Master Planning Guidelines

Asset Management Guideline
Master Planning
Document prepared by Strategic Asset Management (SAM) Unit
Version 1.1 June 2006 page 1 of 54
Table of Contents
PREFACE............................................................................................................................. 3
1. Preamble.................................................................................................................... 3
2. Objectives .................................................................................................................. 4
3. Outcomes................................................................................................................... 5
4. Types and Categories of Master Plans....................................................................... 5
5. Consultation ............................................................................................................... 6
6. Responsibilities .......................................................................................................... 6
PROCEDURES..................................................................................................................... 9
7. Overview .................................................................................................................... 9
8. Flow Diagram for the Management of Master Planning Processes............................. 9
9. Master Planning Process............................................................................................ 9
10. Summary .............................................................................................................. 15
11. Case Study ........................................................................................................... 15
FORMS AND TEMPLATES ................................................................................................ 15
12. Forms and Templates ........................................................................................... 15
Attachment 1....................................................................................................................... 18
Attachment 2....................................................................................................................... 19
Attachment 3....................................................................................................................... 20
Attachment 4....................................................................................................................... 23
Attachment 5....................................................................................................................... 25
Attachment 6....................................................................................................................... 26
Appendix 1.......................................................................................................................... 31
Appendix 2.......................................................................................................................... 33
Appendix 3.......................................................................................................................... 34
Appendix 4.......................................................................................................................... 36
Appendix 5.......................................................................................................................... 43
Appendix 6.......................................................................................................................... 44
Appendix 7.......................................................................................................................... 49
As can be seen, Master Planning is only one of the processes, which need to be initiated to make best use of new and existing facilities. Other significant processes include Local Area Education Planning (LAEP) and Local Area Facilities Planning (LAFP), both of which result from the implementation of the higher strategic directions listed above. 1.1 Opportunities for new school communities EQ has in recent years constructed, on average, about 3-4 new schools per year, initiating a process of greater community involvement in the master planning of those schools. This has been facilitated through the creation of planning committees, in which the community and EQ officers participate. The objective of the planning committee is to identify opportunities for the school to improve the physical relationship between it and its local environment through the master planning and school design processes. This can involve investigations to determine how:

the school may be laid out on the site, including external access routes; buildings may be aligned and the relationship between facilities; improvements may be made to the internal configuration of buildings to improve their use and support for teaching and learning; facilities might be used in a range of ways to support the community; and ecologically sustainable development can be maximised.
In a typical planning timeline, the planning committee will be invited to form at least 36 months before the new school is to open, to provide sufficient time for community input into the planning, design and construction processes. 1.2 Opportunities for developments to existing schools Existing schools receive new facilities for a number of reasons the school community might be growing or the buildings may be due for upgrade or replacement through a building renewal program. This creates an opportunity to look at the States investment of capital to optimise the opportunity for improved educational service delivery and community use of the facilities. As with the construction of a new school, the opportunity may arise to locate the new building so that its accessibility to or usability for the public is optimised. Additionally, it might be possible to combine State and community capital funding through State government agencies, local associations or local government to improve the development at the school and create a better community facility.
2.
Objectives
outline the overall design philosophy and planning framework for managing and developing a school site, in response to client advice on future anticipated enrolments, services and activities (both educational and community based and in support of educational outcomes); produce a site development plan and staging which accord with LAFP considerations and which can be considered for inclusion in the EQ Capital Works Plan; and identify issues which may have strategic import in the wider context of education delivery and which may have relevance in the development of the departmental Asset Strategic Plan.
The objective of this guideline is to:
The objective of the policy formulation is to:
recognise the diversity of backgrounds and needs of students and communities at different schools providing avenues to promote flexibility in the delivery of education; guide best value expenditure of capital funds to develop facilities in a particular school; represent current school and community expectations and explore future aspirations; add value to primary assets and facilities; achieve better functionality in terms of operation; improve the liveability or quality of experience on the school campus by design; reflect and embody an understanding of a range of site-specific factors including climatic factors, physical attributes, cultural issues, educational/curriculum issues, where possible within the scope and funding for the master plan; and produce a document that addresses constraints and opportunities in a format, which can be regularly updated.
3.
Outcomes
Outcomes have been identified which are expected from, but are not limited to the implementation of this policy are:
The establishment of long-range vision for the future that encompasses strategic direction, physical planning and design goals. The intent is to create more user friendly, aesthetically appealing schools that will attract students and which have improved functionality, delivering better educational outcomes. The establishment of a framework for future school development that will provide guidelines the siting of identified capital projects. This framework will identify appropriate future use of a school site, with recommendations for strategic land acquisitions, if appropriate. The preparation of guidelines for improved use of existing facilities. The creation of plans to implement the establishment of a unique physical identity for a school while considering the schools history, and ensuring that the distinctive quality and character of the school is preserved, while protecting the architectural and landscape heritage.
4.
Types and Categories of Master Plans
Master plans may be commissioned for an existing primary or secondary school or for a new school on a greenfield site. There are two broad categories for master plans: Operational Master Plans These are short-term plans connected to a budget or project seeking firm outcomes to guide urgent capital works requirements. Long Term Master Plans These plans are the result of more extensive consultation, representing longer-term aspirations, which incorporate a broader and more detailed educational vision including wider community use of the school campus. There is also scope for review or revision of existing master plans to make best use of a site, given that conditions do change, over time.
5.
Consultation
The following stakeholders have been involved in the direct development of this policy document and accompanying guidelines:
Strategic Facilities Branch (SFB), Education Queensland; o Facilities Planning; and o Strategic Asset Management Unit. Regional Facilities Managers.
Following this level of development, the draft policy and guidelines will be published on the SFB web site for review.
6. 6.1
6.1.1
Responsibilities Central Office

Minister for Education
Approval of the Capital Works Program that will contain Master Planning projects. 6.1.2 Chief Facilities Officer The Chief Facilities Officer has ultimate responsibility for the physical development of EQ schools on new and existing sites. 6.1.3 Strategic Facilities Branch (SFB) SFB is responsible for the planning and definition of the Capital Works Program within EQ. SFB will normally initiate the master planning process (following Ministerial approval), having identified the locations in which new or existing facilities are to be constructed from the approved Capital Works Program. SFB will often appoint a local project coordinator, through its service providers, for the conduct of a particular Master Plan. It is the responsibility of SFB to identify a funding source to which the master planning costs are to be attributed. In concert with the project coordinator, SFB is responsible to commission a service provider, where appropriate, to provide professional technical assistance to the planning committee. 6.2 Planning Committees The Planning Committee will be formed from the school community for a particular project. It will normally consist of, but not be restricted to:

School Principal and / or representatives from the school staff and student body; Representatives from the School P&C Association; Regional Executive Director and/or representatives from the Regional Office; Regional Facilities Manager; Facilities Account Manager; Representatives from SFB; and Professional disciplines from a commissioned service provider (such as Project Services).
The Planning Committee has the responsibility to develop a master plan for the school, which reflects a balance between school educational outcomes, staff and student needs and community expectations and resource constraints.
6.3
Service Providers
Service Providers may be organisations such as Project Services or a private firm, who provide professional services to schools for the design and construction of facilities, including master planning services such as site investigation, site plans, soil testing etc. A service provider may be appointed to supply services to assist in the conduct of master planning processes. The use of external service providers has the effect of transferring a degree of the risk exposure from EQ to the service provider, appropriate to the services supplied, for the provision of master planning advice. In accordance with normal commercial practices, service providers have responsibilities, which include:
Consideration of workplace health and safety standards at the sites defined in their contracts. Liaising with and keeping SFB or the Project Coordinator informed of project progress, site access and WH&S issues. Meeting contractual, commercial and legal responsibilities for the delivery of services, within the contracted timeframe and at the price quoted for their services.
6.3.1 Project Managers / Design Consultants (PM/DC) A PM/DC may be appointed by the service provider to manage the delivery of master planning services. Project Managers are those persons who are allocated by the service provider to manage and coordinate the provision of a range of master planning services to assist the Planning Committee with its considerations, including the publishing of the Master Plan report. They shall be aware of the requirements of agreements and contracts with EQ and of their responsibilities under those agreements and contracts. The point of contact with EQ is to be through the SFB or the project coordinator. The PM/DC may be requested to attend the regular meetings of the Planning Committee and to report progress on the development of the Master Plan. His prime reporting line, however, is to the nominated EQ representative.
6.5
Regions and Schools
6.5.1 Regional Executive Directors (REDs) REDs or their nominated representatives shall provide advice and guidance to assist the Planning Committee and the school community in their considerations. They represent EQ views on the educational outcomes expected of the school having regard to strategic outcomes enunciated in Queensland State Education (QSE2010), Education and Training Reforms for the Future (ETRF) and the EQ Strategic Plan. REDs will be intimately involved in LAFP and Master Planning processes to position school services within their Regions to optimise the delivery of educational services. The presence of special education services and Regional support staff in schools requires specific consideration by REDs. 6.5.2 Regional Facilities Managers Regional Facilities Account Managers are officers allocated responsibility for the operational support and advice on facility related issues to a number of nominated schools within the area of influence of their Region.
Regional Facilities Managers will ensure that a Facilities Account Manager is allocated to each school within the area administered by the Regional Office. Facilities Account Managers shall be a member of the Planning Committee, provide local assistance to the school and Planning Committee in its considerations and, where possible, may assist in the facilitation of the Master Planning process. 6.5.3 Schools School Principals, members of the P&C and other members of the school community is the core of the Planning Committee. They represent the wider school community, presenting the input required to determine what service delivery outcomes are expected of the school, community outcomes and those issues and values which are considered important.
PROCEDURES
7. Overview
The Chief Facilities Officer (CFO), Education Queensland is responsible for the successful delivery of built assets at Education Queensland (EQ) schools. Facilities Planning, Strategic Facilities Branch or the project coordinator ensures compliance with contract conditions entered into between EQ and service providers such as Project Services. Once the source of funding has been identified and Ministerial financial approval given to proceed, Facilities Planning initiates the process for undertaking a master plan for a particular school. In doing so, a Project Coordinator may be appointed by Facilities Planning to manage the process locally, in which case, the Project Coordinator then takes on the normal project coordination roles and responsibilities. A checklist has been developed to assist in consideration of issues related to master planning. The purpose of the checklist is to:

provide a standard approach to master planning; and provide sufficient information to ensure that significant planning issues are considered.
8.
Flow Diagram for the Management of Master Planning Processes
The process to be followed for the management of master planning at schools is shown in the form of a flowchart in Attachment 2.
9.
9.1
Master Planning Process

Project and Financial Approval and Project Creation
The Principal Advisor, Facilities Planning shall seek Ministerial approval before undertaking a Master Planning exercise. This will normally be sought by preparing a General Briefing Note (GBN) requesting approval to proceed. An example of a GBN for this purpose is at Attachment 3. Once approval to proceed is given, the Principal Advisor, Facilities Planning shall initiate a SAP Project Creation Form to be sent to Works Programming Unit, for the creation of an EQ Project Number in SAP so that project costs can be attributed to the project. 9.2 Commissioning the Service Provider The development of a Master Plan usually involves the use of the services of professional disciplines such as an architect, engineer, traffic engineer, town planners etc. These disciplines are not available from within the resources of EQ and it is necessary to engage consultant organisations to provide them. Each school presents a different range of issues to be addressed and the range of professional services required will vary according to the situation. Where appropriate, Facilities Planning or the Project Coordinator shall request a service provider (such as Project Services) to provide a quote for the supply of professional services to supplement the conduct of master plan for a particular school. On receipt of an acceptable quote which complies with the Queensland Government Purchasing Policy, the Project Coordinator may recommend to Facilities Planning that the quote be accepted and commission the successful service provider.
9.3
Planning Committee Meetings and Project Progression
A five-step process is generally followed for Planning Committee meetings to progress the project planning. The number of meetings is only indicative and can be varied depending upon the complexity of the particular project.
Committee Meeting 1
Activity Includes a discussion of the process to be followed, outlines roles and responsibilities, considers enrolment trends and includes an assessment of existing facilities and practices. Community representatives acknowledge in writing that they understand the process and recognise that there is no commitment to action any of the recommendations arising from the exercise. Take into account the outcomes and given information established in the LAFP process and which is relevant to the school. Input from school and district to identify current educational programs and services and perceived future needs, sometimes linked to an educational brief. Gap analysis undertaken and preliminary brief for architect outlined. Preliminary Master Planning options tabled for discussion and identification of issues. Aim to identify preferred option. Further input. Community priorities outlined, reviewed and formulated having regard to QSE 2010, ETRF and the EQ Strategic Plan in terms of the categories and priorities Refined Master Plan and notional staging presented for broader community consultation. Feedback incorporated in final design. Initial corporate evaluation of proposals. Master Plan and notional stages finalised. Corporate evaluation completed and recommendations submitted.
The need to develop a Master Plan for a particular school has a number of triggers. The list below is not exhaustive but are the major reasons why a Master Plan is instigated:

As an outcome following the completion of a Local Area Facilities Plan; A forecast change to enrolments; Acquisition or disposal of all or part of a site; A material change of use in neighbouring land use; and Environmental changes. Timeframe
9.4
Typically, the master planning process will be conducted over a 12-week period, depending upon the complexity of the site and issues particular to a school. This apparent lengthy period allows sufficient time for community consultation. 9.5 Co-ordination
The Principal(s) of the school(s) and Regional Executive Directos involved will normally be responsible for:

identifying key stakeholders in the process; issuing invitations to identified key stakeholders to participate in the process; and notification and coordination of committee meetings including collation of agenda items for discussion, recording of minutes and publishing the minutes to all stakeholders.
The Project Coordinator, where appointed, will be responsible for:

project financial administration; and coordination and approval of service provider activities relevant to the master plan. Project Completion
9.6
The Project Coordinator is responsible for the beginning to end coordination of the master planning project, including the following finalisation tasks:

management of the project finances through to Financial Completion; finalisation of the Master Plan at school level by obtaining a sign off from the School Principal and school community / P&C Association; finalisation of the Master Plan at Central Office by obtaining sign-off from the Chief Facilities Officer and the Facilities Management Committee; and provision of a copies of the completed Master Plan to the school, Regional Office, and relevant units in Central Office. Format
9.7
At the completion of the project, the service provider is to present the master plan in a bound A3 or A4 format to the Planning Committee with text and tabular information in Word or Excel format. The number of copies of the document required is to be agreed at the time of commissioning and will depend upon the extent of consultation and stakeholders involved. 9.8 Briefing Requirements Briefing requirements will vary according to the type and category of the master plan being undertaken. Typical inclusions in a long-term master plan include:

projected enrolments, timeframe and related background information; contour and detail survey; existing facilities audit including current room usage data; proposed shared facilities with local authority or other government agencies; existing school-funded facilities; existing and proposed buildings which require access for the public or after hours usage; proposed class grouping structure e.g. by year, multi-age and multi-year clustering; proposed sub-school composition or proposed school precincts; relationships between facilities and the site; educational vision for the school (prepared by School Region and EQ central office); mission statement (prepared by School, Region and EQ central office); key cultural issues and community aspirations; notional building configuration (optional); notional open space to building relationships (optional); visions for the school campus eg point of entry, celebratory places (optional); school age and condition data
If required
Geo-technical survey;
Traffic study; and
Environmental impact study.
Not all of this information may be available or required for a particular master plan and it will be necessary to research and gather the information, as required, during the initial data gathering and consultation processes.
9.9
Deliverables
A list of possible deliverables for each professional discipline from a service provider, which may be involved in a master planning process is shown at Attachment 4. The actual deliverables to be provided are to be agreed and included in a fee proposal before the service provider is commissioned. 9.10 Relationship to other Strategic Processes A school Master Plan is not arrived at in isolation but is one of the interim processes between the strategic directions set by the government and the delivery of built assets through the Capital Works Program. The relative position of Master Planning in the asset management journey is shown on page 3.
Local Area Facilities Plan. A Master Plan may be one of the outcomes from a Local Area Facilities Plan. Facilities Planning continuously reviews the balance between service delivery and the facilities, which exist to deliver the services. When an imbalance or the potential for over-provision or under-provision is identified, Facilities Planning has the responsibility to initiate action to rectify the situation. This will normally result in the conduct of a LAFP for an area or a cluster of schools. Enrolment Management Plan. A recommendation for a Master Plan to be undertaken is an asset-related solution whereas the development of an Enrolment Management Plan is a non-asset solution. An Enrolment Management Plan may be undertaken by a school and/or Region, without the need for Central Office intervention, again depending upon the complexity of the situation in a particular area. Central Office will, however, assist the deliberations by the provision of a frame of information, derived from data sets and information, which is being constantly monitored and updated.
Capital Works Program. Works that are identified in a Master Plan may be staged over a period of time to meet an expected growth or renewal pattern. Early identification of these works assists in their consideration as justified bids to be programmed in the EQ Capital Works Program. As bids far exceed the funds available, however, these bids will be subject to the application of statewide priorities. Asset Strategic Plan. Strategic issues identified in the LAFP and approved capital works identified in the Master Plan provide inputs to the departmental Asset Strategic Plan.
The Asset Strategic Plan provides the strategic context within which the Master Plan should be framed, outlining the conditions under which development may occur, in compliance with current government policy and guidelines. This significantly influences the priorities, which may be applied to solutions proposed in a Master Plan and thus the funding which may be allocated to a particular project. 9.11 Affirmation of Understanding It is important to ensure that stakeholders fully understand what is involved in a Master Plan, including the limitations, which may affect its implementation. The time spent doing this may obviate unrealistic expectations being raised during and post master planning processes. An information sheet titled The Master Planning Exercise at Attachment 5 has been developed for counter-signing by the School Principal and a Community Representative. The Project Coordinator should ensure that the process is fully explained and obtain signatures on the sheet prior to the start of the process.
9.12
Triggers
A Master Plan may be triggered by a number of events as previously discussed. Other events may dictate the need for a plan to be undertaken, including the desire of a school community to address perceived shortfalls in assets or educational delivery. It may be that a school community may wish to fund its own master planning exercise in order to achieve certain outcomes. In this case, the school is advised to contact Facilities Planning to ensure that the process it intends to use is acceptable to the department and that the outcomes can be linked to the parameters set by government policy.
10.
Summary
The development of a Master Plan for every school is desirable but not practical because of the cost involved and often, there is no need to change the design standard, configuration or layout of the school involved. Having regard to the strategic directions set for EQ by Government policy and strategic documents, the Principal Advisor Facilities Planning will prioritise the need for Master Plans to be undertaken, selecting those schools which have the highest need. On occasion, a Master Plan may be initiated by direction from higher authority. The process is intended to be consultative and transparent, involving a wide cross-section of the school community. Equally, it is expected that participants will be informed and familiar with Queensland Government policy and strategic directions, in order to be making reasoned decisions. EQ staff is available to assist all participants with the process and to assist with facilitation. The development of a Master Plan does not commit EQ to funding all or part of the plan. It does, however, provide a blueprint for the preferred asset development to meet identified educational delivery outcomes. The inclusion of the proposed works to implement the plan will depend on their relative position in relation to statewide priorities.
11.
Case Study
A case study of a typical Master Planning exercise is at Attachment 6. It is only indicative of how the information is collected and presented and should be viewed as a guide to the process. Attachments 1. Project Managers Monthly Report 2. Flow Diagram Management of Master Planning Processes 3. Example Submission for Action 4. Master Plan Deliverables 5. The Master Planning Exercise SignOff Sheet 6. Case Study
FORMS AND TEMPLATES

12.
Forms and Templates

Checklist for Master Planning Process
The checklist template for the conduct of a typical Master Planning exercise is attached:
Attachment 1
Attachment 3
Noted/Supported by D/G..... Date ././. Noted / Approved / Not Approved GENERAL BRIEFING NOTE Minister ... Date .././.
TO:
SUBJECT:
THE MINISTER
Date Action Required By:
XXX State School - Proposed Deletion of project from Capital Works Program
RECOMMENDATION 1. It is recommended that the Minister:
endorse deletion of a T2000 for XX State School from the Capital Works Program, to be replaced with the undertaking of minor works as necessary to accommodate enrolments. That you endorse commencement of a Master Planning exercise. That you endorse as part of the Master Planning exercise consideration of all options, including the non-asset option of capping enrolments at XX State School within the existing site capacity (a sensible figure that would be negotiated with the school community). Any other option is likely to require significant capital investment at the site as part of the Capital Works Program.
Comments:
BACKGROUND 2. This area is one of a number of inner city suburbs currently under-going urban renewal. Neighbouring suburbs are under-going similar transformation and schools in the area are seeing resurgence in enrolments. Education Queensland included provision of a relocatable classroom building for XX State School on the draft Capital Works Program previously presented to the Minister. This building was to cater for forecast enrolment growth. XX State School is likely to form 14 classes, with a capacity of over 322 students, for the commencement of 2003 and is forecast by the Principal to continue growing to between 320-350 students over time.
3.
KEY ISSUES 4.
5.
Current resident student numbers are some 220 students, of who less than 130 attend XX State School. The schools 2002 enrolment of 279, and 2003 forecast of 300, reflects a significant out-of-catchment take. It is not possible to forecast at this time whether resident student numbers will increase to the Principals desired 320-350 enrolments over time. Site inspections by a range of departmental officers, supported by officers from the Department of Public Works, have concluded that there is no physical space on the site on which to site a T2000, or any other form of relocatable building, other than on the existing tennis court. The school currently has 14 classroom spaces, including one hire building that the school uses as a music room. Under the departments current Capacity Models a school of its size has no entitlement to a flexible space. Fit-out of the hire building as a classroom for 2003 and transfer of the music program to an existing temporary space adjacent to the tuckshop would increase the schools capacity to 322 and should enable the school to meet core needs for commencement of the new school year.
6. 7.
8.
9.
10. Like many schools of its era, XX State School has a magnificent appearance highly valued by its community, but is in many ways dysfunctional in terms of current educational requirements. Small classrooms (many only 30-36m2), poor connectivity, and non-compliance with current Building Code requirements are amongst the many concerns. Only 3 of the 11 permanent classrooms meet current departmental standards for facilities provision. 11. Situated on a very small, sloping site, the school has only limited potential for redevelopment and renewal, and this will likely involve the loss of limited play space. An initial site inspection suggests only one option at this time, to construct a multistorey building on the tennis court site. This should then enable refurbishment of some existing spaces. 12. A Master Plan is required to ensure the best outcome possible is achieved within the existing site constraints. 13. It is anticipated that any redevelopment of XX State School will be very expensive given that existing buildings and infrastructure will need to be made compliant with Building Code requirements. 14. Undertaking a Master Planning exercise at XX State School will undoubtedly raise expectations for significant capital investment in the school as part of the Capital Works Program. 15. Whilst there may be little community support for this option, capping the school within the existing site capacity until a clearer trend of resident student numbers emerges would off-set any need for capital investment at this time. 16. Consultation has occurred with the Regional Executive Director and A/Principal who support the current proposal to delete the T2000 and fit out the existing hire building for classroom use. 17. Advice from the A/Principal is that the community will support this decision provided that progress can be seen with the Master Planning exercise. Master Planning can commence this term and should be completed by the end of Term 1 next year. 18. It is proposed that consultation with the local Member occur following the Ministers consideration of the below recommendations.
Director: Signature: Comments:

Chief Finance Officer:
Signature: Approved - Not Approved - (CFO explanation below) Date: Not Applicable - (CFO determines no resource implications) / / Date: / /
Comments:
Assistant Director-General: Signature: Recommended - Not Recommended - Date: / /
ADG: Is consideration by the DG required prior to forwarding to the Ministers Office? YES NO Comments:
Deputy Director-General: Signature: Recommended - Not Recommended - Date: / /
DDG: Is consideration by the DG required prior to forwarding to the Ministers Office? YES NO Comments:
Attachment 4
MASTER PLAN DELIVERABLES The following are a list of deliverables, which may be required from professional disciplines in order to achieve a satisfactory master planning result. These services will normally be provided by a commissioned service provider.
Discipline Architectural
Deliverable Site Plan showing all buildings, site structures, services, surfaces, roads, paths, landscaped areas An outline of all options considered and detail of the agreed option A record of process, assumptions and discussions to arrive at the preferred solution Staging framework for future development City context and suburban location plan Pedestrian and Cycle circulation plan macro scale Pedestrian and cycle circulation plan school campus Vehicular circulation plan servicing and car parking Open space analysis and building entry points Existing site uses and land uses plan Key site attribute analysis Vistas and view analysis Aerial photographs of precinct overlaid with base drawings indicating shade patterns Shadow analysis and sun lighting analysis Climate analysis winds, storm, dust, overland flow, micro-climatic conditions, significant physical hazards
Quantity Surveying
An indicative cost for total implementation of the master plan (Costs for new buildings by rate/m, costs for refurbishments based on design team advice only) Detailed estimate for Stage 1 (or subsequent stages)
Landscape Architecture
Conceptual landscape layout plan Physical site analysis showing slopes, views, vegetation, areas of rock etc Functional site analysis showing vehicular and pedestrian circulation Vegetation analysis detailing vegetation that can be removed or which must be retained
Discipline Civil Engineering
Deliverable Water supply pressure and flow test results and analysis Report on existing sewerage infrastructure and any additional development required Report on storm water disposal Comment on requirements for earthworks, retaining walls etc
Electrical Engineering
A site plan showing conceptual layouts of electrical, communications and security systems; Report on existing electrical, ICT and security infrastructure and any upgrading or development
Mechanical Engineering
Layouts of mechanical services showing locations of wood waste cyclones, gas mains etc Report on existing mechanical infrastructure and any upgrading or development required
Environmental Engineering
Environmental analysis (checklist) Brief report on problems identified and their effect on the master plan
Project Management
Indicative program for implementation of the total master plan Detailed program for implementation of Stage 1 (or subsequent stages, as appropriate)
Attachment 5
The Master Planning Exercise

School:
Date commenced:
What is a Master Plan
A Master Plan results in a scaled site drawing that pictorially represents a point-in-time vision as to how a school, or other, site may physically develop over time.
Why Master Plan

The purpose of Master Planning in schools is to provide a logical development strategy, which supports the service delivery requirements of the school A Master Plan should result in the identification of forward-looking, logical and cost-effective activity precincts that take into account all engineering and environmental factors impacting upon a site. A Master Plan may also propose a logical development sequence. A Master Plan should guide future site developments. A Master Planning exercise can act as a stimulus to the development of supportive non-asset solutions that may assist in community development over time.
The Client
The client is the Minister for Education through his/her delegated officer the Chief Facilities Officer. Community consultation, including the school and its wider community, is an integral part of developing any Master Plan.
Revisiting a Master Plan

Not all school sites have been master planned. However, this has increasingly been the case over the last 50 years as schools have grown larger in response to more intense urban development. The need to revisit a master plan arises where client requirements, or environmental factors, change. Typical factors that may trigger a review of the Master Plan include: a forecast change to enrolments; acquisition of additional land, or disposal of part of a site; a material change of use in neighbouring land use; or, environmental changes (usually man-made). Whilst other factors can be anticipated to arise during consultation, Education Queenslands focus for master planning will be on development within the school boundary.
A Master Planning exercise is not.

A commitment to resource funding. A commitment by the client to follow a Master Plan.
Implementation of one, or all, elements of a Master Plan remains subject to Education Queenslands normal capital works prioritisation process. We, the undersigned, affirm that we have read and understood the purpose of the Master Planning exercise being undertaken at the above-named school on the date shown.
Principal
Community representative
Attachment 6
CASE STUDY Typical School Master Plan The information in this case study relates to a State School and is typical of a Master Planning exercise. It should be taken as indicative of the processes which participants follow and the outcomes to be expected. Initiation In mid 2001, potential increases in staffing and enrolment at the School were identified as issues, which might impact upon the operations of the school, if nothing was done to address them. An analysis was conducted by one of the Needs Analysis Officers at Facilities Services Branch resulting in a Preliminary Accommodation Audit being completed (Appendix 1). Concern about enrolment growth at the school and the ability of the school to cope with the expected growth, over time, within the existing facilities was supported by the District Office in a Briefing Note to the Minister in November 2001 (Appendix 2). A short Brief was prepared for the Chief Facilities Officer, the summary of which indicated that:
The schools enrolment had increased significantly in recent years, mainly as a result of out-of-catchment growth. There was, however, significant capacity for incatchment growth in coming years, with a sustainable enrolment of over 700 anticipated. The original school was opened in 1935 and had been added to over time with a mixture of permanent and relocatable building stock. There had been no master plan for the sites development and future growth was not well catered for, although the site was sufficient in size (a large portion of the site yet to be cleared). The sites layout, access issues and proximity of original buildings to adjacent roads presented challenges. Considerable capital investment would be required over time to enhance the site. It was considered likely that additional classroom accommodation would be required for 2003. A permanent solution appeared appropriate and was to be considered. Student accommodation for the commencement of 2002 was to be addressed through provision of 4 additional relocatable GLAs (including 2 hire buildings).
The outcome from these concerns led to the decision to undertake a Master Planning exercise for the school. This was initiated by the Principal Advisor, Facilities Planning in consultation with the Regional Executive Director, and the Principal. Commissioning the Service Provider Education Queensland does not have the expertise or professional disciplines required to investigate technical matters associated with the production of a Master Plan. It was therefore necessary to obtain consultancy services through a service provider to access these services. For the School Master Plan, Project Services, Department of Public Works was invited to submit a Fee Proposal to produce a Master Plan for the School. A copy of the extent of services, which were offered, is at Appendix 3. Investigations. Each site differs in terms of the requirements for site investigations, depending upon the nature of the exercise and what information is already held for that site. In this case, significant investigations were required for the following:
Environmental Issues; Amenities Blocks; Sewerage and in particular the re-siting of the sewerage holding tank; Electrical capacity of switchboards; and Traffic management.
An Initial Site Report was prepared by Project Services to provide a start point and context for investigations. A copy is at Appendix 4. Forming the Master Planning Committee The School Master Planning Committee was formed. The appointments of those who attended most meetings as members of the School Master Planning Committee were: School Principal School Deputy Principal President P&C Association Regional Executive Director Project Services Project Manager Project Services Architect Principal Advisor, Facilities Planning Needs Analysis Officer, Facilities Services Branch
As part of that process, the School Principal and a Community Representative were invited to sign a document, which acknowledged the expected outcomes of the Master Planning Exercise, a copy of which is at Appendix 5. The purpose of this document is to ensure that there are no unrealistic expectations about what a Master Plan is likely to achieve. Committee meetings were held on: 5 December 21 January 30 February 4 March 14 March Meeting Outcomes Minutes were taken at each meeting and recorded by the Needs Analysis Officer, who ratified the Minutes with the Principal and the Principal Advisor, FacilitiesPlanningbefore distributing them to participants. At each meeting, the Project Services Team was invited to present the results of the previous periods investigations. These outcomes generally included preliminary and (later) developed scaled site drawings of how the school might be developed, over time. The Committee was given the opportunity to peruse and discuss the layouts, to make comment and to decide what options were preferred.
Key Issues for Resolution To cope with the expected increase in growth of student numbers within the school catchment area and beyond, the key issues, which were identified for resolution in this Master Plan were requirements for:

More classroom accommodation; More toilet facilities; Replacement of the existing resource centre; Special Education facilities; and Replacement of the existing Administration facilities.
Presentation of the Master Plan The final Master Plan Site Drawing for the school is shown at Appendix 6. The drawings include a proposed staging program with responsibilities assigned to community and Education Queensland for the completion of particular Stages. At Attachment 7 is the Cost Plan A, which was prepared by Project Services as the Project Initiation Brief for the development of the Master Plan for the site. It is pertinent to note that no timeframe is specifically attached to the Master Planning exercise itself as the funding approval timeline cannot be guaranteed. The significant proposals contained in the Master Plan as a result of the considerations of the Master Planning Committee were:

Construction of three new double storey GLAs; Construction of a new Amenities Block; Construction of new Preschool; Construction of new Special Education Unit; Construction of a new Bus Set-Down and car park; Relocation of the existing Sewerage Holding Tank and connection to Council Sewerage; Upgrading of Fire Mains and Electrical Switchboard; Provision of new system of covered links, pathways and roads to link all new and relocated facilities; Provision of new tuckshop which would be more centrally located to the Campus; Relocation of the School Oval; Enclosure of the Covered Games Area; and Relocation of the existing After-School Care building.
Implementation of the Master Plan The completion of a Master Plan does not imply that there is a commitment to implement the outcomes from the Plan or for Government funding to be provided. It is a process, which represents a vision as to how a school or site may be physically developed, over time. The implementation of the Master Plan is subject to Education Queenslands normal Capital Works prioritisation process.
Highest priority for Capital Works is generally given to the provision of additional classrooms to cater for in-catchment growth as well as to the adequate provision of toilets. The works proposed in the School Master Plan may be put forward as bids in the annual round of Education Queensland Capital Works Program, accompanied by justification for the particular stage to be included. Bids remain subject to prioritisation at the school, District and statewide level before being considered for inclusion in the Program by the Capital Works Management Group at Central Office. It is only when the annual Capital Works Program is signed-off by the Minister for Education and a project is shown as a line item in the Program and funded in the State Budget that planning, design and construction can actually start. Conclusion The School Master Planning exercise is considered to have been a successful process, which was completed in a timely manner. It provides the school community and FSB staff with sufficient strategic information upon which to progress the development of the School, as growth occurs. Key Lessons from the Master Planning Process The key lessons, which can be drawn from this Case Study, are:
Consultation The Master Planning Process is an inclusive process based on wide school community consultation to ensure that there is shared ownership of the outcomes. At the School, this included School, P&C, Region and Central Office involvement as well as contact with local authorities and State Government agencies. Contact with local residents is made possible through interaction with the P&C Association. Timeliness By conducting a Master Planning exercise ahead of potential problems, the school community has the opportunity to carefully consider the issues and to plan solutions, which will result in the best outcomes for educational delivery, rather than suffering knee-jerk reactions with inadequate results. At the School, the issue was addressed ahead of the anticipated growth, which is expected to occur in future years. Cost-Effectiveness The provision of professional technical advice and services results in opportunities to identify cost efficient solutions to provide facilities. Options can be canvassed and further investigated before decisions are made for a particular course of action. At the school, Project Services was able to provide the range of professional services necessary to support the exercise. Understanding The schematic pictorial representation of the Master Plan provides an easy reference to which most participants and community members can relate. The essential elements of the Plan are incorporated including proposed Staging and an allocation of responsibilities to further the Plan. Compliance with Government Priorities Provided the deliberations of the Master Planning Committee proceed with reference to Government policy and direction such as QSE-2010 and Education and Training Reforms for the Future, the outcomes for a Master Plan should comply with Government priorities. The effect of this is that the proposed solutions should be able to be included in the Education Queensland Capital Works Program, over time, with a minimum of further justification.
Appendices: 1. Preliminary Accommodation Audit 2. Regional Brief

3. Services offered by Project Services 4. Initial Site Report Project Services 5. Master Plan Sign-Off document 6. Master Plan Site Drawing 7. Cost Plan A
Appendix 1
Preliminary Accommodation Audit
(Based on current accommodation files @ 10 September in Facilities Services Branch may need to be confirmed by site inspection or by verification from officers who recently visited school)
General Learning Areas (GLAs) 12 4 GLAs in permanent buildings GLAs in modular building type B
Teaching space capacity is 388 students in years 1 to 7 February enrolment was 382 students in years 1 to 7 Forecast is for 433 students in years 1 to 7. School Catchment and Patronage Analysis data is not yet available for 200X enrolment numbers. However, based on the 200X enrolment of 320 students in years 1 to 7, only 50% (or 160 students) of the schools enrolment actually resided within the schools designated catchment area. The balance of students attending the school resided in the catchment areas for other nearby schools. Music Music classes are held in a normal teaching space. A designated music facility is normally only considered when enrolments are maintained over 600 students at a school. The provision of this facility is not an automatic entitlement and is subject to Education Queenslands capital works prioritisation process. Administration The administration area is currently in Block A. Should enrolments continue to increase to forecast peak of 750 students, the administration area would be as follows:
Room Principals Office Deputy Prin. Office (2 of) Casualty/Health Services Rm General Office Printery Secure Store Public/Student waiting area Staff Common Rm Total
Existing Area 17m Nil N/Am N/Am N/Am N/Am N/A 35m N/Am
Notional Area 17m 34m 19m 23m 18m 30m 15m 82m 238m
Resource Centre Existing Area is 70m (Notional area is 231m for forecast peak enrolment of 750 students 3 bay library of 173m for 545 students and full library of 230m for 750 students). Amenities
Item (Based on 472 students in 2003) Boys pedestals Boys urinal Girls pedestals (Based on up to 40 staff) Male staff pedestals Male staff urinal Female staff pedestals
Existing provision
Notional Provision
5 3.4m 6
5 4.8m 15
1 nil 2
1 0.6m 2
For 750 students an additional amenities block would be required to provide an additional 2 pedestals and 3.2m urinal for male students, additional 5 pedestals for female students, 1 additional pedestal and .6m urinal for male staff and 1 additional pedestal for female staff. Any new/additional amenities are now constructed with a self-help amenity. Covered Play Area Existing areas under Blocks A and B total 347m
Notional area is 440m (on forecast 2003 enrolment of 472 students)
Notional area is 704m (on forecast peak enrolment of 750 students)
Prepared by:
Facilities Services Branch
Appendix 3
RANGE OF SERVICES OFFERED BY PROJECT SERVICES
Architect

Collect and evaluate existing data and information (existing site plans, surveys, audits etc); Review briefing information, arrange to obtain additional information where required; Conduct site investigations and analysis; Analyse existing site uses/ land uses; Meet with the Client and stakeholders; Public consultation as required; Develop philosophy / theme / character in consultation; Identify major zones for building, recreation and conservation; Open space analysis & building entry points; Assess circulation and access requirements for pedestrians, bicycles and vehicles in conjunction with Local Authority where required; Consider city context & suburban location plan; Shadow analysis & sun lighting analysis; Analyse key site attributes, vistas & views; Determine notional footprints of future buildings and facilities; Liaise with and coordinate the work of all other professional disciplines; Develop and analyse various master plan options; Present master plan options to the client and key stakeholders; In conjunction with Client agree final option ; Determine staging framework for future development; Prepare final site layouts and reports (with required amendments); and Final presentation to Client and stakeholders.
Civil Engineering

Gather and analyse existing data and information (any existing site plans, surveys etc); Liaise with local authority regarding site infrastructure e.g. capacity of sewerage systems etc; Conduct site investigations; Discuss and co-ordinate with architect regarding building locations; Assess feasibility of roads, car parks etc proposed by the architect; Assess requirements for earthworks retaining walls etc.; Arrange testing of water supply pressure and flow; and Provide advice to the Quantity Surveyor.
Electrical Engineering

Retrieve and collate existing data and site information (any existing electrical site plans, etc); Liaise with local electricity supply authority regarding site infrastructure e.g. capacity of substations etc; Liaise with Telstra to determine telephone requirements;
Conduct site investigations; Discuss and co-ordinate with architect regarding locations of switchboards etc; Liaise with the Client to determine staging requirements for electrical infrastructure e.g. should mains be initially sized just for stage 1 or for the total development; Develop a conceptual electrical, communication and security systems layout; and Prepare indicative costs for all electrical services.
Mechanical Engineering

Locate and analyse existing data and site information; Conduct site investigations; Discuss and co-ordinate with architect regarding locations of kilns, fume cupboard exhausts, wood-waste cyclones, air conditioning condensers etc.; and Prepare indicative costs for all mechanical services.
Environmental Engineering

Gather and evaluate existing data and information; Conduct site investigations at both dawn and dusk to assess local fauna; Conduct cultural heritage consultations; Liaise with the Environmental Protection Authority regarding any local or specific requirements for the site; Complete the environmental checklist and identify any potential problems; and Liaise with the architect and other disciplines to assess the impact of identified environmental problems on the master plan.
Landscape Architect

Retrieve and collate all relevant available information and site data; Undertake field surveys; Prepare initial site analysis in consultation with the Client; Conduct a constraints and opportunity analysis by summary of site information onto a series of overlay plans, tables and matrices; Develop a conceptual landscape layout; Field verification of the summary data and production of final plans.
Quantity Surveyor

Liaise with all other disciplines to obtain relevant information regarding pricing; and Prepare all required estimates.
Project Management

Assemble and brief the project team; Establish communication and decision making processes; Establish and agree the program for preparation of the master plan; In conjunction with the architect coordinate input from all team members; Compile draft master plan with supplementary data and costings; Manage Presentation of master plan to Client and stakeholders; Arrange amendment of master plan as required; and Compile final report with drawings, schedules and cost plans.
Appendix 4
INITIAL SITE REPORT FROM PROJECT SERVICES THE SITE
Location
The school of the present is located at XXX, and is sited on 6.677 hectares of land in a semirural area on the outskirts of the Brisbane Metropolitan area and is enjoying its sixty-sixth year of Education. It caters for the local community, a mixture of acreage style living combined with rural urban style and more recently straight urban style. The school site is bounded by XX Road ,YY Road and ZZ Road. The sites frontage is to XX Road and this is now the main access road. The school campus is of an L-shape. It slopes mainly from north/west to south/east. During wet periods most of the water drains towards YY Road reserve following the contouring of the site. Built Environment The buildings at the school are basically a mixture of old and new. The Administration area and Resource Centre are located in Block A, and a small Tuckshop under Block B. Block A and B are of the old style, brick and timber while Blocks C, D and the Modulars are more modern structures. The grounds are well maintained, thoughtfully planned out, pleasant and clean. Garden areas are barked and thickly planted with shrubs and trees. These surround many buildings as well as providing a barrier against busy XX Road. A pleasant fenced Environmental Area leads to an off-road car park for parents and includes a seated recluse for classes and students. There is a large oval with a cricket pitch, small oval with pitch, tennis court, cricket practice nets, a netball court and practice basketball facilities. Handball courts are located under a highset classroom block. P&C Funding, combined with Government Grants has provided a large covered area for the students. This is called as Sports Hall on the Concept Plan. As future funding becomes available this will be upgraded to an Indoor Sports Arena/Assembly Hall. Preschool and junior and senior school adventure playgrounds, shade covered, feature prominently in the grounds. The P&C Association, groundsman and students take enormous pride in grounds maintenance, with regular community working bees occurring to assist with this maintenance. Vehicular and Pedestrian Access At present there is one formal car park on campus for staff and visitors parking. This car park is accessible from XX Road and is partly unsealed at present, except for 10 sealed car park spaces immediately adjacent to the access road. There exists a potential hazard to site users in the very restricted set-down area along XX Road. Better conditions for a car park and a set-down area exist along YY Road and this is addressed by the Site Development Concept Plan. The new car park is to be constructed in May 2002 by Brisbane City Council as part of an agreement between the Council and the school.
Pedestrian flows through the site form on a hierarchy of pedestrian links a central spine, secondary formal links and informal pathways. The central pedestrian spine runs from XX Road and between Building A and B in the southerly direction and forms a covered link. From this central link, other covered area pedestrian links to individual school buildings off this spine form the secondary formal links. Informal pedestrian paths have developed over time as the users have taken a more direct route between buildings and the linkages with the surrounding area have been established. The central pedestrian spine will continue in the Concept Plan turning 90 deg to the left towards YY Road main pedestrian and vehicular access Entry Point The main entry point for visitors to the school needs to be clearly defined at street level. The current display of signs (9 number in total) along the XX Road frontage should not be repeated along YY Road. Consideration should be given to reducing and rationalizing the number of signs currently along the XX Road Frontage. Access points Vehicular, Pedestrian, and Bicycle access points to the school need to be separated and preferably contained along one street frontage only. For security and supervision purposes if YY Rd. were to become the main access point for the school then it would be desirable to have a very limited access off XX Road. Topography Hydrology and Soil The site is part of low plateau (30 90m above sea level), which is traversed by minor drainage lines. Within the building zone the slopes vary depending upon the earthworks that have occurred as a direct result of construction. Surface water on the site is directed according to landform. Overall the site has a general cross fall from the south/west corner to the north/east corner. Within the building zone the water is controlled only to a degree by surface drains. Geo-technical results have not been available, however, site inspection revealed a silty clay topsoil with underlying reactive clays. Materials Building materials in the older buildings are mainly timber and brick. In newer buildings. they comprise of F.C and a metal all and roof cladding. The landscaping of a site can be categorised into hard and soft landscape materials. The soft landscaping materials include such items as grass, plants, soil and mulch. The plants used on site are a mixture of native and introduced vegetation. The hard landscaping materials are items such as bitumen, seating, garden edging, fencing and lighting. At present there is a variety of materials used throughout the school campus, some of which are listed below: Surface treatment Garden edging Seating mainly concrete paths, bitumen court timber logs and edging on the ground timber benches
Visual Environment Currently, the school has a low visual profile in the neighbourhood and presents frontage to XX Road with a neat appearance. The edges of the site are of reasonable visual quality in the broad sense having well established tree cover. There are a number of large gum trees on the site these should be retained as is practical taking into consideration the health and age of the tree and hazard potential with regards to dropping limbs.
In the redevelopment of the grounds, good views can be enhanced and poorer views screened by plantings and structures to create a more harmonious whole site in balance with its neighbourhood and with a visual identity in the neighbourhood particularly from its front entrance. Eucalyptus species should not be use in the new proposed building zone. Bush Reserve The existing bush reserve at the rear of the site is predominantly Casuarina spp. with a mix of paper barks and some large scribbly gums. The understorey is mostly grass. There is a large amount of dead wood amongst the Casuarina groves on the western side of the bush. There are currently several tracks through the bush including a track to ZZ Road. This reserve of bush is a valuable resource to the school as a teaching resource/environmental area and as a buffer to ZZ Road and surrounding residential land uses. THE SITE DEVELOPMENT CONCEPT PLAN The Development Concept Plan for the school was commissioned by Education Queensland. It was commenced with a site visit and inspection in consultation with the school staff and parents representatives. Also the advice of the Regiont, EQ was given with regard to the need for Special Education Buildings. Consecutive meetings between the Stakeholders have highlighted various issues presented below as constraints and potentials and the way to address them. CONSTRAINTS Vehicular access from busy XX Road. Limited staff car park. No vehicular set-down and
car park for parents.
Existence on site of structures located in strategic positions and not relocation i.e. tennis court, Sports Hall.
Sewerage system in need of modernising.
POTENTIALS Retention of existing bushland classified as significant vegetation ecosystem and of
concern under the VM Act.
Consolidation of buildings into a tighter building zone to maximise the size of the bushland.
Provide new facilities and access for both formal instruction and informal exchange
To establish a sense of place that is special to the school and one that is not lost or
compromised over time.
Goal of environmental responsibility resulting in:
Protection of existing trees with min. necessary felling and replacement planting with the species of local provenance. Water run-off controlled to minimise erosion to the school grounds and off site sedimentation of drains. To upgrade community links and involvement with the school. All this has been incorporated into the Development Concept Plan, which is reflecting the school aspirations at this present time. Brisbane City Council Transport and Traffic Branch assisted in the location of new best vehicular access for parents car park and set-down.
being viable for
Shape of school site L-shape difficult to plan effective pedestrian circulation.
The Site Development Concept Plan is a guide document for future planning and development of the school grounds and as such it may be used to determine priorities, financial allocations and implementation of proposed work in a staged plan. Each stage of the plan to be implemented will require further planning once a decision to proceed has been reached. Appropriate, experienced and professional services should be sought in this implementation. This Site Development Concept Plan includes the following: This report Existing site plan as per Feb 2002 Site Development Concept Plan Staging Plan The report contains descriptive and supplementary information pertinent to the Concept Plan. The site development Concept Plan presents an image of the redeveloped grounds. The Site Development Staging Plan shows stages of proposed development. The Site Development Concept Plan is not immutable but is an instrument to provide common ground for now and the future for integrated development of the school. The plan should be fully accessible to the school community at all times. SUPPLEMENTARY INFORMATION EXISTING SERVICES Sewerage Facilities 1. Current Situation Subsequent to a site inspection and discussion with the Principal and the Groundsman/Janitor, the following observations are made regarding the existing system. The school has two septic tanks that drain to a holding tank, which is pumped out every Tuesday and Thursday. The holding tank has a capacity of 30 000L. The septic tank at the Main Amenities Block is estimated to have a capacity of 4 000L. The septic tank at the Preschool is estimated to have a capacity of 3 800L. The school does not have waters saving cisterns or urinals. The septic tank at the Main Amenities Block had a brown/black scum layer and similar sludge layer. There was no discernable water layer in the tank. This would indicate that this septic tank has not been pumped out for an extended period and should be attended to as a priority. The septic tank at the Preschool had no scum layer or sludge layer. This would tend to indicate that the contents are being flushed out of the tank, however, usage patterns by the Preschool may predispose the tank contents to have lower proportions of solid wastes. Enquiries regarding frequency of pump out indicated that the holding tank was regularly full every couple of days. Some overflows had been experienced from the holding tank, but not the septic tanks. Discussion with the groundsman indicated that QBuild had estimated 5 000L per day from the school, however, when suggested that this meant the holding tank should only require pumping every 5-6 days, he stated that the tank would reach capacity quicker than this. This may be a result of the collection of grey water from several teaching blocks. Power supply to the school is currently only single phase. The holding tank is located near the main oval and the covered games area, giving rise to a potential health risk to students
during meal breaks, if overflows occur. To minimise this, the groundsman has erected a temporary fence around the holding tank to reduce accessibility. This increase in population is likely to increase the frequency and maintenance costs of long-term pump out of the holding tank 2. Possible solutions 2.1 Onsite Sewerage System Onsite treatment and subsurface disposal should be possible, subject to geo- technical information and modelling. There is a 2 470 m2 buffer between the oval and the bushland remnant on the rear of the School site, which currently contains the long jump pits and is not frequently used by students, however, it is proposed in the new Master Plan to construct buildings in this area. The sports oval would also provide approximately 4 000 m2 of disposal area, subject to geo- technical investigations. A treatment system could be located near the old transpiration area (Plate 6) provided access to the treatment plant in wet weather was established by the extension of the existing gravel road. Subsurface disposal in the indicated areas seems feasible, subject to Geo-technical and MEDLI modelling results. There is more area available in the remnant bushland area on the southern portion of the site, however, the addition of effluent to this area may cause ecosystem changes and therefore have unfavourable environmental impacts. Geo-technical results have not been available, however, site inspection revealed a silty clay topsoil with underlying clays. Discussion with the groundsman indicated that these could be expansive when wet. This would tend to indicate poor soil conditions for effluent disposal. Some diversion of stormwater drainage around the treatment plant/transpiration area would be required. Ponding of stormwater was not observed in the proposed disposal area. The long-term cost-benefit of this option is questionable when a town sewer is within a reasonable distance from the School. 2.2 Town Sewerage Discussions with Brisbane Water have indicated that the residential subdivision bordered by WW Street, XX Rd and UU St is currently sewered. Preliminary information had indicated that further expansion of the subdivision, in the direction of the school, had been approved by the Council. Information obtained from Brisbane Water has not confirmed any approved development in the areas indicated by the Principal. However, Council records show that a 150mm sewer extends to the eastern side of WW Street in the proximity of RR Place, approximately 300 metres from the School boundary. The connection of the School system to the sewer extension would require a pump station and rising main, and a section of gravity main to connect into the 150mm sewer at WW St, but may be a more favourable option than long term, on-site treatment and disposal. Negotiations with Council have confirmed that discharge into the sewer at WW St is possible provided the flow does not exceed 3L/se. 3. Recommendations An onsite sewerage system should be feasible but is not the optimal solution in this case. Connection to the existing 150mm sewer at WW St would be costly, however, it is likely to be the optimal long-term solution considering the potential for rapid growth at the School, and the poor soil conditions on the site. The current annual maintenance cost of the holding tank has been estimated from Q Build pump out data to be approximately $40 000. Considering this annual expense will increase, the capital cost of installation of a pump
station and rising main, gravity sewer and connection to the Council sewer, should be recovered relatively quickly. The following are requirements to upgrade the system for connection to the Council sewer: Existing house drainage to Holding Tanks to be smoke tested to check for any faults in the system. The fixtures in Blocks A and B to be disconnected from the disposal trenches and directed to the house drainage to the new sewerage Pump Station. The location of the new Pump Station will have to be on the eastern side of the proposed Pre-School. Consideration should also be allowed for connection of any proposed buildings in the Future School Expansion. Allow for the QBuild Depot house drainage to connect into the new system. WATER SUPPLY There are two (50 mm.) water connections and meters connected to the School. One of the connections appears to be connected to the School Buildings and the other is run via a top rail of the exist fence to the exist oval and possibly to the Q Build depot. There are 2 fire hydrants on the footpath of XX Road; the closest hydrant is adjacent to Block A. The existing supply consists of copper pipe, galvanized pipe and poly pipe materials. The following are requirements to upgrade the water supply:
The existing galvanized water supply to be removed and replaced with either poly or copper pipe. The existing 50mm. supply that is being used as a top rail be disconnected. That a new water supply main throughout the existing and proposed school be designed. As there do exist 2 storey buildings and a new 2-storey building proposed there might be a need for a new fire main and hydrants. (Check with Civil Engineers)
STORMWATER The existing stormwater on site discharge via a 300m.m. main discharging into XX Road. Some buildings also discharge overland. The Civil Engineers will have to provide advice on whatever will be required to upgrade the present system to cater for the future development. ENVIRONMENTAL CHECKLIST SITE DEVELOPMENT CONCEPT PLAN The overall conclusion drawn from the site inspection is that the forested area, in which the new oval has been proposed, contains significant vegetation ecosystems and provides habitat for a number of fauna species dependent upon the hollows in the mature trees. Several points should be noted from the Checklist: The vegetation community consists of remnant Eucalyptus racemosa (Scribbly Gum), Melaleuca quinquinervia (Broad-leaved Paperbark), Angophora leiocarpa (Smooth-bark Apple), Corymbia intermedia (Pink Bloodwood), Lophostemon suaveolons (Swamp Box), and Allocasuarina littoralis (Black She-oak). This community corresponds with Regional Ecosystem 12.9/10.3 (according to Sattler and Williams 1999) under the Vegetation Management Act 1999. This community is identified to be of concern under the VMAct.
The property is a Reserve for Educational Purposes under the Trusteeship of the Education Minister and therefore is not freehold. In this instance the provisions of the Vegetation Management Act 1999 will not apply. Instead the vegetation is covered by the provisions of the Land Act. Development by a Trustee (being the CEO or Minister) of the Department is normally exempt from requiring a tree clearing permit under the provisions of the Land Act, however, it is recommended that formal advice be sought from a DNRM Vegetation Management Officer regarding the significance of the vegetation community. Several fauna species were observed in the area, and utilising the hollows in the mature E. racemosa trees throughout the forested area. These included Trichoglossus haematodus (Rainbow Lorikeet), T. chlorolapidotus (Scaly-breasted Lorikeet), Dicrurus bracteatus (Spangled Drongo), Cuculus variolosus (Brush Cuckoo) and Pseudochairus peregrinus (Ringtail Possum). The presence of these species indicates that there may be additional hollow-dependant fauna utilising the area also. These may include possums, gliders, bats and other parrots. It is likely that this area is providing a habitat that has been predominantly cleared from surrounding properties. This will need to be specifically addressed in any clearing activities of the referenced vegetation. An ephemeral waterway is present in the forested area running east-west approximately 40 metres in from the Formosa Road boundary. It appears to have its origins in the forested area as overland flow concentrates from neighbouring allotments and the school property. It appears that the Groundsman has installed some minor surface drainage works to assist in removing water from the area and directing it to the waterway. Construction of additional impervious surfaces (There are no provisions for stormwater drainage out to YY Road, and trunk drainage in YY Road does not exist. Only a piped culvert system is available traversing YY Road. The construction of additional impervious surfaces (buildings) and site development will alter runoff characteristics of the site. This will increase peak discharges and volume of stormwater runoff and runoff velocities. This could potentially cause erosion problems, if appropriate control measures (including detention basins) are not considered.
Appendix 5
The Master Planning Exercise

School:
Date commenced:
What is a Master Plan
A Master Plan results in a scaled site drawing that pictorially represents a point-in-time vision as to how a school, or other, site may physically develop over time.
Why Master Plan

The purpose of Master Planning in schools is to provide a logical development strategy, which supports the service delivery requirements of the school A Master Plan should result in the identification of forward-looking, logical and cost-effective activity precincts that take into account all engineering and environmental factors impacting upon a site. A Master Plan may also propose a logical development sequence. A Master Plan should guide future site developments. A Master Planning exercise can act as a stimulus to the development of supportive non-asset solutions that may assist in community development over time.
The Client
The client is the Minister for Education through his/her delegated officer the Chief Facilities Officer. Community consultation, including the school and its wider community, is an integral part of developing any Master Plan.
Revisiting a Master Plan

Not all school sites have been master planned. However, this has increasingly been the case over the last 50 years as schools have grown larger in response to more intense urban development. The need to revisit a master plan arises where client requirements, or environmental factors, change. Typical factors that may trigger a review of the Master Plan include: a forecast change to enrolments; acquisition of additional land, or disposal of part of a site; a material change of use in neighbouring land use; or, environmental changes (usually man-made). Whilst other factors can be anticipated to arise during consultation, Education Queenslands focus for master planning will be on development within the school boundary.
A Master Planning exercise is not.

A commitment to resource funding. A commitment by the client to follow a Master Plan.
Implementation of one, or all, elements of a Master Plan remains subject to Education Queenslands normal capital works prioritisation process. We, the undersigned, affirm that we have read and understood the purpose of the Master Planning exercise being undertaken at the above-named school on the date shown.
Principal
Community representative
Appendix 6
Master Plan Site Drawing
Appendix 6 Site Development Concept Plan (Scanned document)
Appendix 6 Map of Existing Condition school site (scanned document)
Appendix 6 Work and staging of redevelopment (scanned
document)
Appendix 6 SS Master Plan (scanned document)
Appendix 7
COST PLAN A
PROJECT INITIATION BRIEF
XX STATE SCHOOL.
PREPARATION OF REDEVELOPMENT MASTER PLAN AND
PROVISION OF GLA RELOCATABLE BUILDING
PROJECT NUMBER: XXXX
1.0 Overview of Project
1.1
Centre Information
School Code School District Regional Office School Based Management (i.e. No, Option One or Option Two) 0000 ZZZ Greater Brisbane No
1.2
Project Details
Type 200x Minimum Requirement
Status
Planning and construction
Date Required
25 January 200x
1.3
Financial Details
Project Budget $220,000
Allocation to Program 2000/2001

$220,000
Funding Approval Preliminary Approval Reference Date of Approval $220,000 000127 12 July 200x
2.0
Strategic Framework
2.1
School Property Master Plan

Does a Master Plan exist for this school.
No
3.0
Project Specifics
3.1
Built Requirements
Standard Design Plan No: Descriptor: (a) to prepare a redevelopment master plan (options study) by investigating siting options for a future upgrading of the administration office areas and the staffroom and for a future upgrading of the resource centre. (NB. The naming of or order of the abovementioned facilities upgrading work does not infer inclusion in or the priority given for a future Capital Works Program.) in conjunction with (a) above, to provide a new relocatable GLA building with two GLA spaces
(b)
List of Rooms and Floor Areas
Administration upgrade to incorporate the following spaces totalling 93m2: Principals office, Deputy Principals office, Casualty/Health Services room, general office,
printery, secure store and public/student waiting area
Staffroom upgrade to be increased to 46m2 Resource Centre to be increased to 130m2
3.2
Special Requirements in Building Layout
Not applicable but should be confirmed with the Principal
3.3
Suggested Siting/Orientation
To be selected in consultation with the Principal and in accordance with the yet to be prepared master plan
3.4
Internal Inclusions
Fit out sinks, built-ins etc Colour Scheme As per standard provision To be selected in consultation with the Principal and to be compatible with existing colour scheme As per standard provision
Floor Finish
Furniture
Standard list
Relocatable building to be either List No. 9548 (Junior) or List No. 9556 (Senior) Sizes of desks and chairs to be selected in consultation with the Principal As per standard provision
Security - electronic, physical (i.e. bars on windows etc)
Data Cabling internal and number of data points Phone cabling and handsets
As per standard provision
As per standard provision and, if possible, to investigate maximum capacity of existing system to also satisfactorily cater for any increase should such occur with future upgrading of administration and resource centre facilities
Electrical Climate Control/User Comfort air-conditioning, evaporative

cooling
As per standard provision As per standard provision
3.5
External Inclusions
Compatibility with other buildings Colours Colours to be compatible with existing colour scheme and to be selected in consultation with the Principal As per standard provision and connection to existing network Not applicable Relocatable building to be fitted with a ramp in lieu of one set of stairs, if applicable Not applicable Concrete If applicable for usage between 9am and 3pm Not applicable Not applicable
Data Cabling external - fibre optic Outdoor Learning Area Access for the Disabled
Covered Links Paths Sun Control Landscaping Roadworks

Parking
3.6
Other
Upgrade of existing electrical Existing service should be satisfactory but is to be investigated for maximum capacity To be determined in planning process in regard to the administration and resource centre facilities
Alterations, renovations to existing buildings
4.0
Project Delivery Requirements
4.1
Staged Completion
No
4.2
Use of Temporary Accommodation
No
4.3
Joint Development
No
4.4
Future Development
No for relocatable building

Yes for upgrading works.
5.0
Project Delivery Strategy
5.1
Planned Project Timeframe

Specify the planned project timeframe based on date required for project including separable parts and staged completion Relocatable building to be by 25 January 200x or earlier Redevelopment master plan (options study) to be completed by 1 December 200x or earlier.
5.2
Initial Project Milestones and Cashflow

Specify Key Project Milestones and Cashflow To be determined during planning process
5.3
Project Delivery Method

Assign control of project to Capital Projects, Regional Office Specify whether this project is to be grouped with other projects as part of work Specify Project and Contract Acquisition Strategy Capital Projects Unit
To be determined by Capital Projects Unit
Traditional contract
Eg Traditional Contract, Design and Construction etc
6.0
Other Requirements
6.1
Heritage
Is the school included on the Education Queensland Heritage List? No
6.2
Environmental Issues
No
6.3
Native Title
Has native title been extinguished by previous inconsistent use? Yes
6.4
Network Equipment ($ Allowance)

For a single GLA Block there is a $5000 allowance
Yes
$5,000
6.5
Education Resources & Equipment ($ Allocation)

For a single GLA Block, Half GLA Block (Stage One), Modular or per storey of a Full or Half Two Storey GLA Block there is a $1600 allocation
Yes
$1,600
6.6
Presentation Material
A3 copy of tender drawings and specification Yes

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Asset Management Guideline

Document prepared by Strategic Asset Management (SAM) Unit

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The objective of this guideline is to:

The objective of the policy formulation is to:

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Types and Categories of Master Plans

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Responsibilities Central Office

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Regions and Schools

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Flow Diagram for the Management of Master Planning Processes

Master Planning Process

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Planning Committee Meetings and Project Progression

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

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FORMS AND TEMPLATES

Forms and Templates

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Date Action Required By:

RECOMMENDATION 1. It is recommended that the Minister:

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Director: Signature: Comments:

Assistant Director-General: Signature: Recommended - Not Recommended - Date: / /

Deputy Director-General: Signature: Recommended - Not Recommended - Date: / /

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Discipline Civil Engineering

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The Master Planning Exercise

Why Master Plan

Revisiting a Master Plan

A Master Planning exercise is not.

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Appendices: 1. Preliminary Accommodation Audit 2. Regional Brief

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being viable for

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

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The Master Planning Exercise

Why Master Plan

Revisiting a Master Plan