SCHOOL PROPERTY THE NEW ZEALAND - INNOVATIVE LEARNING ...

 
SCHOOL PROPERTY THE NEW ZEALAND - INNOVATIVE LEARNING ...
The New Zealand
School ProPerTy
Strategy 2011-2021
SCHOOL PROPERTY THE NEW ZEALAND - INNOVATIVE LEARNING ...
Table of contents

                                                                                01 Foreword
                                                                                02 context
                                                                                05 Profile of the school
                                                                                    property portfolio

                                                                                06 A journey through time
                                                                                08 Vision for school property
                                                                                09 Goals for school property
Published by the Ministry of Education, New Zealand, July 2011.
enquiries should be made to:

Ministry of Education
                                                                                19 Getting started
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PO Box 1666, Thorndon
Wellington 6140, New Zealand
www.minedu.govt.nz

copyright © crown 2011
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ISBN: 978-0-478-36793-5 (Print)
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SCHOOL PROPERTY THE NEW ZEALAND - INNOVATIVE LEARNING ...
Secretary for Education’s foreword
I am pleased to present the New Zealand School Property Strategy, which sets the vision for school
property as Safe and Inspiring Learning Enviroments.

The strategy highlights what we need to do differently to improve both the performance of individual school
environments and the state school property portfolio.

It is widely recognised that school environments influence student learning and teaching practice. Therefore,
we need schools that have appropriate physical infrastructure, ICT and environments that support the learning
needs of all students.

There are also some substantial imperatives facing the management of the portfolio. These include a defective
building remediation programme, repairing the damage caused by the Canterbury earthquakes, modernising an
aging property portfolio, managing increases in the primary school student population and increased levels of
student retention at secondary level.

New procurement approaches, such as Public Private Partnerships, and standards for weather-tightness are
already changing the way we deliver new schools. The modern learning environment tool sets the benchmark
for upgrading existing schools. Delivering these imperatives at a time when there are significant constraints on
Government expenditure means we must have the clear vision, goals and priorities for school property that this
strategy provides.

The school property strategy sets out the changes needed under three strategic goals:

l   School property is well managed - through proactive management of the portfolio which focuses on value
    for money, and places greater emphasis on developing a property service model that recognises the property
    needs of individual schools.

l   School property is fit for purpose - through further work to ensure that school design and capital projects
    deliver internal environments that support educational achievement.

l   A high-performing portfolio of schools - by ensuring new schools and additional capacity is delivered in a
    timely and cost effective manner. Also, by identifying further ways to minimise the amount of surplus property
    and optimising the number of schools required to deliver educational services.

We can only improve the performance of the property portfolio and lift student achievement by doing things
differently. For school property, this strategy provides the framework and tools for the Ministry and those involved
in school property to meet the challenges that lie ahead.

Karen Sewell
Secretary for Education

                                                                                                                  01
SCHOOL PROPERTY THE NEW ZEALAND - INNOVATIVE LEARNING ...
context of the strategy                                                                                       What will the strategy mean to me?
Why do we need to have a strategy for school property?                                                        The extent to which the strategy influences the look, feel
                                                                                                              and management of state schools will depend on the level
                                                                                                              of engagement from those involved in school property.

                                                                                                                                           l   The Ministry of Education, as the owner of state schools, requires a
                                                                                                                                               portfolio of well-maintained schools supporting a modern education
                                                                                                                                               system that produces skilled people who can contribute towards a
                                                                                                                                               productive economy.

                                                                                                                                           l   Principals and school boards of trustees, as the custodians of schools,
                                                                                                                                               will follow Ministry standards and guidelines to ensure their property is
                                                                                                                                               well managed and supports the delivery of education by meeting the
                                                                                                                                               learning needs of the community in which their school is located.

                                                                                                                                           l   The Schools Property Infrastructure Group, as business owner, will
The Ministry of Education is          Decisions that influence the look                                                                        communicate the vision and goals to the sector. It will provide the
focused on having a world-            and feel of school property are                                                                          leadership and direction needed to achieve the right types of schools,
leading education system that         important because they have long-                                                                        in the right location, at the right time, to meet educational demand.
equips all New Zealanders with        lasting implications that can either
the knowledge, skills and values      enhance or constrain subsequent                                                                      l   Project managers and consultants involved in school property projects
to be successful citizens in the      decisions for education.                                                                                 will use the strategy to design and construct schools that meet best
21st-century.                                                                                                                                  practice design standards. They will ensure that schools are being
                                      The New Zealand School Property                                                                          maintained in good physical condition so the life of our school property
A key assumption is that the state    Strategy sets the direction for                                                                          assets is constantly being preserved.
will continue to provide a national   state-owned school property, and
                                                                             18,000 hectares of
education system. School              in doing so will help ensure that      land, 6.5 million sqm
buildings will continue to be the     property investment decisions          of property
primary and the preferred             target the needs of a modern
infrastructure from which             education system.                      The state school property
education services are delivered.                                            portfolio is comprised of over
                                                                             2,300 primary, intermediate,
                                                                             secondary, kura and special
                                                                             education schools
                                                                             situated across the length
                                                                             and breadth of New Zealand,
                                                                             including Stewart Island,
                                                                             Chatham Island, Pitt Island
                                                                             and Waiheke Island.

02                                                                                                                                                                                                                      03
SCHOOL PROPERTY THE NEW ZEALAND - INNOVATIVE LEARNING ...
The New Zealand                                                                                                   Profile of the school property portfolio
School Property Strategy                                                                                          l   Primary schools cover the first
                                                                                                                      six years of schooling and are
                                                                                                                      focused on developing students’             Number of schools by school type
                                                                                                                      literacy and numeracy skills.
                                                                                                                      These are the foundation for
                                                                                                                      continued learning across the

                                                        VI
                                                                                                                      curriculum.

                                                          SI
                                                           ON
                                                                                                                  l   Intermediate schools operate
                                                 SAFe &
                                                                                                                      at years 7 and 8 and provide
                                               INSPIrING
                                                                                                                      a two-year transition between
                                               leArNING
                                                                                                                      primary and secondary schools.
                                             eNVIroNMeNTS
                                                                                                                      As part of this transition, students
                                                                                                                      receive an introduction
                                                                                                                      into the technical subjects that
                                   School         Schools       high -   ST                                           will be available at secondary
                                                                           RA
                                 property         are fit for   performing   TE                                       schools.
                               is well            purpose        portfolio of   GI
                                                                                C
                              managed                            schools          GO                              l   Composite schools are schools
                                                                                     AL                               that incorporate a range of
                                                                                                                      year groups that transcend the             state schools or established as
                                                                                     S

                                                                                                                      normally accepted year group               stand alone schools.
                                                                                          PR

                   The Ministry is             School property      The portfolio is                                  boundaries between primary
                                                                                            OP

                 recognised as a good       supports teaching and   efficiently run and                               and secondary schools.                 l   State integrated schools
                                                                                              ER

               property manager                   learning           well utilised                                                                               are former private schools that
                                                                                                TY

                                                                                                                  l   Secondary schools cover                    have been integrated into the
                                                                                                PR

           Boards of trustees and the    Schools are safe and in      The portfolio is responsive to                  years 9 to 13, when students               state system. While the Ministry
                                                                                                  IO

                                                                                                                      commence a journey that results
                                                                                                    RI

          Ministry work cohesively       good physical condition       increases in student numbers                                                              provides property funding to
                                                                                                      TY

                                                                                                                      in the attainment of formal                integrated schools to reduce
                                                                                                          AR

      The Ministry represents the            Schools retain their        The portfolio is responsive to               qualifications across a broad              demand for capacity in state
                                                                                                            EA

     crown’s ownership interest               education value             decreases in student numbers                range of academic and technical            schools, the land and buildings
                                                                                                              S

                                                                                                                      subjects. These qualifications             are owned by the proprietor.
                                                                                                                      provide entry into higher (tertiary)
                          SCHOOL BUILDINGS DELIVER EDUCATION SERVICES                                                 education or prepare students          l   Kura Kaupapa Māori
                           Empowering students to learn and teachers to teach                                         for entry into the labour market.          (a subset of composite schools)
                                                                                                                                                                 are state schools where Māori is
                                                                                                                  l   Special schools allow children             the principal language of
                           INVeSTING IN SchoolS IS VAlUe For MoNey                                                    and young people who have                  instruction.
                          Contributing towards productivity and economic growth                                       special education needs to
                                                                                                                      participate in education.              l   Early childhood education
                                                                                                                      These schools, which provide               centres are specialised centres
                           SchoolS helP MAKe VIBrANT coMMUNITIeS                                                      adapted programmes and                     for pre-school aged children that
                           Contributing to the interests of the wider community                                       learning environments, can be              may be located on the grounds
                                                                                                                      incorporated within mainstream             of, or within, state schools.

04                                                                                                                                                                                                   05
A journey through time
                                                                                               1980s                                             Large numbers of prefabricated buildings were moved

                                   1900s
                                                                                                                                             l

                                                                                                                                                 onto existing school sites to respond to demographic
                                                                                                                                                 changes

                                                                                                                                             l   Changes to teaching and learning saw the introduction
                  l   In New Zealand’s colonial days, the provision of educational                                                               of open plan teaching in some new schools
                      facilities was largely the concern of churches and private
                      secular organisations                                                                                                  l   The Tomorrow’s Schools model was introduced, under
                                                                                                                                                 which schools became self-managing autonomous entities
                  l   These organisations came to be assisted by limited grants

                                                                                                                                             2010
                      from state funds

                  l   New Zealand’s national education system was established
                      under the Education Act 1877

                                                                                                                                             l   Innovative design with emphasis on spaces that
                                                                                                                                                 support flexible styles of teaching and learning

      1950s
                                                                                                                                             l   Building system failure leads to a large number of
                                                                                                                                                 buildings needing remedial repairs
                  l   Large building programmes were undertaken to meet the
                      needs of the post-war baby boom                                                                                        l   Increased environmental awareness with a move
                                                                                                                                                 towards sustainability
                  l   Standard designs based on the “school block” principle were
                      built to save time and money                                                                                           l   Large technology influence

                                                                                      Into the future...2050
                  l   Made from solid timber construction with internal loadbearing
                      walls and coal fired boilers, many of these buildings remain
                      uninsulated and are inefficient in comparison with modern
                      buildings
                                                                                      l   Smaller learning communities change the role and
                                                                                          configuration of schools

                                                                                      l   Continuing need for flexible, open and adaptable
                                                                                          teaching spaces

                                                                                      l   Reliance on technology

                                                                                      l   Environmentally driven decisions

                                                                                      l   Schools have less involvement in property
                                                                                          procurement processes

06                                                                                                                                                                                                    07
Vision for school property                                                                                     Goals for school property
The vision of the New Zealand School Property Strategy is                                                                            As the owner of state schools, the Ministry is focused
to create “safe and inspiring learning environments” in schools.                                                                     on being a quality property manager that provides
                                                                                                                                     leadership and guidance to the sector and expert
                                                                                                                                     property advice to the government.
                                   Safe    means that school buildings and facilities are structurally
                                   sound and hazard free.

                                                                                                               To achieve this objective, the strategy
                                   Inspiring means the design and configuration of the physical                addresses the following key goals:
                                   space empowers students to learn and teachers to teach.

                                   Irrespective of age and location, our aspiration is to have state

                                                                                                               1
                                   school environments that:
                                                                                                                   School property     The Ministry of Education is seen
                                                                                                                                       as a high quality property manager
                                   l

                                   l
                                     support the needs of a modern education system
                                     are inspiring places for teachers to teach in
                                                                                                                   is well managed     and advisor to government
                                   l provide parents with confidence as being safe environments for students

                                    to learn in, and
                                   l give students a sense of pride and a desire to learn.

                                                                                                               2   Schools are fit     State schools are safe
                                                                                                                                       environments that empower
 The state school                                                                                                  for purpose         students and teachers to succeed

 property portfolio is
 the second-largest
 publicly owned
 portfolio in New

                                                                                                               3   high-performing     The portfolio of state schools
 Zealand.                                                                                                                              responds to changes in demand
 The portfolio of state schools                                                                                    portfolio of        and is well utilised and
                                                                                                                                       efficiently run
 has a total replacement
 value of over 14 billion
                                                                                                                   schools
 dollars, and a capital value of
 over 10 billion dollars.

08                                                                                                                                                                                            09
Goal 1 School property is well managed                                                                                   best practice property
                                                                                                                         management processes. This
                                                                                                                         will include providing system
                                                                                                                         access to project managers
The Ministry of Education is seen as a high quality
property manager and advisor to government.                                                                          l   develop standards, risk
                                                                                                                         management and assurance
                                                                                                                         frameworks and procurement
                                                                                                                         strategies. This will ensure that
Fostering                             Ministry is committed to providing     representing the                            the Ministry and school boards
                                      greater support, leadership and                                                    understand and follow the
relationships with                    management in line with its other      crown’s interest                            correct processes for managing
                                      responsibilities.                                                                  school property and overseeing
school boards                                                                While elected boards of trustees            the portfolio
                                      In the future, school boards will be   are responsible for individual
Elected boards of trustees are        able to request greater support to                                                 develop an audit function to
                                                                             schools, the Ministry is                l
responsible for individual schools.   manage their property. This will                                                   ensure schools comply with the
                                                                             accountable for the Crown’s
                                      include the introduction of a          ownership interest.                         Ministry’s requirements for school
A large number of the schools in      flexible service delivery model.                                                   property and that the Ministry’s
New Zealand are small and some        This model could extend to                                                         property and asset management
                                                                             Overseeing the Crown’s
are in isolated locations. Small      outsourcing the maintenance of                                                     information is accurate.
                                                                             ownership interest means
schools generally have fewer          schools to third parties,              making informed and timely
resources and smaller budgets to      including professional project         decisions about how school
manage. The communities that          managers and property                  property should be delivered and
                                                                                                                     Recognised as a
support them are also small.          consultants. This will ensure that
                                      work done on schools is carried
                                                                             used to improve education               high-performing
                                                                             outcomes for New Zealand
With assets ranging from              out to the required standard by        students.                               property                                 property models is securing
                                                                                                                                                              people with the right skills and
                                                                                                                                                                                                      l   commerical acumen needed
                                                                                                                                                                                                          to develop innovative portfolio
teaching and administration           qualified people. It will reduce
blocks through to science             the risks associated with the short
                                                                                                                     management team                          capabilities to oversee a large             procurement models.
                                                                             The recent earthquakes in                                                        and diverse portfolio of property
laboratories and performing           tenure and the lack of property        Canterbury and incidences of            Being a high-quality property            spanning over one hundred years.        In order to be recognised as a
arts centres, the management          expertise within some school           defective buildings demonstrate         manager and advisor to                                                           high-performing property
of school property is complex.        boards.                                the importance of having robust         government means having an               In addition to the traditional skills   management organisation, the
School boards of trustees must
                                                                             systems and processes to                excellent reputation. It means           associated with the procurement,        Ministry will attract, train, and
have a broad range of skills to       To ensure project managers and         support decision-making for             being accepted as a leader by the        maintenance and disposal of land        retain people with the right skills.
manage their property. However,       consultants have appropriate           school property. These systems          sector and the government on             and buildings, the Ministry now         This will be done through
many of the boards that represent     experience and qualifications in       and processes must enable               issues associated with school            needs a much wider array of skills      recruitment policies, professional
schools do not possess all the        school property, they will need to     strategic oversight of the              property, as well as responding to       and expertise. These include:           development programmes that
skills or expertise needed to         be accredited under the Ministry’s     portfolio at the highest level. This    events that affect property. This                                                complement the required
manage school property.               school property accreditation          will assist in coordinating             will be achieved by developing           l   strategic asset management          management functions, and
                                      regime. Those involved in the          “business as usual”, as well as
Furthermore, the three-year                                                                                          new, innovative procurement                  skills and a greater knowledge      through a pathway of career
                                      construction industry will need to     managing extraordinary events
duration of school boards means                                                                                      models to deliver the requirements           of efficient building techniques    opportunities within the
                                      be licensed under the Licensed         that affect property. As part of this
that their decisions must be                                                                                         of a modern education system that            and environmental impacts.          organisation.
                                      Building Practitioner Scheme.          work, the Ministry will:
constantly balanced with the                                                                                         ensures capital is used efficiently
need for decision-making that                                                                                        and effectively.                         l   a good understanding of the
                                                                             l   update its property management                                                   total cost of ownership and
recognises the longevity of school                                               information system to support
property. For these reasons, the                                                                                     One of the challenges of                     assessing the remaining life of
                                                                                                                     developing high-performing                   assets.

10                                                                                                                                                                                                                                      11
PrIorITy AreA        Key INITIATIVeS           KPI MeASUre                  TArGeTS
                                                                                                            Goal 2                    Schools are fit for purpose
                                                                                                            State schools are safe environments that empower
 STrIVING
 to become a high     Ministers and central     Measured through             Satisfaction is rated as       teachers and students to succeed
 quality property     agencies are              satisfaction surveys         “good” by 2015
 manager              confident that the
                      Ministry has sound        The Ministry develops        The Ministry will have
                      governance and            strong asset management      systems in place to measure    creating modern                         For this reason, modernising
                                                                                                                                                    classrooms and converting them into
                      management                capability                   the asset performance          learning environments                   modern teaching spaces will be a
                      processes in place                                     attribute of the CAM                                                   high priority over the coming years.
                                                                             framework by 30 June 2012      Many of New Zealand’s schools
                                                                                                            were built between the 1950s and        classroom assessments
                      The Ministry has a        All unexpected events        Lessons learnt incorporated    1970s following the post-war baby       commenced in 2010 with the
                      business continuity       are formally reviewed        into business as usual         boom. During this era, education        introduction of a Modern Learning
                      management plan in                                     processes                      was based on a teacher-centred          Environment (MLE) standard that
                      place to manage                                                                       system that revolved around             schools will adopt as they become
                      unexpected events                                                                     structured classroom lessons.           due for their next round of property
                                                                                                                                                    funding.
 FoSTerING            Ensuring that work        Schools use the Ministry’s   90% of schools use the         Approaches to teaching and
 cohesive             done on school            procurement models and       Ministry’s procurement         learning have changed over the          Achieving this outcome is critical
 relationships with   property is carried       processes for new builds     models and processes for       last 20 years. While classrooms         to modern education delivery and
 boards of trustees   out to the correct                                     new build projects             are still the most highly utilised      will ensure that the performance of
                      standard by qualified                                                                 areas in schools, they need to          the physical environment is linked
                      people                    The Ministry will move       A condition-based funding      respond to these changes as their       to educational outcomes. Schools
                                                towards condition-based      model is developed by 30       performance is critical to modern       that lack the range and quality of
                                                funding to determine         June 2013                      education delivery.                     teaching spaces needed to support
                                                allocation of school                                                                                educational outcomes will need to
                                                property baseline funding                                   Modern schools comprise of              upgrade these spaces before they
                                                                                                            flexible teaching zones that can        undertake other projects. With over
                                                                                                                                                                                             17,000 buildings &
 rePreSeNTING         Ensuring that decisions   The Ministry will improve    A portfolio benchmark for      easily be reconfigured and used in      38,000 classrooms across the             38,000 classrooms
 the Crown’s          about how school          its ability to demonstrate   value for money will be        a variety of ways.They have better      portfolio, it is expected that it will
 ownership interest   property should be        good value for money in      developed by 30 December       environmental qualities (heating,       take until 2021 for all schools to       While some buildings in the
                      used will improve         its property management      2012                           lighting, ventilation and acoustics),   modernise all of their teaching          portfolio are relatively new,
                      education outcomes                                                                    and are wired for ICT.                  spaces.                                  almost 70 percent are
                      for students              The Ministry delivers its    Variance ($$) across the                                                                                        between 30 and 100 years
                                                school property Capital      entire school property                                                                                          old. Of these buildings,
                                                Plan (to budget)             capital plan is less than                                                                                       approximately 5,500 are
                                                                             20 % for 2011/12                                                                                                re-locatable buildings that
                                                                                                                                                                                             were originally shifted onto
                                                The Ministry delivers its    80% of agreed programmes                                                                                        school sites as a low cost
                                                school property Capital      will be delivered as planned                                                                                    way of providing additional
                                                Plan (to schedule)                                                                                                                           temporary capacity.

12                                                                                                                                                                                                                           13
ensuring that                          address urgent issues that pose a    Future-proofing
                                       high risk to school operations.                                                PrIorITy AreA      Key INITIATIVeS          KPI MeASUre                    TArGeTS
schools are safe and                                                        school facilities
                                       Data on the condition of school
in good physical                       property will be collected           While creating modern learning
                                                                                                                      SUPPorTING         Ensuring schools         Existing school property       10% of schools meet the
condition                              through a centralised                environments and maintaining the
                                                                                                                      teaching and       have the range and       meets the Ministry’s MLE       “core” MLE Standard by
                                       condition assessment system.         condition of schools helps to future-
                                                                                                                      learning           quality of teaching      standard                       2015
A key focus of the strategy is to      This will provide school boards      proof school property and ensure
                                                                                                                                         spaces needed to
ensure school property assets          and the Ministry with                it retains its educational value, a
                                                                                                                                         support education        New school buildings           100% of new schools meet
and facilities are well maintained.    information on the cost of           large number of New Zealand’s
                                                                                                                                                                  meet the “advanced”            the “advanced” MLE
This is important because schools      maintaining schools. Having          schools were built before
                                                                                                                                                                  Mle standard                   Standard by 2012
are the most visible component         a centralised system will mean       computers and other useful
of the education system and            this data can be analysed on a       technology was available. This
                                                                                                                      PreSerVING         Ensuring schools         The condition of the state     A sampling methodology to
the public’s perception of state       school-by-school basis, and at       means that many schools need to
                                                                                                                      the condition of   preserve the life of     school property portfolio is   measure the school property
schools affects their confidence in    a regional or national level to:     be upgraded to enable their use
                                                                                                                      school property    their assets over time   being maintained or            portfolio is developed
the education system.                                                       of these technologies, as without
                                                                                                                                                                  improved over time             by 30 September 2012
                                       l   identify schools with high       upgrades they will be unable to
Standards for the condition of             maintenance costs, which may     support modern styles of teaching
                                                                                                                                                                  Programmed maintenance         Percentage of maintenance
school property will be developed          indicate that they are having    and learning.
                                                                                                                                                                  for school buildings ensures   costs spent on priority 1 or 2
to support the lifecycle replacement       difficulties undertaking their                                                                                         they remain in a safe          (health and safety/high
and maintenance of assets critical         property functions               From a national perspective, the
                                                                                                                                                                  condition for students         risk) reduces over time
to the operation of schools. These                                          Ministry will continue to undertake
standards will help schools            l   develop benchmarks and           programmes to ensure school
                                                                                                                      FUTUre-ProoFING    Ensuring school          The Ministry has a             Documented health and
prioritise their funding to preserve       funding models for               property continues to support
                                                                                                                      schools so they    property continues to    prioritisation process in      safety processes
the life of their assets, and              maintaining school property.     education in the years ahead. This
                                                                                                                      retain their       support education in     place for assessing health
                                                                            will include carrying out remedial
                                                                                                                      education value    the years ahead          and safety concerns
                                                                            repairs on defective buildings to
                                                                            protect them against structural
                                                                                                                                                                  Defective school buildings     80% of schools with defective
                                                                            failure.
                                                                                                                                                                  (weather-tightness             buildings complete the
                                                                                                                                                                  problems) are identified       remediation process within
                                                                            This remedial work is critical if these
                                                                                                                                                                  and repaired in a timely       18 months of formal
                                                                            assets are to retain their value and
                                                                                                                                                                  manner.                        notification
                                                                            be prevented from deteriorating
                                                                            further. This programme has three
                                                                                                                                                                  The Ministry will upgrade      Work in 2011/12 includes:
                                                                            key objectives:
                                                                                                                                                                  schools to be ready to         - connecting up to 102
                                                                                                                                                                  access ultra-fast broadband      schools to a National
                                                                            l   identification of defective
                                                                                                                                                                                                   Education Network
                                                                                buildings through a national
                                                                                                                                                                                                   (NEN) trial extension
                                                                                survey, to commence in early 2011
                                                                                                                                                                                                 - management of the
                                                                            l   remediation and repair of
                                                                                                                                                                                                   upgrade of schools’
                                                                                defective school buildings; and
                                                                                                                                                                                                   infrastructure cabling to
                                                                                                                                                                                                   prepare for broadband
                                                                            l   prevention of further defects
                                                                                                                                                                                                   connection for 240
                                                                                through the introduction of new
                                                                                                                                                                                                   schools
                                                                                design and building standards
                                                                                for school property.

14                                                                                                                                                                                                                             15
Goal 3 High-performing                                                                                                retired in exchange for modern
                                                                                                                      facilities that could be attended
                                                                                                                      by a larger number of students
                                                                                                                                                          and leaseback arrangements are
                                                                                                                                                          being used to settle Treaty of
                                                                                                                                                          Waitangi claims. If these work
                                                                                                                                                                                                 of the property in state schools is
                                                                                                                                                                                                 surplus because the property is
                                                                                                                                                                                                 located in the wrong place.
portfolio of schools                                                                                              l   savings could be achieved
                                                                                                                                                          successfully, the Ministry could
                                                                                                                                                          consider leasing land for new          Surplus school property is
                                                                                                                      through fewer site purchases and    schools rather than purchasing         inefficient as it drains valuable
                                                                                                                      through economies of scale by       new sites, as this would reduce        resources that could be
The portfolio of state schools is responsive to changes                                                               merging and closing some            the cost of building new schools.      redeployed on other activities.
in demand, well utilised and efficiently run.                                                                         nearby schools that could be                                               Schools with surplus property will
                                                                                                                      amalgamated into the                Public Private Partnerships            be required to develop plans for
                                                                                                                      redevelopment.                      (PPPs) have been used                  reducing their buildings over a
                                                                                                                                                          overseas to reduce the total cost      period of time. The Ministry will
Managing                                                                                                          State school                            of ownership of property. A key
                                                                                                                                                          benefit of PPPs is that they
                                                                                                                                                                                                 also instruct boards to remove
                                                                                                                                                                                                 buildings which are no longer
                                        Projected Primary School Enrolments
increasing demand                                                                                                 property is                             transfer the risks associated with     economical to maintain.
                                                                                                                                                          property ownership and free up
In addition to overseeing the                                                                                     efficiently run                         school staff to focus on student       While removing buildings is one
crown’s ownership interest in the                                                                                                                         achievement.                           way of reducing property, other
state school property portfolio,                                                                                  High land values and legislative                                               uses for surplus capacity (such
the Ministry is responsible for                                                                                   requirements have led to new                                                   as providing early childhood
ensuring there is sufficient                                                                                      schools being individually              Managing                               centres on school sites) will be
capacity within the portfolio to                                                                                  designed to fit within the
                                                                                                                  constraints of a site. This is
                                                                                                                                                          decreasing demand                      explored further.
meet the demand for education.
                                                                                                                  driving up the cost of building                                                In areas where there are a large
                                                                                                                                                          Over the past 40 years, people
Demographic projections indicate                                                                                  new schools.                                                                   number of small schools or
                                                                                                                                                          have been gravitating towards
that student numbers will rise by                                                                                                                         towns and cities and to warmer         schools with surplus property,
50,000 by 2020. When internal                                                                                     It is not imperative for the Crown                                             school mergers will be
                                                                                                                                                          climates, to the extent that half of
and external migration is                                                                                         to own land and buildings,                                                     considered. Merging schools
                                                                                                                                                          New Zealand’s population now
combined with births, it is                                                                                       provided that educational                                                      could generate efficiency gains
                                                                                                                                                          lives north of Taupo.
estimated that 2,500 additional                                                                                   outcomes can be maintained and                                                 by reducing duplication between
teaching spaces will be needed                                                                                    any operational risks to schools                                               schools and by reducing surplus
                                                                                                                                                          While demand for school
by 2020. This growth needs to be                                                                                  mitigated. To this end, further                                                property.
                                                                                                                                                          property is increasing, 16 percent
coordinated at a national level.        Primary school enrolments are expected to begin to increase from          work on how public finances
                                        2009 onwards and peak at 520,100 enrolments by 2019.                      should be invested in school
New land for schools is                 Secondary rolls are projected to peak in 2024, with around 301,900        property will be carried out to
becoming increasingly difficult to      full-time equivalent students expected.                                   ensure the Crown’s investment
find. Prime locations are sold for                                                                                in land and buildings returns the
residential dwellings, leaving only                                                                               best value for money.
land that needs extensive site        accept larger numbers of                be selected and redeveloped into
works available for schools.          students than they were designed        modern, energy efficient schools    For example, sale and leaseback
In most areas, growth in the          for. One option to consider is          by using modern building            arrangements are being
student population can be             redeveloping some of the existing       techniques. The advantage of        considered in the private sector
accommodated by providing             sites in light of the difficulties in   this option is that:                as a way of freeing up capital
additional capacity within            acquiring land for schools.                                                 funding. This is where an
existing schools. However,                                                    l   old buildings that do not       organisation sells the land
continued urbanisation puts           The Ministry owns a number of               support education and are       beneath its property and leases
pressure on existing schools to       large sites, some of which could            expensive to modernise can be   it back from the new owner. Sale

16                                                                                                                                                                                                                                17
PrIorITy AreA         Key INITIATIVeS         KPI MeASUre                    TArGeTS                        Getting started
 RESPONSIVENESS        Ensuring the right      The Ministry has regional      Evidence of plans in each      Priorities for 2011/12
 to increases in       types of schools are    property plans in place to     region by 30 September
 student numbers       in the right place at   identify and address issues    2012
                       the right time          around capacity (over-and
                                                                                                                                      A number of projects are already underway to assess the
                                               under-supply of school
                                                                                                                                      condition of the current portfolio and to modernise and develop
                                               property)
                                                                                                                                      the portfolio for the future. A number of initiatives commenced
                                                                                                                                      in 2011 are listed below:
 ENSURING              Maintaining oversight   The proportion of              Evidence that the funding
 the portfolio is      of state schools        maintenance funding spent      spent on maintaining surplus
                                                                                                                                      l   The restructuring of the property group has been completed
 efficiently run and   throughout their life   on maintaining surplus         buildings is reducing
                                                                                                                                          to improve the overall performance and management of the
 well utilised         cycle                   buildings (in open schools)
                                                                                                                                          property portfolio. The new Schools Property Infrastructure
                                               continues to reduce
                                                                                                                                          Group is in place and operational.
 RESPONSIVENESS        Disposing of assets     Surplus property in open       Surplus property is reduced
                                                                                                                                      l   The Building condition Assessment methodology has been
 to decreases in       that are surplus to     schools is rationalised in a   to 15% by 30 June 2012
                                                                                                                                          piloted and the Modern Learning Environment tool is in the
 student numbers       requirements            timely manner
                                                                                                                                          process of being implemented as schools renew their five
                                                                                                                                          year capital funding.
                                               Buildings in closed schools    At least 80% of closed
                                               remain in a saleable           school buildings meet
                                                                                                                                      l   The Property Management Information System (PMIS) user
                                               condition                      saleable quality levels
                                                                                                                                          requirements phase is underway.

                                                                                                                                      l   The Defective Building Programme is underway and an
                                                                                                                                          additional survey of schools will commence in 2011.

                                                                                                                                      l   Alternative procurement models are being explored to get
                                                                                                                                          better value from current expenditure, and a school in which
                                                                                                                                          to test a Public Private Partnership has been identified.

                                                                                                                                      l   Options for rebuilding the schools damaged by the
                                                                                                                                          Canterbury earthquakes are being developed.

                                                                                                                                      l   240 schools will be upgraded to make them ready for
                                                                                                                                          highspeed broadband through the School Network Upgrade
                                                                                                                                          Project.

18                                                                                                                                                                                                   19
Schools Property Infrastructure
                                                                                                                  Group, Ministry of Education
 GOAL                  SCHOOL PROPERTy STRATEGy INITIATIVES FOR 2011/12                                           45-47 Pipitea Street, Thorndon, Wellington
                                                                                                                  Phone: 04 463 8000
                                                                                                                  Email: property.help@minedu.govt.nz
 School property is    -   Licensed Building Practitioner scheme rolled out                                       Website: www.minedu.govt.nz
 well-managed          -   Staff training framework developed
                       -   Property assurance / audit frameworks developed
                       -   Property Management Information System user requirements completed

 Schools are fit for   -   Business case and implementation plan for a condition assessment methodology
 purpose               -   Implementation of the Mle standard
                       -   Schools Network Upgrade Project
                       -   Defective Building programme survey completed                                      Ministry of Education Offices
 A high-performing     - New schools and kura programmes are delivered according to the School                Northern region                                  Whanganui
 portfolio of state      Property capital Plan                                                                Whangarei                                        93 Ingestre Street, Whanganui
 schools               - Development of new procurement models and approaches                                 The Money Factory, 10 Awaroa River Road          Email: enquiries.whanganui@minedu.govt.nz
                       - Property policy options for the redevelopment of existing schools in areas of high   Onerahi 1, Whangarei                             Phone: (06) 349 6300 | Fax: (06) 349 6301
                         urban growth and significant roll decline                                            Email: enquiries.whangarei@minedu.govt.nz
                                                                                                              Phone: (09) 436 8900 | Fax: (09) 436 8901        Southern region
                                                                                                                                                               Nelson
                                                                                                              Auckland                                         19 Haven Road, Nelson 7010
                                                                                                              12-18 Normanby Road, Mt Eden, Auckland           Email: enquiries.nelson@minedu.govt.nz
                                                                                                              Email: enquiries.auckland@minedu.govt.nz         Phone: (03) 546 3470 | Fax: (03) 539 1501
                                                                                                              Phone: (09) 632 9400 | Fax: (09) 632 9401
                                                                                                                                                               Christchurch
                                                                                                              Central North region                             39 Princess Street, Addington, Christchurch
                                                                                                              Hamilton                                         Email: enquiries.christchurch@minedu.govt.nz
                                                                                                              Level 2, 150 London Street, Hamilton             Phone: (03) 378 7300
                                                                                                              Email: enquiries.hamilton@minedu.govt.nz         Fax: (03) 378 7308 or (03) 378 7302
                                                                                                              Phone: (07) 858 7130 | Fax: (07) 858 7131 /      (Special Education)
                                                                                                              (07) 858 7132 (Network Division)
                                                                                                                                                               Dunedin
                                                                                                              Rotorua                                          414 Moray Place, Dunedin
                                                                                                              Level 4, 1144 Pukaki Street, Rotorua             Email: enquiries.dunedin@minedu.govt.nz
                                                                                                              Email: enquiries.rotorua@minedu.govt.nz          Phone: (03) 471 5200 | Fax: (03) 471 5201
                                                                                                              Phone: (07) 349 7399 | Fax: (07) 349 7398
                                                                                                                                                               Invercargill
                                                                                                              Napier                                           190 Forth Street, Invercargill
                                                                                                              8A Lever Street, Ahuriri, Napier                 Email: enquiries.invercargill@minedu.govt.nz
                                                                                                              Email: enquiries.napier@minedu.govt.nz           Phone: (03) 211 8000 | Fax: (03) 211 8001
                                                                                                              Phone: (06) 833 6730 | Fax: (06) 833 6731

                                                                                                              Central South region
                                                                                                              Lower Hutt
                                                                                                              19 Market Grove, Lower Hutt
                                                                                                              Email: enquiries.lowerhutt@minedu.govt.nz
                                                                                                              Phone: (04) 463 8699 | Fax: (04) 463 8698 /
                                                                                                              (04) 463 8697 (Network Division)

20
Photo credit list

Front cover         Albany Senior High School, Auckland                    CSR Building Materials
Table of contents   Porirua College, Wellington                            Opus International
Page 1              Remarkables Primary School, Queenstown                 Michael Deaker

Page 2              Botany Downs Secondary College, Auckland               Michael Deaker
                    Remarkables Primary School, Queenstown                 Babbage Consultants
                    Alfriston College, Auckland                            Michael Deaker
                    Wellington Girls’ College, Wellington                  Kristy Ballard
Page 3              Wellington Girls’ College, Wellington                  Kristy Ballard
                    Te Matauranga School, Auckland                         Michael Deaker
Page 5              Alfriston College, Auckland                            Michael Deaker
                    Special Education                                      Ministry of Education
Page 6              Tu Puna School, Tauranga                               New Zealand Room, Tauranga City Libraries, 06-175
                    Queen Victoria School for Maori Girls, Auckland        Archives of New Zealand
Page 7              Karori Normal School, Wellington                       Alexander Turnbill Library, Wellington
                    Mission Heights Junior College, Auckland               Michael Deaker
Page 8              Southland Girls’ High School, Invercargill             Michael Deaker
                    Wellington Girls’ College, Wellington                  Kristy Ballard
Page 9              Wainui Beach School, Gisborne                          Brennan Thomas
Page 11             Napier Girls’ High School, Napier                      Michael Deaker
Page 13             Silverdale School, Auckland                            Michael Deaker
                    Wainui Beach School, Gisborne                          Brennan Thomas
Page 14             Mission Heights Primary and Junior College, Auckland   Michael Deaker
Page 17             Wellington Girls’ College, Wellington                  Kristy Ballard
Page 18             Green Bay High School, Auckland                        Michael Deaker
Page 19             Mission Heights Primary and Junior College, Auckland   Michael Deaker
                    Wellington Girls’ College, Wellington                  Kristy Ballard
Page 21             Te Kura Kaupapa Maori o Whangaroa, Matauri Bay         Richard Keuning
Back cover          Wellington Girls’ College, Wellington                  Kristy Ballard

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