at the rear of the site is predominantly Casuarina spp. with a mixof paper barks and some large scribbly gums. The understorey is mostly grass. There is alarge amount of dead wood amongst the Casuarina groves on the western side of the bush.There are currently several tracks through the bush including a track to ZZ Road. Thisreserve of bush is a valuable resource to the school as a teaching resource/environmentalarea and as a buffer to ZZ Road and surrounding residential land uses.

THE SITE DEVELOPMENT CONCEPT PLAN

The Development Concept Plan for the school was commissioned by Education

Queensland. It was commenced with a site visit and inspection in consultation with theschool staff and parents representatives. Also the advice of the Regiont, EQ was given withregard to the need for Special Education Buildings.

Consecutive meetings between the Stakeholders have highlighted various issues presentedbelow as constraints and potentials and the way to address them.

CONSTRAINTS

Vehicular access from busy XX Road. Limited staff car park. No vehicular set-down andcar park for parents.

Existence on site of structures located in strategic positions and not being viable forrelocation i.e. tennis court, Sports Hall.

Shape of school site L-shape difficult to plan effective pedestrian circulation.

Sewerage system in need of modernising.

POTENTIALS

Retention of existing bushland classified as significant vegetation ecosystem and ofconcern under the VM Act.

Consolidation of buildings into a tighter building zone to maximise the size of the bushland.

Provide new facilities and access for both formal instruction and informal exchange

To establish a sense of place that is special to the school and one that is not lost or

compromised over time.Goal of environmental responsibility resulting in:

Protection of existing trees with min. necessary felling and replacement planting with thespecies of local provenance.

Water run-off controlled to minimise erosion to the school grounds and off sitesedimentation of drains.

To upgrade community links and involvement with the school.

All this has been incorporated into the Development Concept Plan, which is reflecting theschool aspirations at this present time.

Brisbane City Council Transport and Traffic Branch assisted in the location of new bestvehicular access for parents car park and set-down.



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The Site Development Concept Plan is a guide document for future planning anddevelopment of the school grounds and as such it may be used to determine priorities,financial allocations and implementation of proposed work in a staged plan.

Each stage of the plan to be implemented will require further planning once a decision to

proceed has been reached. Appropriate, experienced and professional services should besought in this implementation.

This Site Development Concept Plan includes the following:

This report

Existing site plan as per Feb 2002

Site Development Concept Plan

Staging Plan

The report contains descriptive and supplementary information pertinent to the ConceptPlan.

The site development Concept Plan presents an image of the redeveloped grounds.

The Site Development Staging Plan shows stages of proposed development.

The Site Development Concept Plan is not immutable but is an instrument to providecommon ground for now and the future for integrated development of the school.

The plan should be fully accessible to the school community at all times.

SUPPLEMENTARY INFORMATION

EXISTING SERVICES

Sewerage Facilities

1. Current Situation

Subsequent to a site inspection and discussion with the Principal and theGroundsman/Janitor, the following observations are made regarding the existing system.The school has two septic tanks that drain to a holding tank, which is pumped out everyTuesday and Thursday. The holding tank has a capacity of 30 000L. The septic tank at theMain Amenities Block is estimated to have a capacity of 4 000L. The septic tank at thePreschool is estimated to have a capacity of 3 800L. The school does not have waterssaving cisterns or urinals.

The septic tank at the Main Amenities Block had a brown/black scum layer and similarsludge layer. There was no discernable water layer in the tank. This would indicate that this

septic tank has not been pumped out for an extended period and should be attended to as apriority. The septic tank at the Preschool had no scum layer or sludge layer. This would tendto indicate that the contents are being flushed out of the tank, however, usage patterns bythe Preschool may predispose the tank contents to have lower proportions of solid wastes.

Enquiries regarding frequency of pump out indicated that the holding tank was regularly fullevery couple of days. Some overflows had been experienced from the holding tank, but notthe septic tanks. Discussion with the groundsman indicated that QBuild had estimated5 000L per day from the school, however, when suggested that this meant the holding tankshould only require pumping every 5-6 days, he stated that the tank would reach capacityquicker than this. This may be a result of the collection of grey water from several teachingblocks.

Power supply to the school is currently only single phase. The holding tank is located nearthe main oval and the covered games area, giving rise to a potential health risk to students



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during meal breaks, if overflows occur. To minimise this, the groundsman has erected atemporary fence around the holding tank to reduce accessibility.

This increase in population is likely to increase the frequency and maintenance costs oflong-term pump out of the holding tank

2. Possible solutions

2.1 Onsite Sewerage System

Onsite treatment and subsurface disposal should be possible, subject to geo- technicalinformation and modelling. There is a 2 470 m2 buffer between the oval and the bushlandremnant on the rear of the School site, which currently contains the long jump pits and is notfrequently used by students, however, it is proposed in the new Master Plan to constructbuildings in this area. The sports oval would also provide approximately 4 000 m2 of disposalarea, subject to geo- technical investigations.

A treatment system could be located near the old transpiration area (Plate 6) providedaccess to the treatment plant in wet weather was established by the extension of the existing

gravel road.

Subsurface disposal in the indicated areas seems feasible, subject to Geo-technical andMEDLI modelling results. There is more area available in the remnant bushland area on thesouthern portion of the site, however, the addition of effluent to this area may causeecosystem changes and therefore have unfavourable environmental impacts.

Geo-technical results have not been available, however, site inspection revealed a silty claytopsoil with underlying clays. Discussion with the groundsman indicated that these could beexpansive when wet. This would tend to indicate poor soil conditions for effluent disposal.Some diversion of stormwater drainage around the treatment plant/transpiration area wouldbe required. Ponding of stormwater was not observed in the proposed disposal area.

The long-term cost-benefit of this option is questionable when a town sewer is within areasonable distance from the School.

2.2 Town Sewerage

Discussions with Brisbane Water have indicated that the residential subdivision bordered byWW Street, XX Rd and UU St is currently sewered. Preliminary information had indicatedthat further expansion of the subdivision, in the direction of the school, had been approvedby the Council. Information obtained from Brisbane Water has not confirmed any approveddevelopment in the areas indicated by the Principal. However, Council records show that a150mm sewer extends to the eastern side of WW Street in the proximity of RR Place,approximately 300 metres from the School boundary.

The connection of the School system to the sewer extension would require a pump stationand rising main, and a section of gravity main to connect into the 150mm sewer at WW St,but may be a more favourable option than long term, on-site treatment and disposal.Negotiations with Council have confirmed that discharge into the sewer at WW St is possibleprovided the flow does not exceed 3L/se.

3. Recommendations

An onsite sewerage system should be feasible but is not the optimal solution in this case.

Connection to the existing 150mm sewer at WW St would be costly, however, it is likely tobe the optimal long-term solution considering the potential for rapid growth at the School,and the poor soil conditions on the site. The current annual maintenance cost of the holdingtank has been estimated from Q Build pump out data to be approximately $40 000.

Considering this annual expense will increase, the capital cost of installation of a pump



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station and rising main, gravity sewer and connection to the Council sewer, should berecovered relatively quickly.

The following are requirements to upgrade the system for connection to the Councilsewer:

Existing house drainage to Holding Tanks to be smoke tested to check for any faults inthe system.

The fixtures in Blocks A and B to be disconnected from the disposal trenches anddirected to the house drainage to the new sewerage Pump Station.

The location of the new Pump Station will have to be on the eastern side of the proposedPre-School. Consideration should also be allowed for connection of any proposedbuildings in the Future School Expansion.

Allow for the QBuild Depot house drainage to connect into the new system.

WATER SUPPLY

There are two (50 mm.) water connections and meters connected to the School.

One of the connections appears to be connected to the School Buildings and the other is runvia a top rail of the exist fence to the exist oval and possibly to the Q Build depot. There are2 fire hydrants on the footpath of XX Road; the closest hydrant is adjacent to Block A. Theexisting supply consists of copper pipe, galvanized pipe and poly pipe materials.

The following are requirements to upgrade the water supply:

The existing galvanized water supply to be removed and replaced with either poly orcopper pipe.

The existing 50mm. supply that is being used as a top rail be disconnected.

That a new water supply main throughout the existing and proposed school bedesigned.

As there do exist 2 storey buildings and a new 2-storey building proposed there mightbe a need for a new fire main and hydrants. (Check with Civil Engineers)

STORMWATER

The existing stormwater on site discharge via a 300m.m. main discharging into XX Road.Some buildings also discharge overland.

The Civil Engineers will have to provide advice on whatever will be required to upgrade thepresent system to cater for the future development.

ENVIRONMENTAL CHECKLIST SITE DEVELOPMENT CONCEPT PLANThe overall conclusion drawn from the site inspection is that the forested area, in which thenew oval has been proposed, contains significant vegetation ecosystems and provideshabitat for a number of fauna species dependent upon the hollows in the mature trees.

Several points should be noted from the Checklist:

The vegetation community consists of remnant Eucalyptus racemosa (Scribbly Gum),Melaleuca quinquinervia (Broad-leaved Paperbark), Angophora leiocarpa (Smooth-barkApple), Corymbia intermedia (Pink Bloodwood), Lophostemon suaveolons (Swamp Box),and Allocasuarina littoralis (Black She-oak). This community corresponds with RegionalEcosystem 12.9/10.3 (according to Sattler and Williams 1999) under the VegetationManagement Act 1999. This community is identified to be of concern under the VMAct.



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The property is a Reserve for Educational Purposes under the Trusteeship of the EducationMinister and therefore is not freehold. In this instance the provisions of the VegetationManagement Act 1999 will not apply. Instead the vegetation is covered by the provisions ofthe Land Act.

Development by a Trustee (being the CEO or Minister) of the Department is normallyexempt from requiring a tree clearing permit under the provisions of the Land Act, however,it is recommended that formal advice be sought from a DNRM Vegetation ManagementOfficer regarding the significance of the vegetation community.

Several fauna species were observed in the area, and utilising the hollows in the mature E.racemosa trees throughout the forested area. These included Trichoglossus haematodus(Rainbow Lorikeet), T. chlorolapidotus (Scaly-breasted Lorikeet), Dicrurus bracteatus(Spangled Drongo), Cuculus variolosus (Brush Cuckoo) and Pseudochairus peregrinus(Ringtail Possum). The presence of these species indicates that there may be additionalhollow-dependant fauna utilising the area also. These may include possums, gliders, batsand other parrots. It is likely that this area is providing a habitat that has been predominantly

cleared from surrounding properties. This will need to be specifically addressed in anyclearing activities of the referenced vegetation.

An ephemeral waterway is present in the forested area running east-west approximately 40metres in from the Formosa Road boundary. It appears to have its origins in the forestedarea as overland flow concentrates from neighbouring allotments and the school property. Itappears that the Groundsman has installed some minor surface drainage works to assist inremoving water from the area and directing it to the waterway.

Construction of additional impervious surfaces (There are no provisions for stormwaterdrainage out to YY Road, and trunk drainage in YY Road does not exist. Only a pipedculvert system is available traversing YY Road.

The construction of additional impervious surfaces (buildings) and site development will alterrunoff characteristics of the site. This will increase peak discharges and volume ofstormwater runoff and runoff velocities. This could potentially cause erosion problems, ifappropriate control measures (including detention basins) are not considered.



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Appendix 5

The Master Planning Exercise

School:

Date commenced:

What is a Master Plan

A Master Plan results in a scaled site drawing that pictorially represents a point-in-time vision as tohow a school, or other, site may physically develop over time.

Why Master Plan

The purpose of Master Planning in schools is to provide a logical development strategy, whichsupports the service delivery requirements of the school

A Master Plan should result in the identification of forward-looking, logical and cost-effective activityprecincts that take into account all engineering and environmental factors impacting upon a site. AMaster Plan may also propose a logical development sequence.

A Master Plan should guide future site developments.

A Master Planning exercise can act as a stimulus to the development of supportive non-assetsolutions that may assist in community development over time.

The Client

The client is the Minister for Education through his/her delegated officer the Chief Facilities Officer.

Community consultation, including the school and its wider community, is an integral part ofdeveloping any Master Plan.

Revisiting a Master Plan

Not all school sites have been master planned. However, this has increasingly been the case over

the last 50 years as schools have grown larger in response to more intense urban development.

The need to revisit a master plan arises where client requirements, or environmental factors, change.Typical factors that may trigger a review of the Master Plan include: a forecast change to enrolments;acquisition of additional land, or disposal of part of a site; a material change of use in neighbouringland use; or, environmental changes (usually man-made).

Whilst other factors can be anticipated to arise during consultation, Education Queenslands focus formaster planning will be on development within the school boundary.

A Master Planning exercise is not.

A commitment to resource funding.

A commitment by the client to follow a Master Plan.

Implementation of one, or all, elements of a Master Plan remains subject to Education Queenslandsnormal capital works prioritisation process.

We, the undersigned, affirm that we have read and understood the purpose of the Master Planningexercise being undertaken at the above-named school on the date shown.

Principal Community representative



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Appendix 6

Master Plan Site Drawing



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Appendix 6 Site Development Co



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Appendix 6 Map of Existing Condition



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Appendix 6 Work and staging of redevelopment (scanned

document)



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Appendix 6 SS



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Appendix 7

COST PLAN A

PROJECT INITIATION BRIEFXX STATE SCHOOL.

PREPARATION OF REDEVELOPMENT MASTER PLAN ANDPROVISION OF GLA RELOCATABLE BUILDING

PROJECT NUMBER: XXXX

1.0 Overview of Project

1.1 Centre Information

School Code 0000

School District ZZZ

Regional Office Greater Brisbane

School Based Management No(i.e. No, Option One or Option Two)

1.2 Project Details

Type

Status

Date Required

1.3 Financial Details

Project Budget

Allocation to Program

2000/2001

200x Minimum Requirement

Planning and construction

25 January 200x

$220,000

$220,000



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Funding Approval

Preliminary Approval $220,000

Reference 000127

Date of Approval 12 July 200x

2.0 Strategic Framework

2.1 School Property Master Plan

Does a Master Plan exist for this Noschool.

3.0 Project Specifics

3.1 Built Requirements

Standard Design (a) to prepare a redevelopment

master plan (options study)Plan No:

by investigating sitingDescriptor: options for a future

upgrading of theadministration office areasand the staffroom and for afuture upgrading of theresource centre. (NB. Thenaming of or order of theabovementioned facilitiesupgrading work does not

infer inclusion in or thepriority given for a futureCapital Works Program.)

(b) in conjunction with (a) above,to provide a new relocatableGLA building with two GLAspaces

List of Rooms and Floor Areas Administration upgrade toincorporate the following spacestotalling 93m2:

Principals office, DeputyPrincipals office, Casualty/HealthServices room, general office,



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3.2 Special Requirements in BuildingLayout

3.3 Suggested Siting/Orientation

3.4 Internal Inclusions

Fit out sinks, built-ins etc

Colour Scheme

Floor Finish

Furniture

Standard list

Security - electronic, physical

(i.e. bars on windows etc)

Data Cabling

internal and number of data points

Phone cabling and handsets

printery, secure store andpublic/student waiting area

Staffroom upgrade to be increasedto 46m2

Resource Centre to be increased to130m2

Not applicable but should beconfirmed with the Principal

To be selected in consultation with

the Principal and in accordancewith the yet to be prepared masterplan

As per standard provision

To be selected in consultation withthe Principal and to be compatible

with existing colour scheme


Relocatable building to be eitherList No. 9548 (Junior) or List No.9556 (Senior) Sizes of desks andchairs to be selected inconsultation with the Principal



As per standard provision and, ifpossible, to investigate maximumcapacity of existing system to alsosatisfactorily cater for any in

master planning guidelines

Documents