Learning Places and Spaces Explaining the QIS BGA Lens DISCLAIMER Queensland Independent Schools Block Grant Authority (QIS BGA) reserves the right to amend, remove or add to these support materials at any time. When assessing a school’s facility needs, QIS BGA will use the information provided, in line with current program guidelines, whilst giving consideration to the situation and needs of any particular school. The information contained within is provided by QIS BGA and is for general information purposes only. QIS BGA makes no representations or warranties of any kind, express or implied, about the completeness, accuracy, reliability, suitability or availability, with respect to this material, in relation to the specific situation or needs of a school. Any reliance placed on such information is at the risk of the school’s approved authority and use of the information should be validated by school officers and/or other professionals who are knowledgeable of the school’s specific circumstances. Image: The Springfield Anglican College – Fulton Trotter Architects Cover image: Northside Christian College – McLellan Bush Architects Contents 2 Background 2 Principles of Assessment 2 Meeting the Objectives of the Capital Assistance Programs 3 Eligibility Criteria 3 Sound Educational Planning 5 Two Phases of Educational Assessment 5 Educational Need 6 Minimum Viable Project and Total Project Cost 7 Indicators for the Assessment of Educational Need 9 Number of Learning Spaces 10 Occupancy Rates 10 Floor Area Indicators and Functional Areas 17 Floor Area Indicators for Functional Areas Supporting Curriculum Delivery QIS BGA ▪ Learning Places and Spaces 11 Background Learning Places and Spaces: Explaining the QIS BGA Lens is intended to support Approved Authorities and their schools understand how educational need is assessed through the annual capital application process. Learning Places and Spaces should be read in conjunction with the information available within the help notes, which support the use of the application template, and in general on the BGA website at www.bga.qld.edu.au. QIS BGA acknowledges that the majority of independent schools eligible to gain capital assistance will have an element of facilities planning which focuses on the combined use of educational spaces. However, the BGA works with schools where there is a need to fund facilities which will be specifically utilised at either the primary or secondary year levels. Reference made to ‘primary’ and ‘secondary’ schools in Learning Places and Spaces will apply to schools which are combined, as well as those which operate as standalone primary and/or secondary schools. QIS BGA also recommends that Approved Authorities and/or their schools make early contact with the BGA Secretariat when preparing an application for capital assistance, to assist with making time efficient, yet well-prepared, applications. Principles of Assessment Meeting the Objectives of the Capital Assistance Programs When administering the Australian Government Capital Grants Program and the State Capital Assistance Scheme, QIS BGA is required to follow both Commonwealth and State legislation, as well as the respective program guidelines. QIS BGA is accountable for ensuring projects recommended to the Australian Government contribute to the objectives of the Capital Grants Program (CGP). As such, applicant schools are required to refer to the specific CGP objectives which the proposed project aims to address within the application. At the highest level, the Australian Government requires that all requests for capital assistance address the improvement of educational outcomes for young Australians through reference to the Alice Springs (Mparntwe) Education Declaration which notes two interconnected goals. Goal 1: The Australian education system promotes excellence and equity, and Goal 2: All young Australians become: ■ confident and creative individuals ■ successful lifelong learners ■ active and informed members of the community. QIS BGA acknowledges these goals and the CGP objectives as sources of valid rationale for proposed building projects and/or infrastructure developments. Similarly, the Queensland Government State Capital Assistance Scheme (SCAS) guidelines make reference to educational need. The guidelines require applicant schools to clearly articulate their specific need for educational facility projects, within a school’s individual context. 2 QIS BGA ▪ Learning Places and Spaces Eligibility Criteria QIS BGA must ensure that the eligibility criteria are met by projects proposed through the Australian and Queensland Government capital grants programs. Further to the eligibility criteria for each program, there are a range of requirements that schools must agree to meet when applying for government capital assistance. These requirements are detailed within the capital application template and should be read and understood by Approved Authorities and/or schools seeking grant funds, as part of the application process. Sound Educational Planning School Strategic Planning and Site Master Planning Proposed projects are required, in accordance with both CGP and SCAS guidelines, to be well planned. CGP guidelines require that QIS BGA ensures the proposed project meets the educational needs of the school in a way that is cost effective over the life of the facilities.This includes taking appropriate account of the value of good quality materials and building and design practices that: ■ maximise the life of the structure ■ maximise the potential for environmental performance, for example solar power and water tanks ■ avoid design features that make no significant educational contribution and which may increase construction, maintenance or operating costs. SCAS guidelines explicitly require proposed projects to be consistent with sound educational planning, within both the school and the environment within which it is operating, especially in relation to the cost, size and use of facilities to be funded. These specific program guidelines lead to the requirement for schools to provide a Master Plan for the school site which demonstrates the short and long term planning underpinning the grant request. Additionally, schools will be required, either within the application or at the school visit, to clearly demonstrate the link between the Master Plan and the school’s (educational) Strategic Plan. Condition of Existing Facilities QIS BGA is required to assess the condition of existing educational facilities if a proposed project is targeting a building replacement, upgrade or renovation. The condition of existing facilities provides an indication of the effectiveness of the school’s maintenance practices – a further requirement of both the CGP and SCAS programs. The QIS BGA Education/Building Committee members will also examine the condition of existing facilities during the school site visit. Refurbishment or Maintenance? A desire to refresh facilities under a school maintenance plan should not be confused with the need for a school to convert or upgrade existing spaces. QIS BGA is not obliged to recommend to the Minister/s any project where it can be evidenced that the school has not implemented a planned maintenance schedule. Maintenance remains the responsibility of the Approved Authority. It is for this reason that the applicant school’s Maintenance Plan is listed as a requirement of the capital application process. Facilities already existing in schools may be converted or updated, changing the area or use of the spaces. For example, a veranda and adjoining 64m² general learning area may be reconfigured to extend the available learning area by incorporating the veranda into the interior space. Where the proposed project is assessed as representing poor value for money, i.e., the cost for conversion or refurbishment is greater than 70% of the cost to build new, the BGA will enter into discussions with the school to consider viable options. QIS BGA ▪ Learning Places and Spaces 33 Image: Northside Christian College – McLellan Bush Architects 4 QIS BGA ▪ Learning Places and Spaces Where existing facilities proposed to be undersized are to be refurbished and the room sizes remain the same or similar to the original, the school may request, where practical, that multiple spaces count as one learning space. This can occur in circumstances where it is not possible to alter the area of a space, for example in heritage listed buildings or where structural impediments exist. Two Phases of Educational Assessment Applicant schools should be aware that there are two phases of the educational assessment process: ■ an educational need for the proposed project will be identified, and ■ a notional minimum viable project (MVP) will be established, which meets the identified educational need. An indicative total project cost (TPC), as related to the MVP, is then determined. The educational assessment will be conducted in accordance with information detailed within Learning Places and Spaces. The outcome of the two phases of educational assessment will be that QIS BGA is satisfied the proposed project will be one which: ■ meets program eligibility criteria ■ fulfills the facilities needs of a school, and ■ displays value for money. Educational Need It is important for Approved Authorities and their schools to be aware of the responsibility QIS BGA has to ensure all proposed projects are within program guidelines. A robust understanding of educational need is applied throughout the assessment of applications,