SCHOOL PROPERTY THE NEW ZEALAND - INNOVATIVE LEARNING ...
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The New Zealand School ProPerTy Strategy 2011-2021
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
St Paul’s Square, 45-47 Pipitea Street
PO Box 1666, Thorndon
Wellington 6140, New Zealand
www.minedu.govt.nz
copyright © crown 2011
This publication is subject to copyright. Apart from any fair dealing for the
purpose of private study, research, criticism or review, or permitted under
the Copyright Act, no part may be reproduced without the permission of
the Ministry of Education, New Zealand.
ISBN: 978-0-478-36793-5 (Print)
ISBN: 978-0-478-36794-2 (Web)
This publication is printed on environmentally responsible paper,
manufactured using pulp harvested from sustainable well-managed
forests and bleached using an elemental chlorine-free process, and
printed using vegetable-based inks.
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
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
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 05A 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 07Vision 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 09Goal 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 11PrIorITy 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 13ensuring 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 15Goal 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 17PrIorITy 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 19Schools 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)
20Photo 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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