STATEMENT OF HERITAGE IMPACT

A NEW HIGH SCHOOL FOR BALLINA

37-49 Swift Street, Ballina NSW 2478

Lot 392 DP 755684, Lot 477 & Lot 478 DP 729251

Prepared by EJE Heritage May 2017 10806-SOHI-001 Issue J STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

TABLE OF CONTENTS

1. INTRODUCTION ...... 2 1.1 METHODOLOGY ...... 2 1.2 HERITAGE LISTINGS ...... 2 1.3 SITE IDENTIFICATION ...... 5 1.4 ACKNOWLEDGEMENTS ...... 7 1.5 CONSTRAINTS AND LIMITATIONS ...... 7

2. HISTORICAL CONTEXT ...... 8 2.1 Introduction ...... 8 2.2 The History of Ballina ...... 8 2.3 A Brief Synopsis of the Shire’s Koori Background ...... 8 2.4 A Brief Synopsis of the Shire’s European Background ...... 9 2.5 Education in Early Ballina ...... 10 2.6 Ballina Public School ...... 11 2.7 Ballina Superior Public School ...... 12 2.8 Ballina Intermediate High School ...... 14 2.9 The Contribution of David Drummond: a New Site ...... 14 2.10 The Post-War Period ...... 20 2.11 The Further Development of the Site...... 22 2.12 The Expansion of the Grounds...... 24 2.13 Koori Students...... 26 2.14 Further Development ...... 26 2.15 A New High School for Ballina ...... 28 2.16 Conclusion ...... 28

3. PHYSICAL CONDITION AND CONTEXT ...... 30 3.1 THE SITE...... 30 3.2 THE BUILDINGS ...... 30 3.3 CURRENT USE ...... 30 3.4 CONDITION ...... 30 3.5 ANALYSIS OF INDIVIDUAL BUILDINGS ...... 31 3.6 SURROUNDING CONTEXT ...... 34

4. HERITAGE SIGNIFICANCE ...... 35 4.1 ANALYSIS OF SIGNIFICANCE ...... 37 4.2 STATEMENT OF SIGNIFICANCE ...... 49

5. PROPOSED WORKS...... 51

6. STATEMENT OF HERITAGE IMPACT ...... 55

7. CONCLUSION ...... 58

8. BIBLIOGRAPHY ...... 59 8.1 Monographs ...... 59 8.2 Newspapers and Periodicals...... 59 8.3 Other Sources ...... 59 8.4 Electronic Sources ...... 59 8.5 Other Documents ...... 60

Prepared by EJE Heritage Page 1 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA 1. INTRODUCTION

EJE Heritage has been requested to prepare a Statement of Heritage Impact for the site and buildings currently known as Ballina High School, 37-49 Swift Street, Ballina NSW, Lot 392 DP 755684, Lot 477 & Lot 478 DP 729251. A new high school is to be constructed on the site for the NSW Department of Education.

The initial section of the report places the site within its historical context, and examines the physical condition and context of the site and existing buildings. With the history, physical condition and context understood, a heritage assessment of the site can be completed using the NSW Heritage Division guidelines encompassing the Australia ICOMOS Burra Charter 2013 heritage values: historical significance; aesthetic significance; scientific significance; and social significance. The heritage significance of the site and cottage, if any, is then ranked in accordance with Heritage Division guidelines.

The Statement of Heritage Impact that follows examines the proposed works, identifying any impacts which the proposal might have on the significance of the heritage items, and any measures which should be taken to mitigate any negative impacts, if these are in fact identified.

This Statement of Heritage Impact was prepared by EJE Heritage, under the direction of Barney Collins, Heritage Architect. The Historical Context section was researched and written by David Campbell, Heritage Consultant.

1.1 METHODOLOGY This report has been undertaken in accordance with the NSW Heritage Office publications, Assessing Heritage Significance and Statements of Heritage Impact, together with the Australia ICOMOS, The Burra Charter: The Australia ICOMOS Charter for Places of Cultural Significance 2013.1

1.2 HERITAGE LISTINGS Two buildings on the site are listed as Heritage Items in Ballina Local Environmental Plan 2012 (‘LEP 2012’), Schedule 5, Part 1, as hereunder:

Suburb Item Address Description Significance Item Ballina Ballina High 37 - 44 Swift Lot 392, DP Local I 48 School Street 755684 buildings (1931) Ballina Ballina High 37 - 44 Swift Lot 392, DP Local I 49 School Street 755684 buildings (1950)

It is noted that the first listing refers to the former Ballina Intermediate High School building (now known as M Block), first occupied in 1931; the second listing is strictly speaking inaccurate, for

1 Burwood: Australia ICOMOS, 2013.

Prepared by EJE Heritage Page 2 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA no building at the school dates from 1950. The building to which this listing appears to refer is C Block, a weatherboard structure dating from 1952, which was subsequently relocated from its original site (next to the first school tennis courts, later relocated to make way for L Block) to the north-eastern side of the line of Burnet Street, which formerly ran through the present school grounds.

The items were included in the LEP 2012 Schedule 5.1 after being noted in the Draft Shire Wide Community Based Heritage Study undertaken in 2008. The Study described the buildings on site as such:

As in the case of the shire’s public schools, the ‘original’ high school building (Block M) is significant to telling of the school’s early history and development. Later school buildings are also significant to the ongoing history of the school including the two story brick and weatherboard building along Swift Street (Block S) and the weather shed building that skirts the school’s oval (Block C). Further research on the nature of these buildings is likely to reveal other information that will contribute to the buildings’ historic significance or reveal other heritage values.2

Figure 1. LEP 2012 Heritage Map HER_006C, showing Ballina High School (I 48 & I 49), and surrounding heritage items.

2 Draft Shire Wide Community Based Heritage Study: Thematic History p203 (building identification by EJE)

Prepared by EJE Heritage Page 3 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

The site and building are not within a Heritage Conservation Area, and are in proximity to other Heritage Items, as set out hereunder:

Ballina CWA Hall Captain Cook Park Lot 8, Section 5A, Local I28 DP 758047 Ballina Federation 10 Carrington Lot 2, DP 521904 Local I29 bungalow Street Ballina WWI Honour Roll Corner Cherry and Lot 2, Section 59, Local I30 (moveable heritage Tamar Streets DP 758047 item) (housed in foyer of Council’s administrative offices) Ballina Former Ballina 42 Cherry Street Lot 1, DP 1153927 Local I31 Council Chambers (including Norfolk Island Pine memorial trees, Mayoral chair and setting) Ballina Uniting Church 52 Cherry Street Lots 3–5, DP 2722 Local I32 buildings (timber and brick) Ballina WWI memorial Corner Crane and Crane Street and Local I33 tree plantings Cherry Streets Cherry Street road reserves between Martin Street and Moon Street Ballina St Stephen’s 54 Crane Street Lot 1, DP 783913 Local I34 Presbyterian Church Ballina Ballina Fire Station 60 Crane Street Lots 2 and 3, DP Local I35 506103 Ballina Ballina Public Martin Street Lot 5, Section 12, Local I36 School (1882 DP 758047 school building) Ballina Ballina Public Martin Street Lots 5 and 6, Local I37 School (1913 Section 12, DP double storey 758047 infants building) Ballina Former North 25 Norton Street Lot 11, DP Local I38 Coast Ladies 1015821 College known as “Ballina Manor” Ballina Federation house 37 Norton Street Lot 1, Section 22, State I39 known as DP 758047 “Brundah” Ballina Anglican Church 38–42 Norton Lot 2, Section 29, Local I40 Palms Street DP 758047 Ballina MV Florrie Regatta Avenue Lot 502, DP Local I42

Prepared by EJE Heritage Page 4 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

Passenger Vessel (housed at Ballina 729388 and Tug (moveable Naval and heritage item) Maritime Museum) Ballina PV Richmond Pilot Regatta Avenue Lot 502, DP Local I41 Boat (moveable (housed at Ballina 729388 heritage item) Naval and Maritime Museum) Ballina Ballina Court 16–22 River Street Lot 3, DP 47396 Local I43 House Ballina Former Ballina 24 River Street Lot 1, DP 747191 Local I44 Post Office Ballina Wigmore 135–155 River Lots 4–8, DP Local I45 Arcade/shops Street 977545 Ballina Former CBC Bank 176 River Street Lot 1, DP 948721 Local I46 Ballina Wigmore Hall Swift Street Lot 9, DP 1714; Local I47 Lot 70, DP 1005100 Ballina Federation house 54 Swift Street Lot 7, Section 17, Local I50 DP 758047

The site and building are not in proximity to any Archaeological Site listed in LEP 2014, Schedule 5, Part 3.

1.3 SITE IDENTIFICATION The site is identified as Ballina High School, 37-49 Swift Street, Ballina NSW 2478. The subject site is located within the Ballina Local Government Area. The real property description is: Lot 392 DP 755684, Lot 477 & Lot 478 DP 729251. The southern portion of the school grounds (south of the line of Burnet Street, now closed between Martin Street and Cherry Street) is zoned R3: Medium Density Residential; the northern portion of the school grounds (north of the line of Burnet Street is zoned RE1: Public Recreation (Map LZN_006C).

Figure 2. Ballina High School, as existing; site outlined in red. Burnet Street once ran through the site. Nearmap (by licence)

Prepared by EJE Heritage Page 5 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

Figure 3. A closer view of the existing buildings. The original (1931) building is that with the red tiled roof. Nearmap (by licence)

The school in its urban context. Nearmap (by licence)

Prepared by EJE Heritage Page 6 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

1.4 ACKNOWLEDGEMENTS EJE gratefully acknowledges the assistance of Mr Danny Henman, Principal of Ballina High School, who provided much useful information; and of Mr Andrew Playford, Teacher Librarian, who kindly supplied monographs and other materials concerning the history of the school.

1.5 CONSTRAINTS AND LIMITATIONS EJE is not qualified to offer structural opinions, nor opinions as to Aboriginal or European archaeology. This report is not intended to convey any opinion as to the structural adequacy or integrity of any structure, or as to the potential existence or nature of any archaeological asset, nor should it in any way be construed as so doing. Similarly, the author’s observations are limited to the fabric only: he does not comment on the capacity, adequacy, or statutory compliance of any building services. This Statement of Heritage Impact deals with the archaeological potential of the site only to the extent provided by Heritage Division guidelines. Comment as to either Indigenous or non-Indigenous archaeology is, therefore, absolutely restricted on that basis, and proponents and consent authorities are strictly cautioned to rely on their own enquiries in this connection.

Prepared by EJE Heritage Page 7 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

2. HISTORICAL CONTEXT

2.1 Introduction The subject site, presently known as Ballina High School, has been associated with Ballina from the early years of its European settlement. Its history, however, begins much earlier than that. It is the aim of this Historical Context to illuminate the events and personalities associated with this history.

In this document, the word Koori is used when specific reference is made to Australian Aboriginal people of the Ballina district. This is intended as an acknowledgment of country, and by way of offering due respect to Elders both past and present.

2.2 The History of Ballina The European history of Ballina and district has been comprehensively treated in ‘The Hills Look Down to the Sea: A Thematic History of the Ballina Shire’, written in association with the Ballina Draft Shire Wide Community Based Heritage Study (April 2008), as prepared by Ballina Shire Council.

Much of the rich Koori history of the Ballina district remains unwritten, although some women’s business has been studied in ‘Aboriginal Women’s Heritage: Ballina and Cabbage Tree Island’.3

The history of Ballina has, moreover, been examined in a range of other material, to which reference is made in the bibliography of this document. There is, therefore, no need to cover ground already explored. The history of Aboriginal Australia is a specialised area in which non- Aboriginal scholars must proceed with great and respectful caution. That said, some background must be provided before the history of the school itself is explored.

2.3 A Brief Synopsis of the Shire’s Koori Background4 It is well understood that prior to European settlement of the Ballina Shire area the Bundjalung people were its custodians, having cared for and lived off the land for thousands of years. The many natural features and landforms that make up the Ballina Shire landscape were understood by the Bundjalung people to be the creation of their Dreamtime ancestors.

Bundjalung people tell of how, before the coming of white man, they lived in harmony with the natural environment. Like other Indigenous culture, the Bundjalung people suggest they belong to the land and the land to them. The land provided a wide variety of foods including fish, crustaceans, mammals, birds, reptiles vegetables and fruits. Shelters were made of timber, bark, branches and palms. Fire was used to cook food and timber, rock and fibres used to make tools and utensils with which to hunt, gather and prepare food. Individuals were part of a complex kin and tribal grouping that frequently moved across different parts of the land in search of food and in response to seasonal change and for ceremony. Bundjalung peoples' culture and traditions evolved over many thousands of years with the passing down of knowledge from previous generations and adapting to environmental change.

3 Sydney: Department of Environment and Climate Change NSW, 2007 http://www.environment.nsw.gov.au/resources/cultureheritage/07464BallinaCabbageTree.pdf 4 ‘The Shire’s Aboriginal Culture and Heritage’ https://www.ballina.nsw.gov.au/cp_themes/default/page.asp?p=DOC-ONO-01-56-87

Prepared by EJE Heritage Page 8 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

Ballina Shire is rich in Aboriginal cultural heritage sites and history, with the archaeological record indicating Bundjalung occupation of the region for at least 6,000 years. Aboriginal cultural heritage sites are important to the local Aboriginal community for cultural, historic and spiritual reasons. The poor environmental management of these sites in the past has led to a significant loss of Aboriginal cultural heritage sites, in the past century especially, and thus eroded Aboriginal peoples’ wellbeing and the potential knowledge sites can contain.

The careful management of Aboriginal cultural heritage sites in the shire is important to Aboriginal people, culture and identity today, as well as understanding the past for the benefit of all community members.

2.4 A Brief Synopsis of the Shire’s European Background 5 When Captain James Cook sailed the ”Endeavour” along the east coast of Australia in 1770, both he and his companions overlooked the entrance of the Richmond River as it was, then, 'well-concealed'. Not until 1828 did Captain Henry Rous aboard the HMS ”Rainbow” 'discover' and name the Richmond River.

Families harvesting cedar were the first Europeans to 'settle' on the Richmond following the news of an overland journey of a small party of cutters from the Clarence in the Spring of 1842. Equipped with bullocks and a whaleboat these men, after reaching the Richmond at Codrington (near Casino) launched their boat and rowed to the mouth of the river at Ballina. After checking the river entrance at Ballina, they journeyed back to the Clarence to collect their families and tools before returning on board the Sally.

Within several years of the first cedar cutters coming to the Richmond, Ballina had become a small cedar settlement boasting huts and sawpits, with the landscape dotted with stacks of cedar. The settlement at Richmond Heads also from the mid-1840s and early 1850s serviced other smaller cedar settlements along the larger tributaries of the river including Duck Creek and Emigrant Creek and further up river at Wardell.

As the number of cedar camps in the Ballina area increased throughout the 1840s and 1850s other settlers moved to the area to take advantage of the economic opportunities that surrounded the cedar cutting trade. Storekeepers, ship-owners and shipwrights were among the many occupations that the early cedar camps supported. With many of the camps accommodating women and children, the need for teachers and clergy to guide the intellectual, moral and spiritual lives of settlers added further diversity to cedar settlements.

The introduction of the Robertson Land Act in 1861 brought a new wave of European settlers to the Ballina area to take advantage of freehold land to establish farming. The first settlers to come to the area undertook mixed farming with many also engaging in some form of timber getting in association with land clearing. The considerable distance of these farms from markets meant maize was for a decade the only crop they grew for cash. The restrictions distant markets placed on early farmers also meant a large part of their work focused on producing food for domestic consumption. Many families also kept cows, pigs and chickens, as well as grew vegetables and fruits.

5 Reproduced from Ballina Shire Council, ‘The Shire’s European History at a Glance’ https://www.ballina.nsw.gov.au/cp_themes/default/page.asp?p=DOC-ZAA-26-48-72

Prepared by EJE Heritage Page 9 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA From the 1860s a number of early farmers also experimented with sugar cane along the flood plains of the Richmond and along North Creek. Before the establishment of the Broadwater Sugar Mill these early sugar cane farmers processed their own cane using small and privately owned mills. The establishment of the mill at Broadwater in 1881 saw much of the floodplain areas south of Ballina cleared and cultivated for sugar cane, marking a change in land use that continues to the present day.

While for a short time also sugar cane was grown on 'higher ground' at Alstonville and Rous, the country surrounding these localities and other hinterland areas had, by the 1890s, become dominated by dairy farming. Like cane farming, small farms characterised the early pattern of dairying in the district. Early dairy farms also produced cream for butter making rather than for whole milk production, which did not become widespread until 1972.

The processing of timber was also an important industry in the Ballina area throughout the closing decades of the nineteenth century. Milled timber was in demand to construct the housing and commercial buildings an increasing population required. While modest timber houses for many decades dominated both the rural and urban landscape, a number of larger and 'finer' domestic houses from the turn of the century remain in the Ballina area. 'Brundah', built in 1908 for the Lang family, is listed on the State Heritage Register and is one of a number of domestic buildings that form part of the Norton Street Heritage Trail in Ballina. At the beginning of the Norton Street trail on the corner of Norton and River Street is Riversleigh. Built in the late 1880s, Riversleigh is an important example of the type of commercial buildings that were once common along River Street.

At Alstonville, Crawford House, originally known as Olivene, was built in 1910 for William Ambrose Crawford and his bride Olive. Crawford House today is the home of the Alstonville Plateau Historical Society's Archive and Museum and is open on Fridays from 10am to 4pm and Sunday, 1pm to 4pm or by appointment. Crawford House is heritage listed by the National Trust and the Ballina Shire Council and is also part of the Alstonville Heritage Walk that incorporates a number of other heritage listed timber buildings including the former CBC Bank (1896), the (old) Post Office (1888), the Alstonville Police Station (1903), the old Butter Factory (1900) and the Federal Hotel (1901). A number of other historic timber buildings are also part of the heritage walk and include St Joseph's Catholic School Convent (1919), the RSL Hall (1909) and the former Bank of New South Wales building (1923). Brochures on the Norton Street Heritage Trail and the Alstonville Heritage Walk are available from the Ballina Visitor Information Centre.

2.5 Education in Early Ballina The early history of education in the Ballina district is, in many ways, a microcosm of that of regional centres around New South Wales. Churches, particularly the Roman Catholic Church and what was traditionally known as the Church of England, made considerable efforts to provide their adherents with at least an elementary education. Informal literary groups must also have provided much-needed educational resources to the comparatively isolated communities of the district. It was, however, the Colonial (later State) government that made the most valuable and long-lasting contributions, primarily through the establishment of schools, but also through the provision of admittedly limited funding to organisations such as the Ballina Mechanics’ Institute and its successor, the Ballina School of Arts.

Prepared by EJE Heritage Page 10 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA 2.6 Ballina Public School Ballina Public School was the forerunner of Ballina Intermediate High School, which evolved into the present Ballina High School. The school’s background has been the subject of considerable historical enquiry. In commemorating Education Week in 1959, the NSW Department of Education produced a simple duplicated newsheet concerning the schools of the area within the Ballina area. This, containing basic information about the history and nature of the schools, was entitled ‘Status Quo MCMLIX; Presenting the Schools of the Ballina Inspectorate at this Time - Education Week, 1959 - and their Origins’.6

In 1961, the centenary of establishment, a commemorative committee published Ballina: a Century of Public Education: the Early Years 1828-1861; the School and the Community 1861- 1961.7 This was followed in 1994 by a work by Margaret Lyons, ‘A Social History of Ballina High School: a Collection of Documents Highlighting Social Change over the Years’,8 and in 2005 by Anthony Klein’s Ballina High School, 1956-2005.9

In 1861, parents of West Ballina, as Ballina was then known, requested that the NSW Council of Education, forerunner of today’s Department of Education, establish a public school to educate the children of the town. In mid-1861, a single-teacher school was opened in a rented six-room house, the property of Joseph Eyles, who had been determined to secure a school for the town.10 Eyles was also instrumental in securing better accommodation; in June 1861, he pointed out that the residents of Ballina, which, being dependent on coastal and river shipping, had been established on a low-lying and therefore flood prone site, had been ‘impoverished’ by these conditions. Eyles cited this in the hope that the Council of Education would use its best endeavours in advancing education ‘in this remote part of New Holland’.11

Two years later, with the assistance of local donations, a dedicated school was erected, although its location on waterlogged ground was quite controversial.12 Some idea of the undeveloped nature of West Ballina at that time is supplied by the fact that, in 1868, some of the school’s fences were damaged by a bushfire, and that the eastern side of the school was so swampy as to discourage access from that direction. The fact that children from East Ballina, in reaching the school, had to cross North Creek gave rise to agitation for a second school on that side of the waterway; but it was to be many years before such a school was built.

By the mid-1870s, a school inspection report stated that ‘the building is old and the site unsuitable, that is, unhealthy, wet and inaccessible’. The teacher, a Mr Russell, is said to have remarked that the question as to whether the school should be relocated had ‘divided the town into two hostile camps…and the war raging in Europe was scarcely equal to it.’13 The authorities must have agreed on the need for new buildings, but not on the need for a new site, for in 1882, with enrolments having reached about 80 pupils, a new building, with a schoolmaster’s residence, was opened in the same location. The school itself, built by contractors Palmer and

6 Ballina Inspectorate of NSW Department of Education, 1959. 7 Ballina Public School Centenary Committee, Ballina : a Century of Public Education : the Early Years 1828-1861; the School and the Community 1861-1961. Ballina: the Committee, 1961. 8 Unpublished, Ballina High School, 1994. 9 Anthony Klein, Ballina High School, 1956-2005. Ballina: Ballina Public School, 2005. 10 ‘Ballina; Inter-High School; History Back to 1861’, Northern Star, 4 August 1931, p.10. 11 Ibid. 12 Ibid. 13 Ibid.

Prepared by EJE Heritage Page 11 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA Cook after the original winner of the tender had run into difficulties,14 was designed in the Gothic style then favoured by the authorities, perhaps inspired by earlier days of extensive Church of England involvement in Colonial education. A weathershed, a common feature of public schools, was later erected in the playground. In the 1890s, an infants’ classroom was built, later followed by another, forming a dedicated Infants’ Department.

By 1889, the growth of the port of Ballina, together with continuing work on the river breakwater and canal, had increased the local population to the extent that Ewan McKinnon, chairman of the School Board, in 1889 was moved to write to the Minister for Education, pointing out that the school ought to provide some secondary subjects, not least because of ‘the very conspicuous position held by Ballina Public School at the recent junior examinations of the Sydney University’.

2.7 Ballina Superior Public School Despite the growth of the sugar industry and dairying,15 it was some time before the Sydney authorities agreed to this request. In 1895, the Headmaster, Mr Fraser, applied for the school to be gazetted as a Superior Public School, enabling the provision of a number of secondary subjects. While by no means a substitute for government high schools, which operated in only a small number of centres, superior schools were the primary means by which secondary education was made available to rural districts.16 The request was granted in May of that year, so that the school was later able to offer such subjects as Latin and French, the former apparently for males, the latter for females. The offering of secondary education in the context of a developing regional centre, while certainly welcomed by a majority of parents, gave rise to a variety of expectations. One parent, for example, in 1903 is said to have objected to his daughter being given homework, stating that

A girl of 13 years requires to be taught home lessons on domestic duties. Of what use can Algebra and Latin be to a working-man's daughter? This study, if followed up, entirely unfits a girl for domestic duties and unsettles her mind for housework.17

In a similar case, the grandfather of another student is said to have complained of the setting of homework (in those days known as home lessons) in that ‘The study of home lessons involved excessive brain work’.

The underlying reason for such objections may have been the escalation in fees that accompanied enrolment in senior courses. These, while less than those payable at the Colony’s few specialist high schools, two of which had been forced to close due to low enrolments, must still have been a significant burden to family finances.18 In early 1896, an outbreak of typhoid fever, which the townspeople in their ignorance blamed on the state of the nearby swamp, caused something of a panic, resulting in the filling-in of some of the worst areas of swamp, while the municipal council built a path of oyster shells across the low-lying approach to the school.19

14 Ibid. 15 See Glen Hall, The River Still Flows. Lismore: the Author, 1978, pp. 22-23. 16 See Alan Barcan, A Short History of Education in New South Wales. Sydney: Martindale Press, 1965, p.188. 17 Status Quo MCMLIX. 18 Alan Barcan, A Short History of Education, p.188. 19 Ballina Public School Centenary Committee, Ballina : a Century of Public Education, p. 20.

Prepared by EJE Heritage Page 12 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA By 1904, enrolments had reached well over 300, while by 1911 the school had become so crowded that the Infants’ Department had to be transferred off-site. The original building required refurbishment, so much so that during the following year it was reported that a brick falling from an arch had struck the Headmaster. Although repairs were made, the decision was taken to construct an entirely new building to supplement the old. The first portion of the new structure was opened in 1913, while additions were made in 1919. Meanwhile, the growth of population in the South Ballina area persuaded the authorities to open a Provisional Public School there in 1907.20

Despite economic challenges, secondary classes had become more and more popular, to the extent that it was considered desirable to establish a junior high school department. From 1905, with the establishment in large country centres of District Schools offering a two year secondary course, and particularly from 1911, when the establishment of additional high schools began in earnest, there had been a growing government and community interest in the extension of secondary education.21 The people of Ballina could, therefore, hope that their own ambitions for the establishment of a high school, or even of an Intermediate (Third Year) high school offering the award of the Intermediate Certificate, might be rewarded. This illustrates the manner in which Superior Public Schools, ‘a cheap and easy way of spreading higher education outside Sydney’,22 foreshadowed the growth of high schools across the State.

Ballina’s claim for secondary education was a legitimate one, but the comparatively small size of the town weighed against it. In February 1913, the Town Clerk requested that a high school be established; he was refused on the grounds that the Public School was too small even to be made a District School, far less a high school. At the end of the Great War, a First Year- equivalent class was in operation, but this attracted a very low number of enrolments.23 In 1919, the local Member of Parliament, Mr Perry, requested that languages and science classes should be made available. The Department rejected this request, also, on the grounds that Lismore District School was available; it is unlikely that the bureaucracy understood the difficulties at that time associated with daily travel between Ballina and that town, particularly as the Department had refused to subsidise such movements.24

Despite these difficulties, the arrival in June 1919 of a principal who had taken his degree led to the reintroduction of language classes. It would appear that, in 1920, both First Year and Second Year-style classes had been established, following a high school syllabus aimed at the eventual attainment of the Intermediate Certificate. In 1923, hopes that Ballina would surmount the challenges associated with the growing popularity of road transport, and the consequent decline of the river trade on which the port so much depended, were raised by the commencement of work on a branch railway between Ballina and Booyong. In that year, too, the Superior Public School, which now boasted an enrolment of 95 secondary students served by four teachers, was at last reclassified as a District School. This reclassification did nothing, however, for the problems of overcrowding, book shortages, and under-enrolment in languages subjects that continued to bedevil both students and staff.25 A local Inspector reported that

20 This had a very chequered career; it is said to have been closed in 1921, reopened in 1923, and permanently closed in 1947. 21 Alan Barcan, A Short History of Education, pp.207-208. 22 Ibid., p.189. 23 Ballina Public School Centenary Committee, Ballina : a Century of Public Education, pp. 22-23. 24 Ibid., p. 23. 25 Ibid., 24-25.

Prepared by EJE Heritage Page 13 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA Unfortunately, insufficient accommodation is a serious drawback. Only two ordinary classrooms and the science room are available for four High School classes and two classes have constantly to occupy one room in which two teachers have frequently to give oral lessons with a space of only three or four yards separating them, while the science room has to be used for general work. In order not to interfere with each other the teachers have habituated themselves to speaking in subdued tones, nevertheless one additional room at the very least is an urgent necessity.26

It was perhaps fortunate that the enrolment hardly increased in the next five years, because it appears that no further accommodation was provided. In 1929, reference was made to the teaching of needlework in a recess in an upstairs corridor and to the teaching of cooking in the Presbyterian Sunday School hall, from which classes were eventually withdrawn because of the summer heat.27

2.8 Ballina Intermediate High School In 1926 the Department, no doubt conscious that the secondary department now boasted some 111 students, reclassified it as an Intermediate High School, so named because it would offer studies leading to the award of the Intermediate Certificate at the conclusion of Third Year. Such schools did not, however, offer the Leaving Certificate, a qualification sought by students hoping to matriculate; Ballina, like many centres, would have to wait progression to full high school status.

The school’s problems were duly noted, for between 1924 and 1928 the Department negotiated with the Shire Council and the Department of Lands to secure title to the redundant Ballina saleyards,28 bounded by Cherry Street, Martin Street, Swift Street and Burnet Street, which had been dedicated for public markets in March 1886, but was no longer fit for purpose, not least because parts of it had remained swampy. Long since disused for their original purpose, and situated so near to the existing school that it was used during school days for the grazing of the pupil’s horses, the site was ideally located for the construction of a dedicated high school. While the Shire Council was cooperative, the Department of Lands wished to withhold that portion that addressed Cherry Street. In 1928 title was duly transferred, and planning commenced for a two-storey brick building on comparatively generous lines. In the meantime, some classes had to be accommodated in hallways and the playground weather sheds; two separate classes had to share a single room; while another had to be taught under a fig tree playground itself; sewing classes were conducted in the Presbyterian hall, which in summer was too hot for comfort.29

2.9 The Contribution of David Drummond: a New Site A large number of school buildings were built across the State during this period, as populations grew and both Nationalist-Country Party and Labor governments increased the education budget. Labor Premier Jack Lang, moreover, abolished the secondary school fees that many parents had struggled to pay. In August 1929, therefore, David Drummond, the Conservative Minister for Education, decided to call tenders30 for the erection of a building to a design prepared by the Schools Section of the Government Architect’s Branch of the Public Works Department. Hard-pressed by demands from all over the State, Drummond appears to have

26 Ibid., p. 25. 27 Ibid., p. 25. 28 Northern Star, 21 January 1928, p.12. 29 Northern Star, 5 June 1930, p.12. 30 ‘Ballina High School’, Northern Star, 21 August 1929, p.8.

Prepared by EJE Heritage Page 14 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA deliberately given preference to Ballina’s needs as expressed by the local Parents’ and Citizens’ Association. The design, characteristic of a type evolved in the late 1920s, was relatively imposing, particularly in the case of a centre such as Ballina. Like other public buildings all over the State, it symbolised the authority of Government; but in this case the design was emblematic of the ideas and ambitions of Drummond himself.31

The shrewd and pushing Drummond, who sat for Northern parliamentary seats such as Armidale, had ensured that several similarly imposing school buildings had been constructed in and around his constituency. In the mid-1920s, regional influence in Parliament had been much reduced by a new electoral system, which now favoured what was often styled ‘the Sydney interest’ above the ambitions of non-metropolitan areas. In an attempt to change the city- regional balance, Drummond helped to found the Country Party, and helped to found the Northern New State movement, which sought separation from the remainder of New South Wales, and especially from the dominance of Sydney and the resultant centralisation that so retarded the development of other population centres.32

Drummond was determined that State revenues should be fairly distributed outside Sydney, and particularly in the North, especially for the educational projects in which he was so interested. As Minister for Education in conservative governments from 1927-1930, and again from 1932-1941, Drummond was authoritative and interventionist, set the pace of his Department, and was not good at taking ‘No’ for an answer. Instrumental in the founding of Armidale Teachers’ College, a pet project based in a large and very expensive building in which he intended to establish a Northern university,33 Drummond wanted students from Northern towns such as Ballina to be able to attend Teachers’ College (and later a University) in their own region, without having to go to Sydney. Drummond considered large cities to be a bad influence on ‘healthy country values’, which he wished to preserve through increased educational and economic opportunities attractive to rural parents and their children. He wished to develop the cultural and educational capital of the North, his efforts being aimed at building up an economy sufficient to support ‘his’ new State of New England.34

31 For an assessment of Drummond’s extraordinary contribution to school and technical education in NSW, see Joan Cobb, Sweet Road to Progress: The History of State Technical Education in New South Wales to 1949. Sydney: NSW Department of Education and Training, 2000. 32 For further insights into Drummond’s actions and motivations, see Matthew Jordan, A Spirit of True Learning: the Jubilee History of the University of New England. Sydney: University of New South Wales Press, 2004, pp. 19-51, see also E.S. Elphick, The College on the Hill: A History of Armidale Teachers’ College and Armidale College of Advanced Education, 1928- 1989. Armidale: Armidale College of Advanced Education, 1989. p. 10. 33 This was the genesis of the present University of New England. 34 See generally Matthew Jordan, A Spirit of True Learning, pp. 19-51.

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Figure 4. Plans and Elevations for Ballina Intermediate High School, original design; note comparatively ornate entry. From Margaret Lyons, ‘A Social History of Ballina High School’.

As was the case for many schools, the Great Depression intervened to forestall the original and attractive scheme, forcing retrenchment in design and building costs.35 New and much- simplified plans were therefore produced, involving unadorned face brick and simplified building elements, although the basic scheme for a two-storey cavity brick building with an offset line of symmetry was retained. Two single-storey brick outbuildings, which appear to have consisted of an amenities/canteen block and girls’ and boys’ lavatories, were also to be provided. In May, 1930, the tender of H.T. Brown, of 17 Henry Street, Lidcombe, was accepted for the construction of the building at a cost of £8,537.36 The low-lying site had to be extensively filled, this being performed by local contractor ‘Nugget’ Saunders by means of horse and dray, and

35 One of the most jarring examples of these sudden changes is provided by the former Newcastle Girls’ High School (opened 1930) and former Newcastle Central Domestic Science School (opened 1931), rival selective schools, separated only by a suburban street, and now combined to form Newcastle High School, Hamilton NSW. The contrast could hardly be greater. 36 Tweed Daily, 15 March 1930, p. 4.

Prepared by EJE Heritage Page 16 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA later by motor lorry. Most of the bricks are said to have been fired at the brick works ‘at the foot of the Ballina Cutting’, but some face bricks were brought from Sydney.37

Figure 5. The school as actually built. Ballina High School

Figure 6. David Drummond in later life. wikipedia

The new building, with classrooms, a science laboratory and assembly hall, as well as the two outbuildings, was occupied in mid-1931. Drummond’s party was by that time in Opposition, so that, in August 1931, when the school was officially opened in conjunction with the planting of trees for Arbor Day, the ceremony was performed by ex-coalminer ‘Billy’ Davies, Welsh-born Education Minister of the Lang Labor government. The new school, said Davies, should be

37 Ballina Public School Centenary Committee, Ballina: a Century of Public Education, pp. 25-26.

Prepared by EJE Heritage Page 17 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA regarded as a monument to the late Sir Henry Parkes,38 father of free, compulsory and secular education in NSW.

The opening of a modern intermediate high school marked the local departure point between secondary education as a sometimes problematic adjunct to the public school, and secondary education as provided by a high school separate from the older institution in terms of location, organisation and culture.

Figure 7. Opening day, 1931. Note lettering above main entry. Ballina High School

38 ‘New School at Ballina’, Sydney Morning Herald, 1 August 1931, p.12.

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Figure 8. Scenes at the opening of the new school; clockwise from top left, crowd gathered for the hoisting of the Union Flag; three generations of the Mobbs family; Girl Guides hoisting the flag; Girl Guides planting a commemorative tree for the opening and for Arbor Day; Northern Star, 1 August 1931, p.4.

A contemporary description of the new building noted that

The building contains two storeys, and has six classrooms with accommodation for 288 pupils. There are also rooms for principal and staff, a large assembly hall, a science room and a store. The walls are constructed of brick on concrete foundations, and the roof is of French pattern tiles. Similar materials have been used in construction of minor outbuildings.39

The citizens of Ballina were very proud of their new building (currently called M Block), above the main entry to which identification lettering spelling out BALLINA INTERMEDIATE HIGH SCHOOL were prominently displayed. The school crest, as designed by the School Union of staff, captains, prefects and sporting representatives,40 was ultimately displayed on the south- western elevation. Home science and industrial arts classes had, however, still to be conducted at the public school site, for the new building did not include the necessary facilities. The new school had been provided none too soon, for by 1939 enrolments had risen to over 150.41

39 ‘Ballina; Inter-High School; History Back to 1861’, Northern Star, 4 August 1931, p.10. 40 Northern Star, 14 December 1928, p. 9. 41 ‘Ballina School Enrolments’, Northern Star, 2 February 1939, p.12.

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Figure 9. M Block as it stands today [September 2015].

2.10 The Post-War Period During the Second World War, numbers thereafter remained stagnant, to the extent that the Department suggested that the teaching of Latin should be abandoned, and the fourth and fifth year students should be transferred to Lismore High School. While nothing came of this latter suggestion, Latin was indeed abandoned for a time. By 1945, however, enrolments had increased; Latin was reintroduced, and the absence of dedicated home science and industrial arts buildings was being felt. In 1952, student numbers reached 294, with a staff of 16, making it necessary to build a weatherboard building (C Block) containing two classrooms, on a site adjoining the tennis courts.42 When L Block was built, C Block was moved to its present site addressing the oval; in 1987 it was refurbished as a careers and interview facility, though by 2005 was being used for general learning and staff facilities.43

The notion that this weatherboard building was one originally constructed at the public school, and relocated to the high school, is based on a misreading of a poorly-written sentence contained in the publication ‘Status Quo MCMLIX’. This states that

In 1928 after prolonged negotiation the Department of Education obtained the 5 acre site where the High School now stands and future building was on that site except for one wooden classroom built in 1950.44

It will be perceived that the sentence in no way refers to the high school. The building is, in truth, typical of the very large number of similar buildings constructed all over New South Wales in the 1950s. These timber buildings met Departmental requirements for facilities easily and quickly erected from comparatively cheap and locally-available materials to cope with materials shortages and the so-called Baby Boom of the period.45 Bricks, especially, were in critically

42 Ballina Public School Centenary Committee, Ballina: a Century of Public Education, p. 26. 43 Anthony Klein, Ballina High School, 1956-2005, p. 3. 44 See ‘Status Quo MCMLIX’. 45 See Jan Burswoods and Jim Fletcher, Sydney and the Bush: A Pictorial History of Education in New South Wales. Sydney: Department of Education, 1980, p. 227.

Prepared by EJE Heritage Page 20 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA short supply.46 While the Branch could have specified one or more of the many prefabricated aluminium-clad buildings, imported from the UK, that the Department of Education had on hand, these were difficult to transport and erect, and were moreover considered unsuitable for the Australian climate.47 In the specific case of Ballina, however, the post-War increase in enrolments did not continue long, due to altered transport arrangements for pupils from Bangalow and Byron Bay, who, to save public funds, were now forced to travel by train to Mullumbimby rather than by bus to Ballina.48

The advancement in 1955 of the Kyogle and Mullumbimby schools to full high school status 1955 resulted in public demands that Ballina Central School, too, should be raised to this status. This campaign reached fruition in the following year, when the school was renamed as Ballina High School, finally separating it from its former connection with the Primary and Infants’ departments. The school, now able to offer studies leading to the award of the Leaving Certificate (similar to the present HSC, but conferred at the end of what is now known as Year 11), began to attract students from a wide area, so that by 1959 enrolments had risen to about 450. The expansion of the fishing industry and the establishment of a fruit cannery, too, increased both the economic importance and population of Ballina, resulting in a gradual increase student numbers.49

Figure 10. The Ballina High School crest, a slightly modified version of that originally associated with Ballina Intermediate High School. The lighthouse and the motto, scientiae luce (the light of knowledge or alternately the light of learning), refer to the school’s corporate mission, and perhaps to the venerable and historic motto of the NSW Department of Education, lux in tenebris (light in darkness). It appears to have been designed by the school union, made up of staff, captains, prefects and sporting representatives, in 1928.50 The lighthouse refers to Ballina’s relationship with the Richmond River, as well as to the predominant theme of light.

46 See Russell Jack, ‘The Work of the NSW Government Architect’s Branch, 1958 – 1973’, unpublished Master of Architecture thesis, University of NSW, 1980, vol. 1, p. 87. 47 Ibid., pp. 87-88. 48 Ballina Public School Centenary Committee, Ballina: a Century of Public Education, p. 26. 49 Ibid., p. 27. 50 Northern Star, 14 December 1928, p. 9.

Prepared by EJE Heritage Page 21 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA 2.11 The Further Development of the Site The resultant overcrowding meant that additional teaching and administrative accommodation was again necessary, and that the marching of classes to and from the home science and industrial arts facilities at the public school had become untenable. Between 1955 and 1959, therefore, two new blocks were erected by which to overcome these difficulties. The first, addressing Burnet Street, was made up of two single-storey weatherboard buildings contained two home science rooms, a needlework room, a classroom, fitting rooms, change rooms, a laundry and administrative offices. The other, a two-storey building (current S Block) opened in July 1959 by Robert Heffron, who as Minister for Education was devoted to the improvement of public education, addressed Swift Street, and incorporated metalwork, woodwork, technical drawing and craft rooms, with a storeroom and staff rooms. While the first floor was executed in timber, the lower floor, devoted to amenities, included shelter areas, a canteen, change rooms and shower rooms, were executed in masonry. The school by this time is said to have had 28 teachers and four ancillary staff, and although only a small number of students proceeded to university or similar study, the academic, cultural and sporting reputation of the school was a matter of some pride.51

By the late 1950s, the population of Ballina had reached some 4,000, with a proportionate increase in the nearby centres. The growth in enrolments was such that three whole classes had to be accommodated in the Masonic Hall.52

Figure 11. An aerial view of the school from the north, 1961. In the foreground is Burnet Street, a portion of which was subsequently closed so as to extend the school grounds. From Ballina: the Committee, 1961. ‘Ballina : a Century of Public Education : the Early Years 1828-1861; the School and the Community 1861-1961.’Year notations EJE

51 Ballina Public School Centenary Committee, Ballina: a Century of Public Education, p. 29. 52 Ibid.

Prepared by EJE Heritage Page 22 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA This unsatisfactory situation, together with the demands of the Wyndham Scheme, which under the guidance of Sir Harold Wyndham, the Director-General of Education, revolutionised secondary education and caused a rethinking of school infrastructure, made it obvious that yet more facilities would soon have to be built. Although Robert Heffron, in opening the industrial arts block, had promised that these would soon be provided, it was not until 1963 that the new building, A Block, consisting of extra classrooms and a dedicated library, was ready for occupation. No sooner had work commenced than the school was advised that A Block would be extended. Work on this addition, including science laboratories and associated preparation rooms, together with a new classroom, commenced in 1964.53 These buildings, unlike those constructed in the previous decade, were executed in brick. There was, however, still pressure to construct across the State the greatest possible number of classrooms in the shortest possible time and for the lowest possible cost. This, together with stylistic changes, meant that the new buildings were noticeably different to their pre-War counterparts as exemplified by M Block. Based around single-loaded corridors, they had comparatively lower ceilings, metal- covered gabled roofs with reduced pitches, and standard-pattern aluminium windows ‘proof against weather, school children and teachers’.54

Figure 12. Home Science class, with a student demonstrating, Ballina High School, 1968. DEC

Figure 13. A Block (1964). DEC

53 Anthony Klein, Ballina High School, 1956-2005, p. 6. 54 Russell Jack, ‘The Work of the NSW Government Architect’s Branch, 1958 – 1973’, p. 90.

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Figure 14. Library, A Block, 1968. DEC

In 1966, further additions, known as E Block, were opened by Charles (later Sir Charles) Cutler, Deputy Premier and Minister for Education,55 and cousin to Sir Roden Cutler VC. This, the single largest school block, included science laboratories, classrooms, an industrial arts room, a music room and amenities. E Block was one of many school buildings across the State that provided further evidence of changing philosophies in the Government Architect’s Branch, not least in the use of pre-cast concrete framing members which reduced construction times, saved bricks and reduced costs. In these buildings, bricks were used only on end walls, while spandrels beneath windows were made from various infill materials.56

Figure 11. The school from the south, c.1966, following the completion of A Block and E Block; note the changes that have taken place in a short period. The differing architectural styles and materials employed in the buildings are typical of the rapid expansion of many NSW schools, driven mainly by population change, taking place between the 1920s and the 1970s. DEC

2.12 The Expansion of the Grounds The 1960s additions to the school buildings, though most welcome, greatly reduced the amount of playground space, particularly the sporting fields so essential to the communal life of a school. In 1963, therefore, Roy Hughes, the shrewd and determined Principal who oversaw

55 On this occasion he opened A Block also; see Anthony Klein, Ballina High School, 1956-2005, p. 7. 56 Russell Jack, ‘The Work of the NSW Government Architect’s Branch, 1958 – 1973’, p. 88.

Prepared by EJE Heritage Page 24 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA much of the school’s post-War expansion, began to agitate for the extension of the playground into part of Clement Park Reserve. This was a large area dedicated for public recreation in August 1886, originally included what is now known as Hampton Park, as well as two parcels of land known respectively as Clement Park and McDonald Park. It was in these latter areas, adjoining one another to the north of Ballina High School, but separated from it by Burnet Street, that Hughes was interested.57 This proposal caused considerable controversy, but this was reduced by a Departmental offer both to purchase the land and to fund improvements to Kingsford Smith Park, a new reserve on the site of the former Ballina aerodrome and golf course. The land was transferred in 1976, although the area for some time continued to be used for non-school sporting activities until Kingsford Smith Park was fully available.58 The closure in 1973 of the dividing road not only allowed the expansion of the school grounds, but also provided an opportunity for the construction of basketball courts.

Clement Park Reserve Trust, ‘Plan of Management, Hampton Park, Ballina NSW’ (May 2005), Appendix I Clement Park Reserve Trust

57 Anthony Klein, Ballina High School, 1956-2005, p. 7. 58 Clement Park Reserve Trust, ‘Plan of Management, Hampton Park, Ballina NSW’ (May 2005), Appendix I file:///C:/Users/dcampbell/Downloads/Plan_of_Management_Hampton_2005%20(1).pdf

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2.13 Koori Students Contemporary photographs show that Koori students were enrolled at the high school from at least 1958. It is difficult, without an examination of enrolment records, to discuss the extent of Koori involvement in the life of Ballina schools, but the comparatively high Koori population of the district was probably not historically reflected in student numbers. Before the abolition in 1968 of the Aboriginal Welfare Board, the lives of Koori pupils and their families were often subjected to State government control. This occurred only a year after the 1967 Referendum, which allowed the Commonwealth to make laws concerning Aboriginal people, and to include them in the census. It was not, however, until 1972 that the Department of Education was permitted to refuse enrolment to Aboriginal students on the grounds of ‘home conditions’ or representations from community members.59 The establishment in 1969 of the Abstudy program, together with the extension of scholarships in 1973, appears to have increased Koori enrolments at Ballina. This laid the foundation for the present day, when Kooris make up some 18% of the student population, and their achievements and identity are celebrated in the life of the school. One of the reasons for this success lies in the opening in the 2000s of a dedicated Aboriginal Education centre, located near A Block.

Figure 15. Class 1D in 1958; note the three recognisably Koori students; M Block forms the backdrop. Ballina High School Not only do BOSTES-approved syllabi, which are of course followed at Ballina High School, prescribe Aboriginal content in a variety of Key Learning Areas, but the school has its own programs aimed at nurturing Koori cultural identity. Aboriginal Studies, an attractive and academically demanding HSC subject, is a popular one amongst both Koori and non-Koori students. Moreover, specific leadership opportunities are provided to assist Koori students in gaining negotiation and strategy-building skills.60

2.14 Further Development The introduction of the Higher School Certificate, for which the first students sat in 1967, involved the introduction of an additional year of schooling, known as 6th Form (later Year 12). In 1971, the year of Roy Hughes’ departure, enrolments had grown to 861, although there was still no assembly hall. Work nevertheless commenced to remedy the even more pressing problem of overcrowding. Yet another building, known as L Block, based on a standard

59 See generally Allison Cadzow for the Board of Studies NSW, ‘A NSW Aboriginal Education Timeline 1788–2007’ http://ab-ed.boardofstudies.nsw.edu.au/files/timeline1788-2007.pdf 60 Anthony Klein, Ballina High School, 1956-2005, pp. 62-63.

Prepared by EJE Heritage Page 26 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA Government Architect’s Branch design known as the L.L. Block A,61 was commenced in 1971, although it was not occupied until early 1973; this consisted of classrooms and science laboratories on the ground floor, and a library and associated spaces on the first floor. The execution of the roof, as distinct from its design, evidently left much to be desired, giving rise to serious leaks and dampness.62 In the 1970s, too, the weatherboard Home Science buildings were relocated off site, having been sold to St. Joseph’s Primary School, Alstonville, where they provided years of additional service.63

In 1976, the long-awaited school hall (H Block) was opened. This building owed more to the so- called Study 3 school design,64 as developed by the Government Architect’s Branch, than to the standard hall designs commonly provided to high schools in the 1960s.65 It was, however, bedevilled by acoustic problems and a lack of backstage space, which was instead given over to music performance rooms separated from the hall by concertina partitions. The problems so created were not improved even by the construction of a solid wall in place of the partition, so that the hall, though useful for sport, was unsuitable for the vital HSC examinations.66 In 1976, too, T Block, consisting of additional classrooms, again owing much to the Study 3 design philosophy, was opened. These buildings replaced the ‘new’ school tennis courts, which were relocated to the former easement of Burnet Street. In 1987, B Block, one of the original school buildings, was damaged by fire, and had to be demolished.

As the school population had by this time expanded to well over 1,000, the Department of Education at about this time began to consider the construction of a second high school to serve Ballina and surrounding areas. By 1986, however, little more had been heard, and enrolments had risen to nearly 1,400, far too large for any NSW high school to cope with, far less a school designed to accommodate about 800 students, to say nothing of staff.67 Despite this, in 1985 an aquaculture building was opened to cater for the new subject of Marine Studies.

Overcrowding problems were resolved when, in 1994, Southern Cross High School, East Ballina, commenced.

The commencement in the late 1980s of Aviation Studies and Marine Studies not only appealed to growing numbers of students, but rapidly led to external recognition of the school as a place of excellence in these and other subjects. This, together with the opening in 2008 of an addition to T Block, accommodating Food Technology kitchens and associated spaces, has placed the school in good stead. This is particularly fortunate in view of the opening in surrounding areas of new public high schools, as well as the commencement of Anglican and Roman Catholic facilities.

The Marine Discovery and Resource Centre, too, a well-regarded resource with which the school is now widely identified, has been constructed in the former road easement. Initially founded in association with the teaching of Marine Studies, an HSC subject, the centre, officially opened in September 1999, is the result of a partnership between the school and Ballina Shire Council. It has since then extended its scope to serve both pre-schools and primary schools,

61 Russell Jack, ‘The Work of the NSW Government Architect’s Branch, 1958 – 1973, p. 117. 62 Anthony Klein, Ballina High School, 1956-2005, p.p. 10, 13. 63 Anthony Klein, Ballina High School, 1956-2005, p. 5-6. 64 Ibid. 65 Ibid., p. 112. 66 Anthony Klein, Ballina High School, 1956-2005, p. 19. 67 Ibid., pp. 28-29.

Prepared by EJE Heritage Page 27 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA with obvious benefits to educational outcomes.68 The Centre, since 2008 housed in a purpose- built structure, is well-equipped with resources for the study of marine life; it operates ex-Army four wheel- and six-wheel trucks and, uniquely, also boasts five bow punts and three LARC V (lighter, amphibious resupply, cargo, 5-ton) amphibious vehicles (commonly known as Army Ducks), as formerly operated by the Australian Army, as well as other Commonwealth and foreign militaries. The Centre is, accordingly, able to offer a certificate allowing students to gain a NSW Maritime boat licence. In addition to the resources currently offered, the Centre is soon to include an Interactive Marine Teaching and Learning Area.69

2.15 A New High School for Ballina In February 2015, the NSW government announced that it had allocated $40 million to build a new high school at Ballina. To be built on the site of the present Ballina High School, the new campus is to incorporate both the existing school population and the Years 7 – 12 element of Southern Cross School, Ballina East. The school, to be designed by EJE Architecture along the most modern lines, is to include innovative learning spaces for superior educational outcomes in research, problem-solving and critical thinking.70 The name of the new high school will be decided by the Department of Education after a process of community consultation.

2.16 Conclusion The history of Ballina High School is, in many ways, typical of that of many New South Wales public sector high schools in regional areas. From humble and comparatively difficult beginnings as part of Ballina Superior Public School (later Ballina Central School), its reclassification as an intermediate high school led to its re-establishment on a different site, at which it evolved into the school of today.

The school buildings, too, have reflected the changing educational and economic circumstances of public education. Initially housed in most inadequate spaces in the cramped conditions of a public school, it was the involvement of Education Minister David Drummond, who for political and personal reasons was particularly interested in the development of the northern part of the state, that made possible the relocation of the school to a new site with a well-built and functional main building. That the structure was erected to a simplified design was a function of economic difficulties, rather than a failure of political and community will.

The story of the additional building works that took place over the following half century is one of ongoing efforts to provide for an expanding student population, with each block reflecting changing philosophical and economic circumstances with regard to both to design and materials. Starting with a central brick-built two-storey structure typical of 1930s schools, the post-War buildings reflected the popularity within the Government Architect’s Branch of weatherboard buildings in meeting the demands of the ‘baby boom’, followed by a reversion to masonry in and after the 1960s.

In 1959, Charles Ebert, Director of Education for the North Coast Area, wrote that

68 Ibid., p. 45. 69 NSW Parliament, Hansard, ‘Ballina High School Marine Discovery Centre’, p. 21373 http://www.parliament.nsw.gov.au/prod/parlment/hansart.nsf/V3Key/LA20100311036 70 NSW government media release, ‘New $40 M High School for Ballina’, 10 February 2015 http://www.dec.nsw.gov.au/about-us/news-at-det/media-releases1/new-40m-high-school-for-ballina

Prepared by EJE Heritage Page 28 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA I firmly believe that the greatest of any district's resources lie in its human values, and I see schools as powerhouses for the generation and development of ideas and qualities on which our future must be built.71

This perceptive statement still holds true. A new high school for Ballina must now answer the new and different set of challenges presented by changing educational philosophies and social circumstances.

71 Status Quo MCMLIX’, Editorial.

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3. PHYSICAL CONDITION AND CONTEXT

3.1 THE SITE The site covers an area of approximately 6 ha. The majority of the site is occupied by the existing school buildings, dating from the 1930s to the 2000s. The remainder of the site is occupied playground and playing fields, particularly to the north-east of the former line of Burnet Street. The subject land, substantially filled in the 1930s, is predominantly very flat, and was historically subject to inundation.

3.2 THE BUILDINGS Buildings and educational facilities currently on the site south-west of the line of the former line of Burnet Street are as per the plan below.

Figure 16: Ballina High School Existing Buildings

3.3 CURRENT USE The site currently houses Ballina High School, a public high school administered by the NSW Department of Education.

3.4 CONDITION The condition of the buildings and structures on the site varies, relating to their date of construction and the amount of programmed maintenance. The majority are in need of refurbishment, due to their date of erection and suitability for current school purposes. Some are in poor condition.

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3.5 ANALYSIS OF INDIVIDUAL BUILDINGS 3.5.1 Block A Opened in 1963, Block A is a two storey brick building with concrete floors, low-pitched metal roof with gabled ends and metal framed windows. Classrooms (Science Labs) and toilet blocks span the full width of the building on the lower floor. An enclosed veranda is used for access and circulation along the western side of the upper floor with the classrooms aligned along the eastern side of the building. Staff facilities fill the Northern end of the building on both levels. Block A does not display any exceptional qualities or details, being an average example of an early 1960’s school building. Incursions into the original fabric in order to link Block A to the adjacent Block S and Block M as well as a covered area outside the student toilet blocks are of poor quality and detract from the design of Block A. Block A is not in good condition, requiring refurbishment, and has little overall heritage value.

3.5.2 Block B Block B was constructed in 1931 at the same time as Block M. It was a single storey masonry structure with a tiled roof. It housed the school amenities at the time. Block B was destroyed by fire in 1987 and its remains were removed from the site.

3.5.3 Block C Block C is a listed heritage item in the Ballina LEP 2012; Item I49 and is protected at a Local level. For this reason, Block C will be analysed and described in detail and analysed in accordance with Heritage Branch criteria which are further explained in Chapter 4.

3.5.4 Block E Dating to 1966 and opened by Charles (later Sir Charles) Cutler, Deputy Premier and Minister for Education, Block E is similar in a number of ways to Block A. It is of similar design and detailing, with a similar type of brick and windows and similar roof pitch. The main differences between Block A and Block E are the shape and circulation system. Block E is a U-shape with an external circulation corridor in the form of a veranda upstairs and covered way below the veranda. On the southern half of the building, the circulation is on the north, facing the courtyard created by the building form and shading the classroom windows from the sun. The circulation switches to the western side of the building away from the courtyard on the western side of the U, and again back to the north side though away from the courtyard on the northern half of the building. All the classrooms are single loaded off the one side of the circulation. The southern part of Block E has been extended at some point adding two extra classrooms and staff study spaces.

Block E is a typical example of an early 1960’s school building. It is in reasonable condition and reasonably intact, but does not contribute to the heritage value of the site and is not listed as having heritage value.

3.5.5 Block H Block H, the Multi-Purpose Facility, was opened in 1976 and houses the school assembly and performance hall, the canteen and two music classrooms. It proved very quickly to be acoustically inadequate in its early days and was modified to better isolate the music classrooms from the hall where students might be undertaking exams. This measure exacerbated the shortage of backstage space for the hall. Block H has steel roof framing and tall brick parapets at either end of its pitched roof. A stepped ridge allows height and clerestory windows over the hall space, and a lower roof

Prepared by EJE Heritage Page 31 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA over the single storey classroom / canteen side of the building. The brick parapets are displaying signs of water leakage and staining. Internal linings to the building have been well worn by use over forty years.

Block H is overall of below average condition and due to design deficiencies is not a good example of a school hall building. It is not noted to have any heritage value.

3.5.6 Block L Planning for Block L commenced in 1971 though it was not completed and occupied until 1973. It was based on a standard Government Architect’s Branch design known as the L.L. Block A72. It is a two storey brick building with concrete floors and aluminium windows. The lower floor has science labs and a classroom as well as storage and staff study spaces off a corridor centrally incised in the building. Thin precast sunhoods shade the northern windows. Upstairs, the entire floor plate contains the library with its ancillary spaces. There is a mezzanine deck containing study space down the centre of the library which sits below the roof ridge. The roof itself consists of two pitched sections, one springing from the north, the other from the south which rise towards the centre of the building. They do not meet in the centre but are split by a wide gap coinciding with the mezzanine which creates a flat roofed section down the centre of the building. This flat roof, and box gutters concealed behind parapets on the north and south has caused water ingress problems from the very start as they proved to be inadequate for dealing with the north coast’s cyclonic downpours.

The water ingress issues have caused staining to the parapets and down a substantial height of the North and South walls. It has caused humidity damage to the internal fixtures and fittings and of course the library contents. The building is in below average condition. It is not listed as being significant.

3.5.7 Block M Block M is a listed heritage item in the Ballina LEP 2012; Item I48 and is protected at a Local level. For this reason, Block M will be analysed and described in detail and analysed in accordance with Heritage Branch criteria which are further explained in Chapter 4.

3.5.8 Block S Block S dates from 1959 and is the first building added to the school after its status was confirmed officially as ‘High School’ and with AR Hughes as principal. It is an interested mix of styles as it is what would be a typical timber framed and weatherboard clad school building though is clearly deliberately elevated one storey on a brickwork base storey above what is essentially a flat site. The lower storey contains mainly store rooms. There are two non-original steel staircases from the ground and an elevated bridge link from Block A which allow access to the enclosed corridor on the south side of the upper floor. There are five classrooms, a storeroom and a staff study space on the upper floor. All learning areas have large double hung windows looking south onto Swift Street and similar windows borrowing light and ventilation from the corridor on the North. Block S is well worn, being of below average condition and many unsympathetic additions including sheet metal cladding panels enclosing parts of the lower floor detract from the aesthetics of the building. Block S was mentioned in the Shire Wide Heritage Study though was not included in the LEP Heritage Schedule. As such, it is not noted to have any Heritage significance.

72 Russell Jack, ‘The Work of the NSW Government Architect’s Branch, 1958 – 1973, p. 117.

Prepared by EJE Heritage Page 32 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA 3.5.9 Block T Block T was constructed very soon after the Block H Multi Purpose Hall and there are many noticeable similarities between them in material and detail. In form, Block T is a rectangular prism of brick and concrete with a central courtyard. It shows obvious links to the donut design of NSW School Buildings which was developed over a decade earlier and of which there are plentiful examples. The difference with Block T is that the donut is not complete, but severed at the Western end making a C shape rather than a full O. A bridge with balustrades joins the separate ends of the block’s upper floor across the western side and accesses the building’s only stairwell in the open mouth of the C. Block T bears many of the hallmarks of the doughnut style building, face brickwork and bare concrete, painted metal columns, anodised aluminium windows, roofs that drain to the central courtyard, and vertical lined bulkheads and fascias. Similar to Blocks H and L, exposed brick parapets at the end and corners of the building show excessive water damage and staining. The materials of the building, though robust, show harsh treatment and are worn. There is infill work on the North side of the lower floor which is unsympathetic and detracts from the aesthetics of the building. Block T has little heritage value.

3.5.10 Block TAS Block TAS is a fairly recent addition to the school and is a green colorbond shed with lean-to annexe. It contains the school’s Aquaculture facility. It has no heritage value.

3.5.11 Block U Block U is another green colorbond shed, this time serving only as a storeroom. It has no heritage value and its replacement with a more permanent facility would be beneficial.

3.5.12 Block V Block V is a portable classroom building of colorbond cladding containing the Aboriginal Education Centre. It has no heritage value and its replacement with a more permanent facility would be beneficial.

3.5.13 Block W Block W is by far the newest permanent building on the site having been opened by the (then) NSW Minister for Education, Verity Firth on the 29th of May 2009. It is in very good condition, of brick with powder coated aluminium windows and a colorbond roof with wide eaves to shed the water from Ballina’s prolific rain when it comes. Block W is actually in two parts, both single storey structures and both attached to Block T. They contain a Workshop and a Food Technology Teaching space. Block W is not noted to be of heritage value.

3.5.14 Block X Block X is the Ballina Marine Discovery Centre. It was opened in 1999 by the (then) NSW Minister for Fisheries Hon. Eddie Obied MLC. Since opening it has also provided services to the wider community. They provide hands-on and practical experiences for preschool, primary, high school and tertiary aged students, and raise community awareness of marine ecology issues. Thousands of students take part in educational programs at the centre each year. The centre has won a NSW Community and Landcare Award and has been published in a number of newspaper articles.

The building is a rectangular box of tilt-up precast concrete, with a curving colorbond roof. It is predominantly single storey though has a second storey mezzanine at one end. It is painted in bright tones of blue with predominant signage adjacent to Martin St. It is not noted to have heritage

Prepared by EJE Heritage Page 33 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA value, though it is developing social and cultural significance in the community influence that it is having.

3.6 SURROUNDING CONTEXT The subject land, located in central Ballina, is bounded by Bentinck Street in the north; Swift Street in the south; Martin Street in the east; and Cherry Street in the west. Burnet Street, which formerly ran through the school site, has since been closed between Cherry Street and Martin Street. The former public reserve from which the school was previously separated by Burnet Street has long been incorporated within the school grounds as sporting fields. The site is surrounded by dwellings, ecclesiastical buildings, and sporting facilities.

Prepared by EJE Heritage Page 34 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

4. HERITAGE SIGNIFICANCE

The NSW heritage assessment criteria encompass four generic values in the Australian ICOMOS Burra Charter 2013: historical significance; aesthetic significance; scientific significance; and social significance.

These criteria will be used in assessing heritage significance of the place.

The basis of assessment used in this report is the methodology and terminology of the Burra Charter 2013; James Semple Kerr, The Conservation Plan: A Guide to the Preparation of Conservation Plans for Places of European Cultural Significance;73 and the criteria promulgated by the Heritage Branch of the NSW Office of Environment and Heritage. The Burra Charter 2013, Article 26, 26.1, states that:

Work on a place should be preceded by studies to understand the place which should include analysis of physical, documentary, oral and other evidence, drawing on appropriate knowledge, skills and disciplines.

Places and items of significance are those which permit an understanding of the past and enrich the present, allowing heritage values to be interpreted and re-interpreted by current and future generations.

The significance of the place is determined by the analysis and assessment of the documentary, oral and physical evidence presented in the previous sections of this document. An understanding of significance allows decisions to be made about the future management of the place. It is important that such decisions do not endanger its cultural significance.

The NSW Heritage Manual, prepared by the former NSW Heritage Branch and Department of Urban Affairs and Planning, outlines the four broad criteria and processes for assessing the nature of heritage significance, along with two added criteria for assessing comparative significance of an item.

Heritage Significance Criteria The NSW assessment criteria listed below encompass the following four values of significance:

q Historical significance q Aesthetic significance q Research/technical significance q Social significance

73 (7th ed). Burwood: Australia ICOMOS, 2013.

Prepared by EJE Heritage Page 35 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

Listed below are the relevant Heritage Assessment Criteria identified in the Heritage Act 1977 (NSW):

Criterion (a) An item is important in the course, or pattern, of NSW’s cultural or natural history (or the cultural or natural history of the local area).

Criterion (b) An item has strong or special association with the life or works of a person, or group of persons, of importance in NSW’s cultural or natural history (or the cultural or natural history of the local area).

Criterion (c) An item is important in demonstrating aesthetic characteristics and/or a high degree of creative or technical achievement in NSW (or the local area).

Criterion (d) An item has strong or special association with a particular community or cultural group in NSW (or the local area) for social, cultural or spiritual reasons.

Criterion (e) An item has the potential to yield information that will contribute to an understanding of NSW’s cultural or natural history (or the cultural or natural history of the local area).

Criterion (f) An item possesses uncommon, rare or endangered aspects of NSW’s cultural or natural history (or the cultural or natural history of the local area).

Criterion (g) An item is important in demonstrating the principal characteristics of a class of NSW’s cultural or natural places; or cultural or natural environments (or a class of the local area’s cultural places; or cultural or natural environments).

An Assessment of Significance requires that a level of significance be determined for the place. The detailed analysis uses the levels of significance below:

LOCAL Of significance to the local government area.

STATE Of significance to the people of NSW.

NATIONAL Exhibiting a high degree of significance, interpretability to the people of Australia.

Prepared by EJE Heritage Page 36 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

4.1 ANALYSIS OF SIGNIFICANCE Analysing the Significance will involve first discussing the significance of the site as a whole before singling out the two items within the site which are listed on the Ballina Shire Council LEP Schedule 5 Part 1 and analysing them in detail. A statement of significance guided by the analysis will follow the same lines.

Historical Significance Criterion (a) An item is important in the course, or pattern, of NSW’s cultural or natural history (or the cultural or natural history of the local area).

The Ballina High School site is associated with the early years of European education in the Ballina district. The school buildings themselves demonstrate changing State-wide philosophies as to both design and materials between the 1930s and early 2000s. The school buildings are generally typical examples of NSW Department of Education buildings which were provided to meet particular perceived needs. As such they are widely varied in size, form and detail, and vary also somewhat in material applied. As many are typical or standard (cookie cutter) buildings, they have not always best suited for the site conditions. The buildings added in the 1970’s; Blocks H, L and T have fared the worst as their designs employing parapets and box gutters have not withstood the impact of climatic conditions in Ballina. While an interesting progression of NSW School philosophies between 1930 and the early 2000’s might be possible, the siting of the buildings, with no clear progression, makes historical interpretation very difficult. As such, the site as a whole has little Historical Significance

Block C: As previously stated, EJE Heritage believes that Block C was built upon the High School site in 1952 as opposed to having been moved there from the primary school site which was a common understanding. Block C’s original location was in the corner of the current assembly area / Block H, but was relocated to its current location concurrent with the construction of Block L.

Block C is a commonplace NSW state school building of which there are hundreds of examples throughout the state from Ballina to Broken Hill to Bega. The Department of Education and Training records that over 2300 buildings of this style were erected throughout NSW.74 They were designed and constructed to meet Departmental requirements for facilities easily and quickly erected from comparatively cheap and locally available materials to cope with the sudden influx of enrolments due to the Baby Boom of the period.

Block C contains details which are typical of 1950’s constructed school buildings with ship-lap weatherboards (very commonly painted cream-yellow), Double-hung timber sash windows and a wide veranda for circulation and weather protection. Stylistic changes to the design of these typical blocks did occur over the years as windows were grouped together within facades and balustrades were redesigned, roof pitches and eaves were slightly altered, but these types of school building are easily recognised and easily found throughout NSW.

At Ballina High School, Block C was joined by two very similarly detailed buildings in 1955, both of which were sold and relocated to St. Joseph’s Primary School in Alstonville. They were

74 Report on Ballina Shire Council Heritage Study (June 2008)p5

Prepared by EJE Heritage Page 37 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA located where blocks L and X are currently situated. Block S, constructed in 1959, has many features in common with block C also having the same weatherboard cladding and similar double hung windows on the upper floor.

Figure 17; Block C Ballina High School. EJE

Figure 18: School Buildings, Macksville High School circa 1950's. DEC

In terms of Historical Significance, Block C has little value. It is only one of many buildings that were added to the school during its history and which displays the typical building materials / styles and philosophies of the day. It is the only building on the site which has been relocated

Prepared by EJE Heritage Page 38 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA and reused, but other than this it is unremarkable among the other buildings it cohabits with. If the case can be demonstrated that Block C was relocated from the Primary School, it will still have little bearing on the significance Block C as the other buildings located at the Primary School have their own heritage listings and are of greater cultural significance than Block C.

Block M was constructed in 1931 and together with Block B was one of the original buildings erected on the newly acquired site for the school. Block B was destroyed by fire in 1987 and was completely removed leaving only Block M dating back to this time.

Historically, Block M is the most significant as being the last remaining original (1931) building upon the (then) newly acquired High School site. To a lesser degree Block M is significant because it was designed at a pivotal point in NSW history when the Great depression and scarcity of funding made it necessary to alter the design methodology for public schools in NSW to suit the new found economic status. The design of the building is clearly reflective of this new austerity though this could be said of any of the NSW Public School Buildings that were commissioned at the time. More detail in regards to the design of Block M is given under Criterion (c) Aesthetic / Technical significance.

There have been a number of incursions into the original fabric of Block M since its construction. The introduction of electrical power and lighting has involved surface mounted conduits throughout the building and there have been new floor finishes installed. There are two attachments to Block M which link it to the adjacent A & L blocks. One is a covered and elevated walkway which has minimal disruption to Block M’s original fabric. The Link to Block A is more extensive and covers a sizable portion of the Western end of Block M. If this attachment were to be removed, it would leave an obvious alteration in the building fabric in order to seal and weatherproof the filled in hole.

Figure 19: Block M South Facade. Connection to Block A is obvious to the left of the photo. Connection to Block L is hidden behind the trees on the right. EJE

Block M has proved to be a maintenance burden over the years. Water ingress to the building is a continual issue and as a result there is weathering and repairs to the brick pointing and to the window lintels, paint peeling from ceiling linings and difficulties in attaching displays to wall

Prepared by EJE Heritage Page 39 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA surfaces. Even in 1956, when the first principal of the High School was appointed he found Block M, just 25 years old at the time to be “in a poor state of repair. The mortar between the bricks was crumbling, the panes of glass in the upstairs windows were falling out (to such an extent that (he) refused to accept responsibility for any injuries caused by falling panes) and the blinds were just shredded strips.”75

Figure 20: note wall has been re-pointed at the lower level. Pointing is eroded in upper floor brickwork. Piers beside windows show work has been done at either side of the window heads. Terracotta drip moulds are hit-and-miss over lower floor windows. EJE

An inspection of the current structural integrity of Block M was undertaken by Ardill Payne & Partners Engineers, who concluded that whilst Block M is structurally sound, it has damage incurred by lack of maintenance, water ingress and areas of poor workmanship when being altered.

Under Criterion (a), Block M has a good deal of original fabric, though alterations and repairs have in turn detracted from the intactness of the building. Block M has moderate Historical significance at a local level.

Criterion (b) An item has strong or special association with the life or works of a person, or group of persons, of importance in NSW’s cultural or natural history (or the cultural or natural history of the local area).

The Ballina High School site has a special connection with Roy Hughes, Principal of the school 1956 – 1971. When the status of the Ballina Intermediate High School was upgraded to Ballina High School, Roy Hughes was appointed as the inaugural Principal. Roy Hughes is of course significant for being the first principal but also as the principal who engendered the highest

75 Anthony Klein - Ballina High School 1956-2005 p4

Prepared by EJE Heritage Page 40 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA esteem for the school. He was adamant about the town of Ballina taking pride in their High School. He encouraged competition in sporting and academic achievements and was obsessive about best behaviour enforcing strict discipline. He went to great lengths to uncover the sources of incidents so that the students felt that any lapses in their conduct, no matter how minor, would not go unnoticed. He had the same high expectations of his staff as well as his students. So tight was Roy Hughes’ discipline that the school was colloquially known as ‘Fort Ballina’76. Despite his no-compromises attitude, he was clearly endeared by the School and the Ballina Community for the resulting School Spirit that he fostered. So much so that even today Ballina High School awards each year a ‘Roy Hughes Memorial Award’ to the male and female student ‘who has demonstrated the most diligent attitude and industry.’77

Ballina High School itself has a high degree of significance at a local level due to its association with Roy Hughes.

Block C, (and Block M) were established well before Roy Hughes’ inaugural term. While they were there at the school and would have benefited from his program of beautifying the school, their individual significance is not affected by their association with Roy Hughes. Block C has no other known association(s) with a person or group of persons of importance in NSW cultural history.

Block M has a special connection with David Drummond, Minister for Education 1927 – 1930 and 1932-1941 who called tenders for the construction of the new building on the then newly acquired High School Site. David Henry Drummond was an elected representative in the State Parliament from 1920 till 1949 and then a Federal representative from 1949 till 1963. While his electorate never included Ballina, he did represent the nearby state seats of Northern Tablelands which became the seat of Armidale, and the nearby Federal seat of New England. At the time he was instrumental in the formation of Ballina High School, he was Member for Armidale and Minister for Education. He was elected to the seat of Armidale from its inception in 1927 when it was separated out from the seat of Northern Tablelands which Drummond had co- represented alongside Alfred McClelland and Sir Michel Bruxner. Having no predecessor to the seat of Armidale, we can only compare him with his successor to that seat Davis Hughes who also became a cabinet Minister, the Minister for Public Works, and was the minister responsible for removing Jørn Utzon and installing Peter Hall to complete the construction of the Sydney Opera House.

David Drummond was passionate about the people of Australia, and particularly about the people of Northern New South Wales. He was vitally active in discussing and writing about issues that affected Australians, their education, and their representation in Parliament. He affected change at constitutional level in Australia and in 1931, the same year as the construction of Block M, was prominent in the merger of the new State movements with the Country Party to form the United Country Movement, his aim being the representation of Northern NSW dwellers. This was in direct relation to his involvement in the resurgence of the New England New State Movement which occurred at the outbreak of the Great Depression where the people of Northern NSW again rallied against the Sydney-centric representation and

76 Anthony Klein - Ballina High School 1956-2005 p4 77 Quoted from Ballina High School website: http://www.ballina-h.schools.nsw.edu.au/news/year-12- formal?pparam&old

Prepared by EJE Heritage Page 41 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA distribution of funds in New South Wales. In regards to the education of Northern NSW, David Drummond was instrumental in establishing the first country Teacher’s College in NSW in Armidale in 1928, the new site for Ballina High School and tender for the design of Block M in 1929, and eventually contributing to the establishment of the University of New England.

Not just because David Drummond was a long serving Cabinet Minister, but because he faithfully served in and was deeply passionate about Northern New South Wales, including Ballina, Block M has moderate Historical Significance at a local level by its association with David Drummond.

Block M also has special connection with JW Tristram was the Chief Architect for Schools and Colleges at the Government Architects Office from 1927-1931. He was preceded by Richard Wells and succeeded by Cobden Parkes, all of which were responsible for the design of many new schools as well as additions to existing school buildings. The Department of Education and Training have records of over 30 schools which were in whole or in part designed by JW Tristram. The closest example of one of his buildings to Ballina is probably at the High School in Armidale where one of the buildings from 1930 is attributed to him.

JW Tristram was a painter, and may be better recognised for his water colours of which examples are displayed in many Australian public galleries including the National Gallery of Australia, Art Gallery of New South Wales, National Gallery of Victoria, Art Gallery of South Australia and the Queensland Art Gallery. After serving as the Chief Architect for schools until 1931, JW Tristram retired. This is unlike both his predecessor and successor who both went on to become Government Architect and are noted for their many fine public buildings throughout NSW.

Because JW Tristram designed many schools, of which others have been listed for Heritage protection, because he is better recognised for his water colour paintings rather than his Architecture and because JW Tristram did not rise to be New South Wales Government Architect while both his predecessor and successor did: Block M has little Historical Significance at a local level by its association with JW Tristram.

Aesthetic And Technical Significance Criterion (c) An item is important in demonstrating aesthetic characteristics and/or a high degree of creative or technical achievement in NSW (or the local area).

Ballina High School, as a whole, does not display Aesthetic or Technical significance. As previously mentioned, the widely differing architectural styles and materials employed in the buildings are typical of the rapid and sometimes ad-hoc expansion of many NSW schools, driven mainly by population change, taking place between the 1920s and the 1970s. The broad variance of style and material as well as the random pattern of progression has ensured that there is no coherent aesthetics which unify the school. The school has little Aesthetic or Technical Significance.

Block C (1952) exemplifies the style and materials generally employed in the 1950s by the NSW Government Architect’s Branch. While it is reasonably intact and a reasonable example of the typical building of the time, it is but a typical building and one of approximately 2300 built at that time. Block C, due to the large number of examples still extant, has little Aesthetic or Technical significance.

Prepared by EJE Heritage Page 42 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA Block C was refurbished in 1987 and clearly shows evidence externally where it was altered from original. The alterations include a 1980’s aluminium sliding window and flush panel doors which detract from the intactness of the item and diminish any aesthetic significance of the item as they are unsympathetic to the original.

Figure 21: Alterations to Block C. A clear line in the cladding with joints mismatched either side is visible in the centre of the image. 1980's aluminium sliding sash windows are unsympathetic with original windows. Security window screens to all windows and flush panel leaves to all doors detract from the item. EJE

Block M exemplifies the style and materials generally employed during the great depression by the NSW Government Architect’s Branch. It was initially designed quite differently, being a flamboyantly adorned, gabled, symmetrical building with a single loaded corridor and a prominent entry portico. (Original design shown in Figure 4.) The Great depression intervened and scarcity of funding lead to a complete redesign of the building. Block M, along with many other school buildings of the time, was re-penned in the Inter-War Georgian Revival style. Both original and final designs are attributed to JW Tristram who was Chief Architect for Schools and Colleges at the Government Architects Office from 1927-1931. The savage budget cut of these building meant that the completed redesign was purely functional and all excesses were trimmed. In the 1920’s gables were large, eaves were wide and rafters were exposed decoratively below timber lining boards. Now gables were deleted, replaced by hipped roofs, eaves were reduced, often deleted also as any projection was neatly boxed in.

In the particular case of Ballina, the layout of the building became based on function and efficiency also as the previously proposed single loaded corridor was swapped for a double

Prepared by EJE Heritage Page 43 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA loaded corridor, devoting as much space as possible to teaching functions. The grandness of a symmetrical facade was also lost to improve efficiencies and flexibility of classroom spaces. Classrooms at the front of the building were able to be combined and the original function of one of these double spaces was the first school assembly hall. The entry portico was stated, but not overstated and what might be a grand window above the entry was barely more than a typical classroom window.

Figure 22: Murwillumbah High School 1929 demonstrating gables and ornate brickwork corbelling. DEC

Figure 23: Ballina High School Block M 1931. Ornate details largely removed for budgetary reasons. DEC

Prepared by EJE Heritage Page 44 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA Even amongst other buildings designed in the same style and similar times, Block M suffered more so by the cuts to the budget and was possibly further affected by the costs of the necessary ground remediation undertaken in order to lay foundations. Examples of similar buildings elsewhere in the state show retention of a symmetrical design as well as retention of more intricate detail especially at front entry doors and extremities.

Figure 24: Carlingford Public School (NW Sydney) built in 1934 retains symmetrical facade and allows for greater expression of detail around the front door and extending to the underside of the eaves. DEC

Figure 25: Griffith High School 1933-4 (SW NSW) retains symmetrical facade and allows elaborate entry portico, brickwork quoins, and elaboration of a cornice line below the eaves. Griffith High School was incidentally opened by DH Drummond. Griffith High School Centenary

Further analysis of the Design aspects of Block M are expanded under Criterion (g). Block M has little Aesthetic or Technical Significance.

Prepared by EJE Heritage Page 45 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA Social Significance Criterion (d) An item has strong or special association with a particular community or cultural group in NSW (or the local area) for social, cultural or spiritual reasons.

Ballina High School, which provides evidence as to the growth and development of secondary education at Ballina, has a strong association with past and present residents of the town and its surrounding areas. The site has a special connection with past and present staff, students and parents of the school. It is likely that the campus, in association with M Block (1931), the originally centrally-located building which has occupied the site for over 80 years, together with C Block (1952), is important to the sense of identity and place of the local community. Being the principle high school in the town, the proportion of the community who were educated at Ballina High School is likely to be large.

The Ballina community has always been active in sourcing and increasing the level of education of their children. From the earliest days when the Churches and informal groups gave education for philanthropic reasons, to when parents and local business banded together to secure funding for a primary school, to the community lobbying for an Intermediate High School and eventually a High School. The High School’s inaugural principal built on this theme, magnifying the pride the parents took in their offspring through the lens of School Spirit – pride in their school. On the 7th of July 1959 the editorial in the ‘Ballina Pilot’ stated:

“Ballina High School in recent years has become a school to which the pupils ‘belong’....the young citizens of Ballina owe a real debt of gratitude to the teaching staff at Ballina High School, who have brought this spirit of unity into their education”78

Ballina High School went on to great success in sporting and academic achievements, winning trophies and awards and scoring well in state examinations driven by the tireless efforts of Roy Hughes. The standing of the school was high as a result and any dip in school pride over years ensuing was greatly lamented by the school and town community. Despite ebb and flow, school spirit has continued to see Ballina High School achieve in the fields of sports, academics and beyond achieving a Director General’s Award for Outstanding Curriculum Initiatives.

Ballina High School has a high degree of social significance at a local level.

Block C and Block M while being the venue for studies and learning for the students at Ballina High School do not share the same degree of significance. The School Spirit which makes tangible the social significance of the school is primarily about the individuals and their efforts. The facilities in which the efforts are undertaken are contributory elements in the significance but secondary elements. Block C and Block M can be seen to have at most moderate Social significance at a local level.

Research Significance Criterion (e) An item has the potential to yield information that will contribute to an understanding of NSW’s cultural or natural history (or the cultural or natural history of the local area).

78 Quoted from Anthony Klein - Ballina High School 1956-2005 p6

Prepared by EJE Heritage Page 46 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

The Ballina High School site, having been heavily disturbed through filling and excavation, is thought to have little non-Indigenous archaeological or research potential; nor is it an important benchmark or reference site.79 Correspondence from Umwelt Australia Pty Ltd who were engaged to review and comment on the Archaeological potential of the site stated:

“The study area (school site) has no identified archaeological potential due to extensive fill works undertaken prior to construction of the school buildings and its prior use as saleyards which would involve simple structures leaving little archaeological trace. Although unlikely, any remains present are likely to have been exposed to a certain level of disturbance as a result of previous impacts associated with the filling works and construction of the current school buildings and previous utility service installation. Any remains are likely to be of limited research potential as a result of their isolation and probable disturbed and fragmentary nature.”

The school site therefore has little Research significance.

Block C is not rare in either a local or State context, nor does it provide information as to past human cultures unavailable elsewhere. As previously stated, Block C is a very common example of a 1950’s NSW State School Building. It has little research significance.

Block M is not rare in a State context, though is rare in a local context (explained further below).The NSW Department of Education and Training has record of over 400 school buildings built between 1928 and 1935, all of which can bear similar research potential to Block M in Ballina. Due to the number of other available buildings, Block M at Ballina High School has little Research significance.

Rarity Significance Criterion (f) An item possesses uncommon, rare or endangered aspects of NSW’s cultural or natural history (or the cultural or natural history of the local area).

The Ballina High School site and its associated structures (other than those described below) do not demonstrate designs or techniques of exceptional interest, nor are they the only examples of their type. They do not demonstrate processes or customs in danger of being lost, nor do they provided evidence as to a defunct custom, way of life or process, as teaching and learning still occur on the site. The site has little Rarity significance.

It is already well established that Block C has little rarity significance, being one of approximately 2300 similar buildings erected. There are examples of similar buildings in most, if not all parts of the State including a number on the North Coast.

Block M, whilst being a fairly typical example of a NSW Department of Education building from the time period and also stripped back due to budgetary measures, is purportedly the only example of its type on the North Coast. The closest other examples which are designed at a similar time in a similar style are one of the buildings from Armidale High School and the Ben

79 This comment is made strictly in association with the Constraints and Limitations as set out at Section 1.5.

Prepared by EJE Heritage Page 47 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA Venue Primary School which is also in Armidale. This would give Block M a high level of Rarity significance at a local level. Balance must be sought in comparing this criterion with the other criteria and also with the actual condition of the building.

Representative Significance Criterion (g) An item is important in demonstrating the principal characteristics of a class of NSW’s cultural or natural places; or cultural or natural environments (or a class of the local area’s cultural places; or cultural or natural environments).

The guidelines for inclusion or exclusion under the criterion of Representative Significance first ask whether an item is a ‘fine’ or ‘poor’ example of its type. A fine example will garner Representative Significance whereas a poor example will lose Representative Significance.

The Ballina High school buildings do not constitute fine examples of their type, nor are they outstanding because of their setting, size, condition, integrity, or community esteem. The buildings do not collectively illustrate a representative type, nor are they represent a significant variation to a class of items. As a whole, Ballina High School has little Representative Significance.

Block C can be defined as above, showing little Representative significance.

If Block M, which has the greatest significance in many other criteria, were a fine example of its type, it would achieve great Representative significance. Ultimately it is not a fine example of its type. Its initial design was stripped back due to budgetary measures and lost a many of the elements that might make it ‘fine’ even before its foundations were laid. Since construction, water ingress and site conditions have caused great damage to the building fabric. Even after 25 years of service there was a documented clear degradation of the building. Incursions into the building to run modern servicing and to connect later buildings have also detracted from the aesthetics of Block M. Fine examples of a School building of this style and age can be found in a number of places in the state – see examples below.

Figure 26: Callghan College Waratah Campus - Waratah NSW constructed 1934. Listed in the Newcastle City LEP schedule of Heritage Items as being of Local significance. Flickr

Prepared by EJE Heritage Page 48 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

Figure 27: Macarthur Girls High School, Macarthur St Parramatta constructed 1934 Flickr

It can be seen that Block M is not a fine example of its type nor is it outstanding due to its setting, condition or size. It is held in esteem by the Ballina Community which will add to its significance however at most Block M has moderate Representative significance at a local level.

4.2 STATEMENT OF SIGNIFICANCE The site of Ballina High School, located on land of which the Bundjalung people are the traditional custodians, was originally low-lying ground used as the town’s saleyards. The construction of Ballina Intermediate High School, opened in 1931, involved the extensive filling of the site, which has therefore been sufficiently disturbed as to have substantially degraded its archaeological potential. The site is associated with the early years of European education in the Ballina district, and has a special connection with David Drummond, Minister for Education 1927 – 1930 and 1932-1941, and also with Roy Hughes, Principal of the school 1956 – 1971. The School Spirit which Roy Hughes fostered and which continues today is the driver of the social significance of the school entity and bears great significance former students and parents who make up a large proportion of Ballina’s population.

The Ballina High School site, therefore, be assessed as having moderate heritage significance in a local context.

While none of the buildings are fine examples of their type, or are outstanding because of their setting, size, condition, integrity, or community esteem, Block M and Block C are listed as heritage items in the Ballina Shire Council LEP 2012. M Block (1931) and C Block (1952), while not architecturally distinctive, exemplify the style of design and construction employed by the

Prepared by EJE Heritage Page 49 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA NSW Government Architect’s Branch of the Public Works Department between the onset of the Great Depression (Block M) and the Second World War (Block C).

Block C is a typical 1950’s NSW Department of education building for which numerous examples are extant and easily discoverable. It has little to no significance in any of the 7 criteria except Social Significance by which it has strong and special associations with former students. Overall Block C has little Significance at a local level.

Block M is a typical 1930’s Department of Education Building, not a fine example, and not a well preserved example either. The significance of Block M as analysed in the above criteria was shown to be in the fact that it is the last remaining original building on the site, its association with DH Drummond who was a great influence upon education and politics in Northern NSW and secured the funding for the new school building, it is purported to be the only school building of its style and type on the North Coast, and of course its Social & Representative Significance being associated with former pupils / the Ballina community. Block M therefore has moderate significance at a local level.

Prepared by EJE Heritage Page 50 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

5. PROPOSED WORKS

In February 2015, the NSW government announced that it had allocated $40 million to build a new high school at Ballina. To be built on the site of the present Ballina High School, the new campus is to incorporate both the existing school population and the Years 7 – 12 element of Southern Cross School, Ballina East. The school, to be designed by EJE Architecture along the most modern lines, is to include innovative learning spaces for superior educational outcomes in research, problem-solving and critical thinking.80 The name of the new high school will be decided by the Department of Education after a process of community consultation.

Figure 28: Ballina High School Proposed Buildings

The proposed new High School, providing a purpose designed state of the art facility, will not be a typical design or cookie-cutter type building. It will be specific to the site and the conditions of Ballina and was designed to meet the stringent brief of the Department of Education.

The Brief to the Architects was:

to design a new High School in Ballina that will prepare students for the opportunities and challenges of tomorrow. New flexible learning spaces are to be incorporated so students can work on group and individual projects that require research, problem-solving and critical thinking. Development of these skills will assist students to transition to tertiary education and be successful in the 21st Century workforce.

80 NSW government media release, ‘New $40 M High School for Ballina’, 10 February 2015 http://www.dec.nsw.gov.au/about-us/news-at-det/media-releases1/new-40m-high-school-for-ballina

Prepared by EJE Heritage Page 51 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

The Design will be Future Focused and needs to: · Be flexible and allow customisation · Be responsive to significant shifts in student numbers. · Offer a safe and secure learning and working environment that invites community participation and engagement. · Be mindful of the needs of learners at different learning stages. · Offer an engaging and supportive student experience suited to range of learning styles. · Offer flexible and well connected teaching and learning spaces. · Offer technology-enabled settings with an emphasis on mobility. · Have the capacity to support comprehensive curriculum delivery. · Support teachers in their roles as student mentors and members of a professional community · Maximise outdoor learning opportunities. · Create a healthy and environmentally sustainable environment that serves as a tool for learning · Treat the entire school as a library by offering a central resource hub supported by distributed resource nodes as required. · Respond to varied access and usage patterns.81

To allow this flexibility, the proposed works commence with a near total clean sweep of the site reminiscent of the efforts of “Nugget” Saunders in 1930 remediating the swampy site in preparation for the new school. Only Block C which has a heritage listing, Block X the Marine Discovery Centre and Block TAS the Aquaculture facility are proposed to remain.

Terras Landscape Architecture have examined the broad range of trees on the site and have categorised them into those that are recommended for retention, desirable for retention, suitable for retention and least suitable for retention. EJE have incorporated the retention of many recommended trees into the design, others within the footprint of the proposed building have been scheduled for removal.

Block M which, similar to Block C, has a Heritage listing in the Ballina LEP 2012, is proposed for demolition ( as part of a separate REF application). While retention of this building would both respect and enhance the heritage significance of the site, it would be in complete opposition to the design brief of the new school. It would:

· Not be flexible and allow customisation, with the exception of the front rooms which can be combined to a double space, the rooms in Block M are all clearly defined, smaller than now desirable and bounded by load-bearing masonry walls which are neither movable nor removable. · Not be responsive to significant shifts in student numbers. The room sizes of Block M have a natural limit to student numbers (both upper and lower) in order to be effective

81 Architectural Design Statement prepared by EJE Architecture August 2016 Revision B

Prepared by EJE Heritage Page 52 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA · Not offer a safe and secure learning and working environment that invites community participation and engagement. The rooms are clearly defined with doors that control movement and discourage community. · Not offer an engaging and supportive student experience suited to range of learning styles. The setup of the rooms mainly suits the traditional learning methods from a century ago. · Not offer flexible and well connected teaching and learning spaces. The existing rooms are all clearly defined, insular, and therefore disconnected from each other. · Not offer technology-enabled settings with an emphasis on mobility. Upgrades to the basic servicing of the building have already compromised the building over the years, and upgrading to new technology service requirements would be prohibitive within this building. · Not maximise outdoor learning opportunities. The regimented and insular nature of the classrooms will typically discourage the flexibility to pursue outdoor learning opportunities. · Not create a healthy and environmentally sustainable environment that serves as a tool for learning. The building will continue to be a source for maintenance issues including water ingress which can cause damp and mould, exacerbating allergies and detrimental to learning. · Not treat the entire school as a library by offering a central resource hub supported by distributed resource nodes as required. Block M would be distinct and separate from the rest of the school and isolated despite being located in an awkward spot right in the middle of the grounds. · Not respond to varied access and usage patterns. Block M is a regimented arrangement of rooms and corridors that direct usage patterns rather than respond to them.

The Draft Shire Wide Heritage Study suggested that Block M and Block C become part of the Historic Ballina Island Heritage Trail82. This suggestion will however be impractical as the two buildings are located centrally within the school property boundaries and thereby inaccessible to the public exploring the heritage trail when the school gates are closed out of hours and even problematic for access when the school is occupied during school hours.

Block M is proposed for demolition as part of a separate REF application. It is proposed that during demolition, original bricks will be retained for future use in an interpretative wall. The design and location of the wall will be determined after consultation with Ballina Council. This will provide a connection for interpretation of the History of the Ballina High School.

The Marine Discovery Centre buildings which will be accessed by members of the public or school excursions either are located or will be relocated to the boundary along Martin Street where they will have a nearby gate available.

The proposed building has been located in the South West corner of the site in the current location of Blocks A,E,H,S & V. EJE’s design responded to the design brief in this way to create future-focussed flexible facilities:

82 Draft Shire Wide Community Based Heritage Study: Schedule of Items or Places p69

Prepared by EJE Heritage Page 53 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA EJE’s site analysis identified that the most appropriate location on the site for the new High School building is the southern section south of Burnet Street, which currently contains the existing school buildings. This area of the site is the highest, having been previously filled to minimise flooding issues, and is closest to the other educational facilities and Ballina CBD, both to the south. Within the southern part of the site, the corner of Cherry and Swift Street was identified as an important gateway into the CBD, and for this reason it was determined that the optimal position for the new school building was on this corner. This allows the main entry points to the building to face both to the bus interchange and education precinct to the south for the student entry, and Cherry Street to the west for the public entry. These entry points lead to a central gathering space on the ground floor, from which point students can circulate up through the building.

The sculptural V shaped form of the building reflects the internal organisation of the school. The learning communities are located in the Swift Street wing of the building, relating to the school precinct to the south, and the sport and performing art precinct faces Cherry Street which relates to the adjoining community uses. These two wings intersect and overlap at the main entry, where both the public and student groups enter the building. A dramatic cantilever on the upper level emphasises the intersection of the two wings.

The building facilities are organised over three levels, creating a dynamic learning environment within the building that encourages collaboration between learning stages and faculties due to their close proximity within the one building rather than being spread out across the site. The ground level contains a full sized Indoor Sport Court, Performing Arts Theatre, Support Unit, Food and metal Technologies, plus Trade Training facilities. Also on this level are the central Canteen/Café and administration which open onto the central gathering space. The first floor contains open learning communities, specialist Art, Science and Music facilities and the Leaning Centre. The second floor includes learning communities with a mezzanine feeling to link the learning areas to the first floor, plus Technology Labs and a senior learning area.

To maximise the flexibility of the building, the structure is a reinforced concrete frame on a 9m x 9m grid, with minimal load bearing walls. This will suit the proposed Inquiry based learning model, and also allow future adaptation if different pedagogies are proposed. Internal walls are lightweight partitions or glass, and apart from a masonry base at the ground level, external cladding is lightweight metal, prefinished fibre cement or aluminium framed window elements.83

83 Architectural Design Statement prepared by EJE Architecture August 2016 Revision A

Prepared by EJE Heritage Page 54 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

6. STATEMENT OF HERITAGE IMPACT

This is the Statement of Heritage ‘A New High School for Ballina’ Impact for:

Date: This statement was completed in August 2016

Address and Property Description: Burnet Street, Ballina NSW 2478

Lot 392, DP 755684, Lot 477 & Lot 478 DP 729251

Prepared by: EJE Heritage

Prepared for: NSW Department of Education

The following aspects of the proposal respect or enhance the heritage significance of the item or area for the following reasons: Although the proposed demolition of the majority of the existing buildings and structures cannot be said to enhance the heritage significance of the item and locality, the condition of those proposed for demolition varies according to their date of erection and their ongoing maintenance, many are in below average to poor condition. In most cases the individual buildings and structures proposed for removal are of little historical, architectural or aesthetic significance, and post-date the formative years of the existence of Ballina Intermediate High School, later reclassified as Ballina High School, on a site separate from that of its embryonic development at the current Ballina Public School.

The proposed construction of a new, functional and architecturally appealing school will continue the tradition of secondary education at Ballina, as first established at the public school and continued at the high school site. The Significance of the School as an entity and institution in the community will continue on, and even increase in this new phase of the school.

Block C is proposed to be retained and remain in use. An interpretative wall using original bricks from Building M will enable historical interpretation of the high school while still fulfilling the brief requirements for the design.

The following aspects of the proposal could detrimentally impact on the heritage significance of the item or area for the following reasons: It cannot be denied that the demolition of such buildings and structures as are proposed for demolition will negate their heritage significance. That said, these demolitions are absolutely necessary if the pressing need for a new and up-to-date high school at Ballina is to be answered. Any detrimental impact associated with the proposed demolitions is considerably ameliorated by the following:

· The condition of the buildings and structures proposed for demolition;

Prepared by EJE Heritage Page 55 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA · The hitherto ad-hoc expansion of the infrastructure, which has created a confused building layout incapable of improvement; and · the fact that the buildings and structures proposed for demolition typically have little historical, architectural or aesthetic significance.

The following sympathetic design solutions were considered and discounted for the following reasons: The expansion/rebuilding of the school along its existing lines was considered, but was rejected for the following reasons:

· the ad-hoc nature of the previous development of the site, and the desire to preserve the playing fields to the north-east of the former line of Burnet Street, makes this impossible; · The condition of the buildings and structures proposed for demolition; · the former Industrial Arts block, which is part weatherboard, is substandard; · many of the post-War masonry buildings are obsolescent, and do not suit contemporary teaching and learning techniques; · circulation and emergency characteristics of the existing post-War buildings are substandard; and · the post-War buildings have little historical, architectural and aesthetic significance.

The retention of Block M was considered, but was rejected for the following reasons

· the layout and construction of Block M was completely at odds with the design brief for the new school facility and in no way could it integrate with the requirements of the new learning spaces; · The condition of the Block M means it is already a maintenance burden and has been even from the first year the school was declared a High School;

The following actions are recommended to minimise disturbance and/or enhance the interpretation of the heritage significance of the item or area:

Mandatory Actions

The proposed works involve sub-surface excavations. The proponent, contractors and on-site workers shall therefore have regard to the requirements of the Heritage Act 1977 (NSW) as follows.

The subject land may contain historical relics within the meaning of the Heritage Act 1977 (NSW), s. 4(1), as set out below,

relic means any deposit, artefact, object or material evidence that:

(a) relates to the settlement of the area that comprises New South Wales, not being Aboriginal settlement, and

(b) is of State or local heritage significance.

Prepared by EJE Heritage Page 56 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA Should excavations be scheduled, it will be necessary for the proponent to obtain from the Heritage Council of NSW an Excavation Permit under the Heritage Act 1977 (NSW), s. 139:

139 Excavation permit required in certain circumstances

(1) A person must not disturb or excavate any land knowing or having reasonable cause to suspect that the disturbance or excavation will or is likely to result in a relic being discovered, exposed, moved, damaged or destroyed unless the disturbance or excavation is carried out in accordance with an excavation permit. (2) A person must not disturb or excavate any land on which the person has discovered or exposed a relic except in accordance with an excavation permit. In addition, should any items properly described as relics, for example footings of demolished structures, in fact be unearthed in the course of site or construction works, notification must be made in accordance with s. 146, as follows:

146 Notification of discovery of relic

A person who is aware or believes that he or she has discovered or located a relic (in any circumstances, and whether or not the person has been issued with a permit) must: (a) within a reasonable time after he or she first becomes aware or believes that he or she has discovered or located that relic, notify the Heritage Council of the location of the relic, unless he or she believes on reasonable grounds that the Heritage Council is aware of the location of the relic, and (b) within the period required by the Heritage Council, furnish the Heritage Council with such information concerning the relic as the Heritage Council may reasonably require. In the event of such a discovery, Council’s Development Planner – Heritage Focus, must be contacted at (02) 6686 1254.

Recommended Actions (a) Indigenous Heritage · This Statement of Heritage Impact is specifically concerned with non-Indigenous heritage in accordance with the Constraints and Limitations as set out at Section 1.5. The subject of potential Indigenous Heritage within the Ballina High School Site is dealt with in the Archaeological Risk Assessment correspondence included in Appendix B of this report. It is recommended that any potential contractor for the works have access to and be familiar with the Archaeological Risk Assessment correspondence. (b) Non-Indigenous Heritage · The proposal involves the demolition of a recognised Heritage-protected item, i.e. Block M. It is recommended that an electronic photographic record be made of Block M before, during and after its demolition in accordance with NSW Heritage Division guidelines. Distribution and archiving of the photographic record should also be carried out in accordance with NSW Heritage Division Guidelines. · It is further recommended that electronic and printed copies of this Statement of Heritage Impact should be lodged with the library of the proposed new High School and with the Richmond-Tweed Regional Library, with copies to both the Ballina library and the Local Studies section. This will make the document available to a range of audiences in three separate locations.

Prepared by EJE Heritage Page 57 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA 7. CONCLUSION

Ballina High School, Ballina NSW, has a long and interesting history. The Bundjalung people have for thousands of years been the traditional custodians of the site, which was at one time the Ballina sale yards. Low-lying and partly subject to inundation, the site had to be extensively filled before Ballina Intermediate High School was transferred to it in 1931. The school is historically associated with David Drummond, who as Minister for Education was determined to provide high quality educational infrastructure in non-Metropolitan areas. Drummond’s decisions turned in no small part on his ambitions for an independent state of New England. Eventually raised to full high school status, Ballina High School slowly but surely developed an enviable reputation for educational achievement, to which generations of dedicated teachers and students contributed.

The expansion of the school in accordance with population growth makes it an interesting study in ad-hoc development, with the existing buildings exhibiting a wide range of designs and materials. The only significant buildings are M Block (1931), which after the loss of B Block represents the first building on the site and typifies the design philosophies of its era, and C Block, which exemplifies those of its own period.

The construction on the site of a new high school to replace that existing will provide a sound learning environment for the implementation of contemporary ideas as to teaching and learning. The history of Ballina High School will continue to be written from the existing school site albeit that a new and exciting Chapter will begin with the new facility.

While the loss of ‘the original’ Block M is regrettable, the inclusion of an interpretative wall using bricks from the building, and the retention of C Block (1952), the Marine Discovery and Aquaculture facility, which are accessed by the public as well as the school, will provide evidence as to continuity and change in education in both the local and State contexts, while not standing in the way of the new infrastructure by which alone the challenges of the future may be met.

Prepared by EJE Heritage Page 58 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

8. BIBLIOGRAPHY

8.1 Monographs Barcan, Alan, A Short History of Education in New South Wales. Sydney: Martindale Press, 1965. Ballina Public School Centenary Committee, Ballina : a Century of Public Education : the Early Years 1828-1861; the School and the Community 1861-1961. Ballina: the Committee, 1961.

Ballina Shire Council, The Hills Look Down to the Sea: A Thematic History of the Ballina Shire. Document accompanying the Draft Shire Wide Community Based Heritage Study. April 2008

Burswoods, Jan and Fletcher, Jim, Sydney and the Bush: A Pictorial History of Education in New South Wales. Sydney: Department of Education, 1980.

Elphick, E.S., The College on the Hill: A History of Armidale Teachers’ College and Armidale College of Advanced Education, 1928- 1989. Armidale: Armidale College of Advanced Education, 1989.

Hall, Glen, The River Still Flows. Lismore: the Author, 1978.

Klein, Anthony, Ballina High School, 1956-2005. Ballina: Ballina Public School, 2005.

Lyons, Margaret, ‘A Social History of Ballina High School: a Collection of Documents Highlighting Social Change over the Years’. Unpublished, Ballina High School, 1994.

Matthew Jordan, A Spirit of True Learning: the Jubilee History of the University of New England. Sydney: University of New South Wales Press, 2004.

8.2 Newspapers and Periodicals Northern Star. Tweed Daily. Sydney Morning Herald.

8.3 Other Sources ‘Status Quo MCMLIX; Presenting the Schools of the Ballina Inspectorate at this Time - Education Week, 1959 - and their Origins’. Ballina Inspectorate of NSW Department of Education, 1959.

8.4 Electronic Sources Reproduced from Ballina Shire Council, ‘The Shire’s European History at a Glance’ https://www.ballina.nsw.gov.au/cp_themes/default/page.asp?p=DOC-ZAA-26-48-72

‘Aboriginal Women’s Heritage: Ballina and Cabbage Tree Island’ Sydney: Department of Environment and Climate Change NSW, 2007

Prepared by EJE Heritage Page 59 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA http://www.environment.nsw.gov.au/resources/cultureheritage/07464BallinaCabbageTree.pdf

Ballina Shire Council, ‘The Shire’s Aboriginal Culture and Heritage’ https://www.ballina.nsw.gov.au/cp_themes/default/page.asp?p=DOC-ONO-01-56-87

Cadzow, Allison for the Board of Studies NSW, ‘A NSW Aboriginal Education Timeline 1788–2007’ http://ab-ed.boardofstudies.nsw.edu.au/files/timeline1788-2007.pdf

NSW government media release, ‘New $40 M High School for Ballina’, 10 February 2015 http://www.dec.nsw.gov.au/about-us/news-at-det/media-releases1/new-40m-high-school-for-ballina

NSW Parliament, Hansard, ‘Ballina High School Marine Discovery Centre’, http://www.parliament.nsw.gov.au/prod/parlment/hansart.nsf/V3Key/LA20100311036

Clement Park Reserve Trust, ‘Plan of Management, Hampton Park, Ballina NSW’ (May 2005), Appendix I file:///C:/Users/dcampbell/Downloads/Plan_of_Management_Hampton_2005%20(1).pdf

‘The Shire’s Aboriginal Culture and Heritage’ https://www.ballina.nsw.gov.au/cp_themes/default/page.asp?p=DOC-ONO-01-56-87

The Australian Dictionary of Biography http://adb.anu.edu.au/biography/drummond-david-henry-6019

8.5 Other Documents Jack, Russell, ‘The Work of the NSW Government Architect’s Branch, 1958 – 1973’, unpublished Master of Architecture thesis, University of NSW, 1980, vol. 1.

Prepared by EJE Heritage Page 60 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

9. APPENDICES

Prepared by EJE Heritage Page 61 Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

APPENDIX A: STRUCTURAL CONDITION REPORT OF BLOCK M AND C BALLINA HIGH SCHOOL

Prepared by EJE Heritage Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 ARDILL PAYNE & P a r t n e r s www.ardillpayne.com.au e:[email protected] ABN: 51 808 558 977

STRUCTURAL CONDITION REPORT OF BLOCK M AND C BALLINA HIGH SCHOOL

At: BALLINA HIGH SCHOOL BURNETT ST, BALLINA

For: TECHTON BUILDING SERVICES

July 2016

Table of Contents

EXECUTIVE SUMMARY ...... 4

1 INTRODUCTION & SCOPE OF WORKS ...... 5

2 SITE INSPECTION ...... 5

3 BUILDING CHARACTERISTICS ...... 6

3.1 Building M ...... 6 3.2 Building C ...... 6 4 STRUCTURAL ASSESSMENT ...... 7

4.1 Building M ...... 7 4.1.1 External Brickwork ...... 7 4.1.2 Main Building Roof ...... 8 4.1.3 Suspended Roof to Stairway Entry ...... 8 4.1.4 Suspended Link Way to Eastern End ...... 8 4.1.5 Eaves Damage ...... 8 4.1.6 Drainage ...... 9 4.1.7 Support ...... 9 4.1.8 M1 Room...... 9 4.1.9 Ground Floor Corridor ...... 9 4.1.10 Internal Stairway...... 9 4.1.11 Councillor’s Office ...... 9 4.1.12 Staff Room ...... 10 4.2 Building C ...... 10 4.2.1 External ...... 10 4.2.2 Sub Floor Piers ...... 10 4.2.3 Subfloor timber Framing ...... 11 4.2.4 Veranda Posts ...... 11 4.2.5 Internal ...... 11 5 RECOMMENDATIONS ...... 12

6 SCOPE OF ENGAGEMENT ...... 13

Executive Summary Ardill Payne and Partners (APP) was engaged by Techton Building Services to carry out a site inspection of the M and C Block buildings at Ballina High School, Burnett Street, Ballina. Building M is a double storey masonry building which is generally in good condition for a building of its age and use. Minor structural repairs are required to portions of the roof, brickwork and adjoining link ways. Cosmetic repairs to finishes and timber window frames are also required. Building C is a timber framed building which is in good condition above the floor level. Previous pier works has been detrimental to the sub-structure, with areas of framing which require support being unsupported by the current pier layout. Deterioration of exposed subfloor members at exterior walls and veranda area was also observed. The following report further discusses specific items and condition of the two buildings.

1 Introduction & Scope of Works

Ardill Payne and Partners (APP) was engaged by Techton Building Services to carry out a site inspection of the M and C Block buildings at Ballina High School, Burnett Street, Ballina. A report discussing specific condition and observations of structural defects concerning the building is to be prepared. The site inspection was undertaken on 25th May 2016 by Peter Cartwright and Ryan Beavis of APP to assess the structural condition of the two buildings. This report details the structural condition observations made during the site inspection and discusses potential ongoing maintenance requirements and/or rectification works as appropriate.

2 Site Inspection

At the time of the inspection the building were being used as staff offices and teaching spaces within the operating school. Generally full access to rooms and exterior was available other than the areas noted below. The inspection consisted of a visual inspection of the ground floor and first floor internals. The exterior of the building was inspected from a ground level walk around. However no physical access to the first floor exterior walls or roof was available. No destructive testing or sampling was undertaken. The following areas were excluded from the inspection: within wall cavities; within floor cavities; roofs; beneath ground floors/slabs; ceiling spaces and voids; and other encapsulated areas.

This report is a structural assessment of the building and is not a pre-purchase inspection report as defined by Australian Standard AS4349.1 nor does it cover the following Workplace Health and Safety; National Construction Code of Australia (NCCA) Compliance; Essential Services Provisions; Pest infestation inspection report.

This report should not be used as specification for rectification works nor relied upon for quotation and tendering purposes. Where possible repairs are discussed further specification and details are required if subsequent works are to be carried out.

3 Building Characteristics

Two buildings on the site were inspected onsite. They are of different building typologies and ages. The following sub sections outline the construction systems and estimated age of the buildings.

3.1 Building M Building M is a double story masonry brick building with a hip ended, tiled roof. The lower floor is a mixture of suspended timber flooring with slab on ground potions at entry points to the building and the support and store rooms which are thought to have been open areas originally. An access door to the subfloor was observed in the eastern façade of the building. At the time of the inspection access to this subfloor was not possible as the school did not have keys to unlock this door. The ground floor walls were a mixture of brick masonry and timber clad walls. Generally, the timber clad walls are expected to be non-loadbearing and added after the initial construction. The masonry walls are believed to be cavity masonry of various widths. The external masonry wall thickness is approximately 450-500mm. internal walls are double brick with engaged piers at beam locations. The existing floor to ceiling height is some 3.9m in the lower floor. The first floor is generally lightweight flooring supported by a number of beams (of unknown construction) and walls running north south. Suspended concrete floor is present at the internal stairs and eastern façade end. Access to this floor cavity was not available given the ceiling height and lack of manholes. The first floor external walls are double brick with the internal walls being of lightweight construction. The floor to ceiling height within the first floor was estimated to be approximately 3.5m. Access to the roof space was also not achievable. However, given the age of the building the roof is believed to be pitched from external and internal walls given the age of the construction. The building was constructed within the early 1930’s and was opened in July, 1931.

3.2 Building C Building C is a single storey framed timber building on elevated timber floor. The building has had rooms added and to the veranda area in the past and internal walls partially removed. The building has a corrugated metal gable ended roof with low a pitch veranda roof on the northern side. As per building M it is expected that the roof structure is strutted given the age of the building. The age of the building is unknown however it is thought to have been constructed sometime between 1900 and 1920.

4 Structural Assessment

The following subsections discuss the structural issues found around each building. Where suitable, recommendations for remedial works are also discussed. Photos of defects are provided within Appendix 1.

4.1 Building M Generally building M was in fair condition given the age and use of the building. Internal finishes have significant cosmetic damage as wear and tear from school children. A large portion of the wall finishes had hairline cracking. Further, ceiling paint finish was poor with flaky appearance generally throughout. The building is located within the main area of the school with a number of buildings and hardstand areas being constructed around the building at various stages. Additional to the buildings a very large fig tree is located between Building M and the Library. As previously stated a number of alterations to the original building have been made over time such as the construction of the elevated walkway on the eastern side and infill link ways construction to the western side. As these alterations and additions have occurred the internal and external brickwork has been removed and infilled as required. Structural items of note are discussed in the following subsections.

4.1.1 External Brickwork As per above a number of alterations of the original façade have been made to accommodate additional links and enclose previously open areas. Cracking around the addition of the western link infill was observed in both the ground and first floor facades. Cracks within brickwork adjacent to lintel over the lower floor doorway at the eastern end link was also observed. Further cracking was observed within the brickwork at the following locations: Eastern façade, over northern roof vent. Eastern façade adjacent to first floor lintel at window adjacent to link way. South eastern corner within top five brick courses. Southern façade adjacent to window lintel. Southern façade near vent locations South western corner within top five courses of brickwork. Northern façade at the stairway entry, at the change of brickwork direction. Additional to brickwork cracking a number of the downpipes had damage and the receiving pipework at ground level was fouled by debris.

Cracking within concrete and render at entry locations such as the steps to the original entry way and the entry doors within the western link were observed. At various areas within the façade the mortar had been either raked out by students or deteriorated due to weather. Previous repointing of brickwork was evident and appeared to be of moderate to poor workmanship. A number of the brick defects noted within the top courses are thought to have been caused by movement during high wind events. Where as cracking within the lower level is thought to be caused by differential movement and poor workmanship during extensions. The differential movement is likely caused by a number of contributing factors such as damaged downpipes discharging water to ground, installation of hardstand areas adjacent to the building and moisture uptake by vegetation.

4.1.2 Main Building Roof The roof on the main building is clay or terracotta tiles which appear to be in fair condition from the ground. It was noted during the inspection that the top portion of the external walls had generally been repointed.

4.1.3 Suspended Roof to Stairway Entry The suspended roof slab over the stairway entry had spalled in a number of locations and the electrical conduit for the light on parapet front was corroded and causing a portion of the spalling. The top of the slab was not able to be inspected. The spalled areas appear to be from insufficient concrete cover and should be thoroughly cleaned, treated and repaired with a suitable epoxy mortar.

4.1.4 Suspended Link Way to Eastern End As noted above cracking and poor workmanship was observed around the suspended link way to the eastern façade. Corrosion within the Bondek was evident. Protection of the Bondek to prevent further corrosion is advised.

4.1.5 Eaves Damage Damage to the eaves lining was present at two northern corners. The north eastern corner appeared to have sustained more damage, most likely due to water ingress. It was noted that the exposed hip member and eaves support showed severe deterioration. The north western corner had damaged eaves lining with the timber roof members being of fair condition. It is recommended that the cause of water ingress be determined and repaired along with the timber members repaired or replaced as required.

4.1.6 Drainage A number of the downpipes were damaged to varying extents. Additionally, the receiving pits and pipework were damaged and filled with debris at ground level.

4.1.7 Support Room A crack within the ceiling finish was observed within the support room. This is thought to be at the intersection of the suspended concrete and lightweight floor associated with the internal stairwell. A flexible movement joint between the two sections within the ceiling should be installed to prevent ongoing cracking of repairs.

4.1.8 M1 Room Similar to the support room a crack within the ceiling was observed approximately 1m in from the internal corridor wall in the eastern end of the room. Once again it is thought that there is an intersection of lightweight and suspend slab floor at this point. It is thought that originally an external stairwell was located approximately where the existing link way is. Hairline cracking within the beam in the external eastern wall was observed. These cracks are thought to be caused by differential movements of supporting walls.

4.1.9 Ground Floor Corridor The ground floor corridor transitions from slab on ground to elevated timber flooring approximately at the eastern end of the store room. It was noted that a number of repairs to render finishes have been made in the past. At the transition between slab on ground and elevated floor a minor vertical difference in level was observed.

4.1.10 Internal Stairway The internal stairway is constructed of concrete. The concrete showed signs of wear which is expected given its age. In addition to the wear a number of shrinkage cracks where present within the landings. The cracking is not of structural significance and may be cosmetically repaired if required.

4.1.11 Councillor’s Office A horizontal crack within the brickwork dividing the two rooms within the councillor’s office was observed. This movement is thought to be linked to the cracking within M1 previously discussed. Structurally this is of little concern.

4.1.12 Staff Room The ceiling within the staff room has an apparent sag within the sheets of some 25-40mm and is at risk of collapse. It is thought that this may be a result of water ingress similar to the eave damage or failure of adhesive and sheet fixing to ceiling joists. Additional to the ceiling, it was noted that an internal dividing wall had been previously removed from this room.

4.1.13 Subfloor Area As stated previously access to the subfloor areas was unobtainable at the time of the inspection. Given the other items noted above in regards to downpipe damage, lower brickwork cracking and the vertical displacement between slab on ground and suspended floor interface the suspended subfloor framing warrants further inspection should the building be retained.

4.2 Building C Generally Building C was in good condition above floor level for a building of its age and use. A number of items within the subfloor areas were observed. The defects noted onsite are discussed in the following subsections.

4.2.1 External Externally the building is timber clad with concrete stairs at each end for access. Cracking within the concrete was observed particularly at handrail connection points. The cracking observed is non-structural and of no significant concern.

4.2.2 Sub Floor Piers The building is supported on brickwork piers typically spaced at 1800mm centres each way. It is noted that the brick piers appear to have been installed adjacent to the original pier locations. It is presumed that the new piers were constructed adjacent to the existing piers prior to their removal. The workmanship of these replacement piers is of poor quality. Typically, the external piers showed minor rotation toward the external façade. This is most likely caused by the eccentricity of the load applied. Internally the piers are generally central under the bearers. A number of the piers showed significant rotation with one pier at the western end of the building no longer supporting the floor framing above. Additional to the above, the pier locations appear to be at locations which contradict the framing and joints in the timberwork above. It is recommended that the piers be reconstructed below timber joints within the external bearers and under bearer splice locations with the building. Further rotated piers should be reconstructed plumb.

4.2.3 Subfloor timber Framing The timber framing within the subfloor is typically seasoned hardwood bearers at 1800 centres with seasoned hardwood joists over. Generally, in plane timber to timber connections within the subfloor consist of half check joints. A number of these joints on the veranda section are upside down with the incoming bearer being hung from the trimmer. It is thought that the original piers where located below these joints. Half check bearer splices were typically located approximately 200mm offset from the edge of the piers. It is expected that the original piers were located under this joint. A number of the bearers appear to have splitting forming at the checks. External bearers and end wall trimmers showed signs of weathering and moisture damage. Similarly, the external veranda framing is heavily weathered and deteriorated in portions. A number of joists have been replaced with a mixture of hardwood and treated pine. Veranda fascia trim and edge boards are damaged or missing at the western corner. It is recommended that deteriorated members be replaced with suitable hardwood members.

4.2.4 Veranda Posts The veranda posts show signs of deterioration at handrail connections, interface with decking and subfloor members. An observable hog within the roof line over the middle veranda post was noted. It is believed that this is due to deterioration of the post bottoms either side. It is recommended that the roof be propped and the posts replaced as required to reinstate post base connections and roof line.

4.2.5 Internal Cracking within the eastern rooms southern wall was observed internally above and below the window. Given the generally good performance of the remainder of the building this may have been caused by the pier works.

5 Recommendations

It is recommended that the following works be completed within the short term to prevent the requirement to complete more extensive in the mid to long term. Building M Repair of spalled concrete in entry to internal stairs Treatment of corrosion and protection of Bondek walkway to eastern façade. Repair of eaves and roof members on northern façade Clean out and repair downpipes and receiving systems Further investigation of the ground subfloor area and first floor cavity may be warranted if the building is to remain. Building C Pier rectification works to support timber joints Replacement of deteriorated subfloor members

Cosmetic repairs to finishes may be made at any time.

6 Scope of Engagement

This register has been prepared by Ardill Payne & Partners (APP) at the request of Techton Building Services for the purpose of a structural assessment and is not to be used for any other purpose or by any other person or corporation.

This report has been prepared from the information provided to us and from other information obtained as a result of enquiries made by us. APP accepts no responsibility for any loss or damage suffered howsoever arising to any person or corporation who may use or rely on this document for a purpose other than that described above.

No part of this report may be reproduced, stored or transmitted in any form without the prior consent of APP.

APP declares that it does not have, nor expects to have, a beneficial interest in the subject project.

To avoid this advice being used inappropriately it is recommended that you consult with APP before conveying the information to another who may not fully understand the objectives of the report. This report is meant only for the subject site/project and should not be applied to any other.

STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

APPENDIX B: ARCHAEOLOGICAL REPORT

Prepared by EJE Heritage Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 Inspired People. Dedicated Team. Quality Outcomes.

Our Ref: 3514/AL/TA/22102015

22 October 2015

Grant Shultz Associate EJE Architecture

Email: [email protected]

Dear Grant

Re: Ballina High School Archaeological Risk Assessment

This letter of advice has been prepared in relation to the Ballina High School site in Ballina.

1.0 Background

EJE Heritage is undertaking the Heritage Assessment of Ballina High School in preparation for the construction of a new school on the current school site by the NSW Department of Education and Communities. This letter has been prepared to address any potential European (historical) and Aboriginal archaeological risks associated with Ballina High School site.

This letter has been prepared with reference to the EJE Heritage 2015 Heritage Assessment A New High School for Ballina (in prep.). Although considered, this letter does not include a detailed review of statutory heritage listings (other than archaeological) or assessment of impacts to listed heritage items or conservation areas.

Note that this advice is based on desktop review only. No inspection of the Ballina High School site has been undertaken. Newcastle 75 York Street Teralba NSW 2284 2.0 Study Area Ph. 02 4950 5322 Ballina High School is located in Ballina on the North Coast of NSW. The School is located on Perth the block enclosed by Cherry, Swift, Moon and Bentinck Streets (hereafter the study area) PO Box 8177 Subiaco East WA 6008 (refer to Figure 1). 33 Ventnor Avenue West Perth WA 6005 3.0 Proposed Works Ph. 08 6260 0700 Canberra

It is proposed to demolish the existing Ballina High School and construct a new school within PO Box 6135 56 Bluebell Street approximately the same footprint. O’Connor ACT 2602

Ph. 02 6262 9484 4.0 Heritage Listings Sydney

Level 3 4.1 Historical Listings 50 York Street Sydney, NSW, 2000 Two buildings within the study area are listed as heritage items on the Ballina Local Ph. 1300 793 267 Environmental Plan 2012; Ballina High School Buildings (1931) and Ballina High School Brisbane

Buildings (1950). GPO Box 459, Brisbane, QLD, 4001

Ph. 1300 793 267

www.umwelt.com.au

3514_EJE_Shultz_220151022a_ltr. Umwelt (Australia) Pty Limited ABN: 18 059 519 041

The Ballina High School Buildings (1931) listing refers to the former Ballina Intermediate High School building and a neighbouring one storey amenities block, first occupied in 1931. These were the first school buildings constructed within the study area to house the Ballina Intermediate High School. The Ballina High School Buildings (1950) listing refers to a weatherboard structure in a common 1950’s style that dates from 1952. This structure has historically been moved within the study area.

The study area is not within a heritage conservation area although further heritage items are located within the vicinity (refer to EJE 2015 for details). As discussed above, we understand any potential impacts to listed heritage items are considered in the EJE Heritage Assessment of the school site.

4.2 Aboriginal Heritage Information Management System

A search of the Office of Environment and Heritage (OEH) Aboriginal Heritage Information Management System (AHIMS) register was undertaken on 20 October 2015. The search identified no sites within 1 kilometre of the study area. Sixty two sites and one Aboriginal Place were identified within 2 to 3 kilometres of the study area.

5.0 Environmental and Historical Context

The study area forms part of a landscape that was used by the traditional Aboriginal owners, the Bundjalung People, for many thousands of years prior to European contact and continues to be highly valued by Aboriginal people today.

The study area is located within a low lying area 800 metres west southwest of North Creek, 650 metres northeast of the Richmond River and 1.2 kilometres west of their confluence. The study area is also 850 metres south of Little Fishery Creek which is heavily vegetated with Mangroves (refer to Figure 1). The NSW eSPADE Soil Landscape data describes the area as disturbed terrain.

The Richmond River was first identified by Europeans in 1828 by Captain Henry Rous aboard the HMS Rainbow. Cedar cutters began settling along the Richmond from 1842. Within a few years Ballina had become a small settlement including huts and sawpits. From 1861 mixed farming began in several areas surrounding the Ballina settlement.

While the first school was established in Ballina in 1861, it was not located within the study area. Ownership of the study area was transferred to the Department of Education in 1928. The study area was as at that point disused sale yards that had been dedicated as public markets in 1886. By the early twentieth century it was no longer considered fit for that purpose. A tender to design the school building was called in 1929 and the building was opened in 1931. The low lying site was extensively filled prior to construction by a local contractor with 4000 yards of fill (EJE 2015:18). Further buildings were constructed in the school in 1952, 1955, 1959, 1963, 1966, 1971, 1976 and 1985.

For a detailed historical background of the study area refer to the Heritage Assessment (EJE 2015)

6.0 Historical Archaeology

The Heritage Act 1977 (NSW) (the Heritage Act) affords automatic statutory protection to ‘relics’ which form part of archaeological deposits (except where these provisions are suspended by other prevailing legislation). The Heritage Act defines a ‘relic’ as any deposit, object or material evidence that:

• relates to the settlement of the area that comprises New South Wales, not being Aboriginal settlement

• is of State or local heritage significance’.

Sections 139 to 145 of the Heritage Act prevent the excavation of a relic (on non-State Heritage Registered land), except in accordance with a gazetted exception or an excavation permit issued by the Heritage Council of NSW.

3514_EJE_Shultz_220151022a_ltr. 2

Historical archaeological potential is defined as the likelihood that a site may contain physical evidence related to an earlier phase of occupation, activity or development. Physical evidence of an archaeological site could be in the form of building foundations, occupation deposits, features and artefacts. Archaeological resources are irreplaceable. They have the potential to contribute to our knowledge and understanding of early history using information that is unavailable from other sources.

It is considered unlikely that there will be a potential historical archaeological resource within the study area. The study area has no identified archaeological potential due to the extensive fill works undertaken prior to construction of the school buildings and its prior use as saleyards which would involve simple structures leaving little archaeological trace.

Although unlikely, any remains present are likely to have been exposed to a certain level of disturbance as a result of previous impacts associated with the filling works and construction of the current school buildings and previous utility service installation. Any remains are likely to be of limited research potential as a result of their isolation and probable disturbed and fragmentary nature.

7.0 Aboriginal Cultural Heritage

The National Parks and Wildlife Amendment (Aboriginal Objects and Aboriginal Places) Regulation 2009 (the Regulation) identifies that compliance with the OEH Due Diligence Code of Practice for the Protection of Aboriginal Objects in New South Wales (Due Diligence Code - DECCW 2010) is taken to constitute due diligence in determining whether a proposed activity will harm an Aboriginal object. The following section discusses Aboriginal Cultural Heritage in consideration of the Due Diligence Code.

While the proposed works will disturb the ground surface, the study area is not located in a sensitive landform as it comprises low lying ground more than 200 metres from water and is not located on a ridge, within sand dunes or near a cliff. In accordance with Clause 80B of the Regulation, land is defined as disturbed if it has been the subject of human activity that has changed the earth’s surface, being changes that remain clear and observable. The previous uses of the study area through the filling of the site, construction of the school and installation of associated service utilities has disturbed the study area in a manner that is clear and observable.

In further considering the Due Diligence Code; the Aboriginal archaeological potential of the proposed works area is assessed as low primarily due to the fact that there are no registered Aboriginal sites in the vicinity of the proposed works and the clear previous ground disturbance. Therefore the risk of harm to previously unidentified Aboriginal objects is considered to be low.

As a result, in accordance with the Due Diligence Code it is assessed that no further Aboriginal heritage investigations are required and any works within the study area can proceed with caution.

8.0 Conclusions

It is determined that:

• there is no or only very minor potential for any archaeological ‘relics’ to be located within the study area or for impacts to any archaeological ‘relic’ to occur during the construction of the new school

• proposed works within the study area associated with the construction of the new school can proceed with caution without requiring further Aboriginal heritage investigations.

As such, there is no further archaeological or cultural heritage assessment or management required for the study area, and the proposed construction of the new school, with the exception of the following recommendations:

• In the unlikely event that any potential archaeological ‘relics’ are discovered during works all work in the area shall cease immediately and Heritage Division, OEH and a qualified archaeologist will be consulted, in accordance with Section 146 of the Heritage Act, to determine an appropriate course of action prior to the recommencement of work in the area of the item.

3514_EJE_Shultz_220151022a_ltr. 3

• If Aboriginal archaeological material is uncovered during works, all work likely to affect the material would cease immediately and OEH, relevant Aboriginal stakeholders and a suitably qualified archaeologist would be consulted with in accordance with Section 89A of the National Parks and Wildlife Act 1974 (NSW) to determine an appropriate course of action prior to the recommencement of work in the area.

• In the unlikely event that a potential burial site or potential human skeletal material is exposed, work in the vicinity of the remains is to halt immediately to allow assessment and management. If the remains are suspected to be human, it will be necessary to contact local police, OEH and the Heritage Division to determine an appropriate course of action.

Should you have any questions regarding this advice or require any additional information, please do not hesitate to contact me on (02) 4950-5322.

Yours sincerely

Tim Adams Principal Archaeologist

enc

References

Department of Environment Climate Change and Water (DECCW), 2010. Due Diligence Code of Practice for the Protection of Aboriginal Objects in New South Wales.

EJE Heritage (in prep.) 2015. Heritage Assessment A new High School for Ballina. A report for NSW Department of Education and Communities.

3514_EJE_Shultz_220151022a_ltr. 4

STATEMENT OF HERITAGE IMPACT A NEW HIGH SCHOOL FOR BALLINA

APPENDIX C: ARCHITECTURAL DESIGN STATEMENT

Prepared by EJE Heritage Nominated Architect – Barney Collins No. 4438 10806-SOHI-001 A New High School for Ballina

ARCHITECTURAL DESIGN STATEMENT

Prepared by EJE Architecture

Issued: 23rd August 2016 Revision A Space Table of Contents

1 THE BRIEF ...... 2 2 PROJECT OVERVIEW ...... 2 3 ARCHITECTURAL DESIGN ...... 3

Ballina High School Redevelopment Page i EJE Architecture Head Design Consultancy Services Contract No: DECAMD-15-47 1 THE BRIEF

The NSW Department of Education engaged EJE Architecture to design a new High School in Ballina that will prepare students for the opportunities and challenges of tomorrow. New flexible learning spaces are to be incorporated so students can work on group and individual projects that require research, problem-solving and critical thinking. Development of these skills will assist students to transition to tertiary education and be successful in the 21st Century workforce.

The Design will be Future Focused and needs to: · Be flexible and allow customisation · Be responsive to significant shifts in student numbers. · Offer a safe and secure learning and working environment that invites community participation and engagement. · Be mindful of the needs of learners at different learning stages. · Offer an engaging and supportive student experience suited to range of learning styles. · Offer flexible and well connected teaching and learning spaces. · Offer technology-enabled settings with an emphasis on mobility. · Have the capacity to support comprehensive curriculum delivery. · Support teachers in their roles as student mentors and members of a professional community · Maximise outdoor learning opportunities. · Create a healthy and environmentally sustainable environment that serves as a tool for learning · Treat the entire school as a library by offering a central resource hub supported by distributed resource nodes as required. · Respond to varied access and usage patterns.

2 PROJECT OVERVIEW

The new High School in Ballina is to cater for 1000 students, located on the site of the existing Ballina High School, on a six hectare parcel of land bounded by Cherry, Bentnick, Martin and Swift Streets. The new High School is to be an amalgamation of the existing Ballina High School and secondary students from Southern Cross K-12 School.

The new High School is to embrace 21st Century Learning Principles, and incorporates flexible learning spaces to suit the needs of current and future generations of learners.

Following extensive research and discussion, the Schools Executive and the Project Reference group have adopted the principle that for this project the best learning outcomes will be achieved with flexible learning communities of students in peer groups of similar age. These groups will be based on the current high school curriculum Stages: Stage 4 (Year 7 and 8); Stage 5 (Year 9 and 10), and Stage 6 (Year 11 and 12). In addition to the three stages the school will include a support unit.

In addition to learning within a common Stage group, the teaching pedagogy will adopt an Inquiry based learning model. Under this preferred pedagogy the study of a topic or problem involves a range of subjects, incorporating the key learning areas of Maths, English, Sciences, History and Languages, as well as specialist subject areas as relevant to the project. This will encourage team teaching and a close working relationship between different faculties. Flexible learning communities within the building allow a range of subjects to be covered within the one teaching space. These learning communities are light filled, open plan areas without load bearing walls that could limit the use of the space. The design allows a range of subjects and learning modes to occur within the space, which maximises their flexibility. In keeping with the “No Walls No Halls” philosophy, learning can occur anywhere within the building, and the learning communities can expand into adjacent corridors/walkway areas to maximise the flexibility of teaching and learning within the building.

New High School for Ballina Page 2 Head Design Consultancy Services Contract No: DECAMD-15-47 Ballina High School Redevelopment: Functional Design Brief

Within the learning communities, the learning spaces for Maths, English, Sciences, Languages, History, and Art will be incorporated. Staff across these teaching areas will be located in Staff Studies adjacent to the learning communities, to encourage collaboration, team teaching and the development of programmes. To maximise the opportunity to incorporate sciences within the inquiry based learning model, multipurpose science laboratories are to be provided adjacent to the learning communities.

In addition to the learning communities, specialist facilities will be provided for the TAS subjects (including Food and Textile Technology, Wood and Metal Technology) Performing Arts, and Sport. It is also anticipated that the flexible learning model may also apply to these specialist area with more flexible learning spaces and the promotion of collaboration between subjects.

A Learning Centre (Library) will be located in a central position, and contain a student number of multipurpose spaces and a student for staff and student use. This will also include an afterhours homework centre.

A central administration area will be provided, but it will be reduced in scale compared to a traditional model, as most of the staff are located within the learning communities, and areas such as Staff Common areas will be provided as a flexible space within the Learning Hub.

The existing Marine Discovery Centre Building will be maintained to allow the continuation of this resource that is important to the Ballina community.

The existing Aboriginal Learning Centre will be relocated to the eastern part of the site, in proximity to the Marine discovery Centre which creates a community precinct.

The anticipated student breakup is: · Stage 4 (Year 7 and 8) 330 students · Stage 5 (Years 9 and 10) 330 students · Stage 6: (Years 11 and 12) 255 students · Support Unit (all years): 85 students · Total: 1000 students

Staff numbers are anticipated to be (based on DoE full time staff entitlements for a 1000 student school): · Teaching Staff: 73 · Non Teaching (Admin, General Assistants and Support): 19 · Total: 92.

The design of the new school is to take advantage of the four street frontages to provide staff, student and visitor carparking. Carparking and vehicular access onto the site will be limited, with the centre of the site reserved for pedestrian circulation.

3 ARCHITECTURAL DESIGN

EJE’s architectural brief was to design a building that will prepare students for the opportunities and challenges of tomorrow. Whilst aiming be of an appropriate form and scale within the Ballina context, the building also needs to proclaim its status as part of a new direction for education of high school students within NSW.

EJE’s site analysis identified that the most appropriate location on the site for the new High School building is the southern section south of Burnet Street, which currently contains the existing school buildings. This area of the site is the highest, having been previously filled to minimise flooding issues, and is closest to the other educational facilities and Ballina CBD, both to the south. Within the southern part of the site, the corner of Cherry and Swift Street was identified as an important gateway into the CBD, and for this reason it was determined that the optimal position for the new school building was on this corner. This allows the main entry points

New High School For Ballina Page 3 Head Design Consultancy Services Contract No: DECAMD- 15-47 Ballina High School Redevelopment: Functional Design Brief to the building to face both to the bus interchange and education precinct to the south for the student entry, and Cherry Street to the west for the public entry. These entry points lead to a central gathering space on the ground floor, from which point students can circulate up through the building.

The sculptural V shaped form of the building reflects the internal organisation of the school. The learning communities are located in the Swift Street wing of the building, relating to the school precinct to the south, and the sport and performing art precinct faces Cherry Street which relates to the adjoining community uses. These two wings intersect and overlap at the main entry, where both the public and student groups enter the building. A dramatic cantilever on the upper level emphasises the intersection of the two wings.

Circulation through the site has been developed on a theme of ‘Catchment to the Sea’, relating to the flow of the Richmond River from the catchment in the Ballina hinterland, along the river bank, to the coastline and the open sea. This theme is incorporated within the landscaping which reflects the indigenous flora, also in the pavement designs, and the ripple in the sunscreen blades that are a major feature of the Swift St façade. The two wings of the building open onto a central courtyard, with the tiered levels and greenspace providing outdoor learning and social spaces that relate to the coastline theme. Beyond the inner courtyard, the larger green areas relate to the open sea with its Green Sea Turtle motif.

The building facilities are organised over three levels, creating a dynamic learning environment within the building that encourages collaboration between learning stages and faculties due to their close proximity within the one building rather than being spread out across the site. The ground level contains a full sized Indoor Sport Court, Performing Arts Theatre, Support Unit, Food and metal Technologies, plus Trade Training facilities. Also on this level are the central Canteen/Café and administration which open onto the central gathering space. The first floor contains open learning communities, specialist Art, Science and Music facilities and the Leaning Centre. The second floor includes learning communities with a mezzanine feeling to link the learning areas to the first floor, plus Technology Labs and a senior learning area.

To maximise the flexibility of the building, the structure is a reinforced concrete frame on a 9m x 9m grid, with minimal load bearing walls. This will suit the proposed Inquiry based learning model, and also allow future adaptation if different pedagogies are proposed. Internal walls are lightweight partitions or glass, and apart from a masonry base at the ground level, external cladding is lightweight metal, prefinished fibre cement or aluminium framed window elements.

New High School For Ballina Page 4 Head Design Consultancy Services Contract No: DECAMD- 15-47