EDUCATION INFRASTRUCTURE PROJECT BRIEF TEMPLATE



Ministry of Education

EDUCATION INFRASTRUCTURE

PROJECT BRIEF TEMPLATE

[Enter school name, school ID and logo]

[Project Name]

( Copyright 2015 Ministry of Education

Document Control

The table below is a record of the document control:

|Document Title: |Education Infrastructure Project Brief Template |

|Date Created: |23 September 2015 |

|Owner: |Ministry of Education, Education Infrastructure Service |

Revision History

The table below is a record of the changes that have been made to this document:

|Revision Date |Version |Summary of Changes |

|23 September 2015 |Version 1.0 |First version for general issue |

Approvals

This document required the following approvals:

|Name |Position |Sign |Date |Version |

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Distribution

This document has been distributed to the following people:

|Name |Position |Date of Issue |Version |

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Contents

Introduction

Ministry Property Objectives

Precedence of Documents

Project Description

PART A

EDUCATION BRIEF

1. Our vision/ mission statement............................8

2. Our values 8

3. The character of our school 8

4. School timetable 9

5. Our curriculum 10

6. Teaching and learning structure 10

7. School leadership and management 11

8. Community connections 12

9. Linking pedagogy to space 12

10. Description of each space 16

11. Furniture, fittings and equipment 17

12. ICT 17

PART B

PROPERTY BRIEF

1. Purpose 19

2. High level information 19

3. Project scope 19

4. Roles and responsibilities 20

5. Project programme 21

6. Project handover documentation required 22

7. Compliance documents 22

8. Project information 23

9. Roll projections 24

10. Project budget 26

11. Ministry Approvals and Reviews 26

12. Data available 27

Appendix A - Project and Site Constraints Table

Introduction

The purpose of this project brief is for the Ministry to document their project requirements, and for schools to document their vision for delivering education in their school, and how property can support that vision.

This brief is to be provided to the architect and their project team for Ministry funded project that involves new buildings or structural alterations to existing buildings. Design and detailed planning of property developments at schools must:

← Align with the Ministry’s property objectives

← Reflect and support the character and values of the school

← Enhance the delivery of the curriculum

← Cater for the evidence-based teaching practices that have been shown to improve outcomes for students.

This document is one part of a suite of briefing documents that the project design team will use as the basis for their Project Design Proposal, and upon which compliance with the Ministry’s property objectives can be assessed. Refer to the Designing Schools in New Zealand – Requirements and Guidelines for an overview of the relationship between these documents and detailed information about the Ministry’s design principles.

The Project Brief has two sections:

Education Brief – sets out the school’s vision for teaching and learning for the future and how that translates into physical spaces to enable and support the pedagogy. This should be completed by the school with support from the Ministry as required. This document will be provided to the Design Team after their engagement has been confirmed.

Property Brief – sets out key property related parameters and constraints associated with the site. This will be completed by the Ministry and will form part of the Design Team’s Agreement for Consultant Services.

Ministry Property Objectives

The Ministry’s investment objectives for property are set out in The New Zealand School Property Strategy 2011-2021.

Designs for education buildings must be:

• Efficient in form and operation. They should be of consistently high quality, regular shape, and efficient to construct and maintain.

• Durable, resistant to wear and tear, and must not require extensive maintenance.

• Cost effective over the whole life of the building, while providing the high levels of amenity required of flexible learning and support space.

Precedence of Documents

Should any ambiguity or contradiction occur between the Design Guidance Suite documents on individual aspects of briefing, then Designing Schools in New Zealand – Requirements and Guidelines takes precedence over the Project Brief, and within the Project Brief, the Property Brief takes precedence over the Education Brief.

Where any ambiguity or contradiction is identified this should be referred to the Ministry Project Lead for confirmation of the appropriate resolution. This resolution should be clearly documented.

Project Description

[Sample Text:

This School is a growing Full Primary which provides a base for technology to the three closely located schools in the Lower Hutt Valley.

This project requires work to be undertaken in two stages

1. Master Planning – the development of a Master Plan for the entire school site to allow for the Master Plan Roll set out in this brief accommodating. The Master Plan must also accommodate:

← Technology spaces for both Foods and Hard Materials which will be used by other schools two days a week;

← A future early childhood centre and possible teen parent unit with a site area of 1500m2 and which should be accessed off Bledisloe Way; and

← A Marae Atea space at the front entry to the site capable of receiving groups of up to 250 people.

2. A 12 learning space development with a total gross floor area of 1325m², which must also address a School Property Guide deficiency in resource space for which the Board of Trustees has received funding of $300,000. The total construction budget for this project should be less than $3.3 million including all site specific costs. Note that the school switchboard requires replacement as shown in the attached reports and a new Main Switchboard will need to be accommodated in this development.

Temporary accommodation has been arranged on the adjacent intermediate School site and is not required within this brief.

The completed work will be required to be available for use by the school for Term 1 2018.]

A

Education Brief

[Enter school name]

[to be completed by the school with support from the Ministry as required]

The Education Brief takes the format of:

• Heading

• Purpose

• Questions to be answered

• And in some instances an exemplar answer

To complete this section, please answer the questions in full, explaining anything you feel relevant to school practice. Please bear in mind the Education Brief is about people undertaking activities, not about buildings.

Once you have completed your Education Brief, please delete any highlighted areas.

Refer to the Ministry’s Designing Schools in New Zealand – Requirements and Guidelines publication prior to completing this brief.

1. Our vision/ mission statement

Share the key statements about the school’s ethos and direction, as applicable.

o What are the school strategic/ethos statements?

|Feature | |

|Mission statement | |

|School motto | |

|Vision statement | |

2. Our values

What are the deeply held beliefs about what is important or desirable at the school?

Values are expressed through the ways in which people think and act. Every decision relating to the curriculum and every interaction that takes place in a school should reflect the values of the individuals involved and the collective values of the institution.

o What are the school values?

o What does each term mean to your school?

o How are the values woven in to practice at the school?

o How recently have these been revisited?

o Who has been involved in developing the school values?

o What work has been done by the school and its stakeholders in developing the school’s vision for design? Has teaching as Inquiry or Professional Learning and Development taken a part in this development?

o What is the school’s Graduate profile?

|Schools values/principles |Meaning |

| | |

| | |

| | |

| | |

3. The character of our school

What makes the school individual? How can decisions about property development reflect and enhance the particular character of this school?

o What is the history of the school?

o What community does it serve?

o What does the school “feel” like to staff, students and visitors?

o What marks the school as different from its peers?

[For example: “The school celebrates the diversity that exists amongst its students. Students experience a broad curriculum within an inclusive culture. They are given many opportunities to express and enjoy their own culture and to learn about the cultures of others”. ERO 2012

Our School is state, co-educational, full primary school catering for school Years 1 to 8 (New Entrant to Form 2). It aims to be the school of choice for the local community who want a seamless education for students from Years 1 to 8. The school decile changed in 2014 from 7 to 8. The school zone includes an area of Housing N.Z. homes and low-cost rental housing, contributing to the population of the school being significantly more diverse, both culturally and socio-economically, than the decile rating might suggest.

The school opened in 1915. The first school committee adopted the red, yellow and black colours of the Belgium flag as a tribute to the bravery shown by that country in the 1914-1918 World War. These colours are still an integral aspect of our various sports, music and other uniforms.]

1. Special characteristics of the school

Are there any special characteristics of the school provision and why?

o Is the school sport focused, bilingual, vocational based etc.?

o What are the cultural requirements for the school?

o What are the special education needs of the children at the school?

[For example: Approximately 13% of the school's population is Māori and there is strong support and emphasis on school te reo Māori and tikanga Māori interwoven throughout the curriculum and ethos of the school.

Children of over 37 other ethnic backgrounds are currently enrolled. The school places special emphasis on cultural inclusion, raising a different flag each day to represent the variety of cultures. Inclusion is paramount and the school prioritises building on the diverse range of cultural and learning experiences that children bring with them. Children describe the school as a safe and happy place to be and there is a very positive tone in the playground and classrooms.

The school hosts an attached satellite class of ABC School for moderately disabled children. This provides a range of positive opportunities and outcomes for all students, teachers and whānau.]

4. School timetable

What are the school opening hours, and how is the curriculum organised and accessed?

o What time does the school open its doors?

o Are children welcomed onto site outside of opening hours?

o What time does learning start? Finish? What about breaks?

o How are other routine activities? (Assemblies? Term or yearly events?)

o Are literacy and numeracy timetabled? If so, how and when?

o How are other National Curriculum requirements met?

o Do the term dates follow standard Ministry dates?

o Do students have personalised timetables for any part of the day? If so, how is this organised and when?

o Are any changes proposed in the near future?

[For example: The school day will be based around student attendance from 9.00 am to 3.00 pm. Most of the learning activity will occur in the open learning spaces, learning studios and adjacent outdoor spaces. From time to time activities will be planned for outdoor areas, the multi-purpose space and off-site locations, timetabled as necessary. Students begin arriving from 8am and have free play until 9am in the learning spaces. Students do after school activities from 3pm – 4pm in the hall, learning spaces and outdoor spaces. These types of activities involve (..........).]

5. Our curriculum

Explain how the curriculum is accessed and delivered for all students. Are any changes proposed in the near future?

o How are literacy and numeracy delivered/learnt?

o What other curriculum areas are delivered?

o Does the school have a curriculum document or strategy? If so, please use key excerpts here and attach as an appendix.

o How does the curriculum relate to the school’s graduate profile?

o How is the curriculum and its delivery likely to develop in the future?

[For example: The school undertakes significant curriculum professional development to support effective teaching and learning. Examples of activities and agencies to support this include:

• ‘Assess to Learn’ Project

• Literacy

• Numeracy

• SMS (MUSAC)

• NZ Curriculum review

• ICTPD contract - 2008 -2010.

• Active Schools

• Healthy Schools

• Regular whole and part reviews

• CORE education

• Sharp Reading

• New Zealand Graduate School of Education

• University of Canterbury

• E Time

Our School is focused on assisting students to develop the key competencies through the development of the dispositions identified in the school vision. Each disposition is linked to one or more of the key competencies.]

6. Teaching and learning structure

Explain how learning is organised for all students. Are any changes anticipated in the near future?

o How is literacy and numeracy delivered/learned? How about other areas of the curriculum?

o How much choice do students have and what do these choices look like?

o How are the school’s values and beliefs accounted for in the learning structure?

o Is project based working a factor in the school’s delivery? How is this structured?

o In what ways do teams collaborate and how often?

o What other activities support learning and how are these to be organised?

[For example: It is expected that students will be organised in groups of up to 90 students of roughly the same age with three dedicated teachers, with each group based in a common learning area. Additional teaching and support staff may assist in particular learning activities, as required. It is possible that future school-management groups will choose to operate in more vertically-integrated learning groups or to revert to the more traditional one-teacher-per-class mode.

Teachers will plan learning activities for the large group and smaller subsets of it. There will be significant opportunities for small group work and individual learning. Activities will be managed or supervised actively or passively, as appropriate.

Reading recovery happens every day in a separate but connected environment. Students in the lower school have one to one reinforcement in a space which allows for privacy, storage of materials and acoustic (and controllable visual) separation from the main learning.]

7. School leadership and management

Explain how the school is managed.

o What is the vision for professional development and how might it be visible to students?

o How do teachers prepare, plan and evaluate?

o How do teachers collaborate?

o What confidential and/or private professional activities do teachers need to undertake? (e.g. meetings, interviews etc)

o How is pastoral care managed and delivered?

o How are (or will) students going to be engaged in leadership and governance of the school?

o What activities are required to manage the school and what do these mean for the structure of administration services?

[For example: A distributive leadership structure has been developed in the school over the past four years, giving Team Leaders a strong focus on leading teaching and learning in their teams, and growing leadership pathways for teachers. The Principal, Deputy Principal and Assistant Principal share a collaborative working space, using small meeting rooms for meetings with individuals as needed.

Teachers are increasingly planning learning activities that involve flexible groupings of students; self-directed learning (where students have significant choice in learning and ‘check-in’ regularly with a teacher to get progress markers).

The school is currently organised into 5 teaching teams (NE/Y1; Y1/2; Y3/4; Y5/6; Y7/8), each with a Team Leader who is part of the Leadership Team.

In 2015, these teams were divided into ‘collaborative learning hubs’ of two, three or four class equivalents, the grouping being determined more by the physical spaces available than by pedagogy or philosophy. It is the intention of the school to work in learning hubs that reflect a whole team (typically 4-5 class equivalents spanning a two-year level grouping).

Each teacher is responsible for the pastoral care and reporting to parents of a learning group.]

8. Community connections

Explain how the school links with, supports and is supported by its community.

o Does the school have any special relationships with community groups or other education institutions? ( e.g. sharing facilities with other schools)

o What degree of community use and why? What activities?

o How does the school want to be profiled in the community?

o What community, cultures, assets, resources would the school like to have available to students?

o What partnerships currently happen at the school? Future partnerships?

[For example: The Council had a requirement to provide additional community performance facilities and the school required a proper theatre rather than the outdated hall which it had made do with for some eighty years. A memorandum of agreement was established and the new YY Performing Arts Centre was built. This centre is used in collaboration with the community and is a significant asset to both school and community.

School buildings are highly utilised by the wider community outside of school hours; in particular the hall and staffroom. The school is enthusiastic and supports this use for the development of community. To this end, the hall and other buildings are regularly hired by local community groups on a cost recovery rather than profit-making basis.

A before and after-school programme (BOSCO) operates from 7.30-8.30am and 3:00-5:30 pm each day. BOSCO is now temporarily operating from the school hall and foyer, having been displaced from their previous home of the multi-purpose room following the 2012 fire.

A dental health team visits the school periodically in a mobile clinic, as the school based clinic was decommissioned by the DHB in 2011 and is currently used for furniture storage. The Life Education mobile classroom visits the school annually and utilises the same power supply and hardstand site as the dental clinic.]

9. Linking pedagogy to space

Consider the aspects of pedagogy described above and how these translate into the types of spaces required in the school.

1. Overall configuration of the school

o How should the school be arranged? How do learning spaces need to be connected or near to other facilities?

o Where is the entrance and why? How does it work for students, staff and visitors?

o What facilities need to be connected or near to the entrance?

o How do students and visitors find their way around the school?

o Accessibility – how will the school be accessed?

[For example: The school endeavours to develop and enhance the strong sense of belonging across the site. Flow and connectedness should be a feature throughout the school buildings and across the site. A strong sense of linkage with the flexibility to open and flow to the spaces and fields of the west should be an intentional feature and theme of the site.

Students and visitors alike should feel welcomed onto site and should be made easily aware of the location of key facilities.

Learning communities will need connectivity to each other, to central services and to outdoor learning and play areas.

Within the learning communities the intended collaborative learning approach will vary from year to year. Thus no standard model of teaching group ratio can be fixed without limiting future learning delivery. Collaboration could be between two home bases one year and four the next. It is vital that provision can be expanded and contracted to accommodate the needs of different cohorts as well as future expansion.]

2. Linking the key aspirations of the school to space

The following table sets out the school’s long term aims, provides a commentary of the current state, sets out the aspirations for each long term aim and provides a discussion on what these mean and how they will be achieved. The final column in the table considers the space required to enable and support the achievement of the long term aim.

| |

|Commentary: |

|Aspirations |What does this mean? |How will we achieve the aspiration |What space will be required to enable the |

| | | |aspiration? |

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| | | | |

| |

|Commentary: |

|Aspirations |What does this mean? |How will we achieve the aspiration |What space will be required to enable the |

| | | |aspiration? |

| | | | |

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| |

|Commentary: |

|[ ] |

|Aspirations |What does this mean? |How will we achieve the aspiration |What space will be required to enable the |

| | | |aspiration? |

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| | | | |

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| | | | |

10. Description of each space

Describe each space within the school.

o What activities occur in the space?

o How does the space look and feel? What do you want people to feel when they walk into the space?

o What sub-spaces are required? E.g. break out rooms etc.

o How many students in the space?

o How many teachers in the space?

o What degree of flexibility or openability between break out spaces?

o Location of student storage space?

o What degree of community use and why? What activities?

o Wet areas how and where?

o How do outdoor spaces inter-relate to the interior learning environment? I.e. where are they?

o What is the nature of access from inside to outside? E.g. sliding glass doors etc, flow from teaching spaces.

[For example: The library will be used as a multipurpose learning space, activities may include reading, research, relaxation, project based working [etc]. Age relevant resources will be kept in the learning areas rather than the library.]

|Space |Activities |Description |

|General learning space | | |

|Entrance | | |

|Hall/gym | | |

|Library | | |

|Specialist spaces (Science, | | |

|technology) | | |

|Outdoor spaces | | |

|Admin space | | |

|Staff room/staff workspace | | |

|Student services | | |

|Toilets | | |

|Resources space | | |

|Storage | | |

11. Furniture, fittings and equipment

o How does the selection of FFE support education principles described above?

o What does the FFE look like? Types of furniture and equipment?

o How flexible/moveable are the FFE? How could they be used flexibly to reflect the teaching and learning needs?

12. ICT

o How will ICT be used within the school?

o What is the ICT strategy?

B

Property Brief

[Enter School name]

[Property Brief is to be completed by the Ministry of Education]

1. Purpose

The Property Brief sets out relevant project parameters and key information relating to the site, buildings and infrastructure.

2. High level information

|School Name | |External Project Manager | |

|School ID | |School Contact Person | |

|Region | |Ministry of Education Project | |

| | |Lead | |

|Planned Project Start Date | |Planned Project End Date | |

|Construction Budget | |Roll as at [date] | |

|Build Roll | |Master Plan Roll | |

|Surge Requirement (transportable | | | |

|teaching spaces) | | | |

|School ethnicity composition as | |Ministry of Education Lead | |

|at [date] | |Infrastructure | |

| | |Programme | |

Note that the Build Roll[1] is the roll that this particular project must accommodate. The Master Plan Roll[2] is the roll that the Master Plan must be designed to accommodate, and for which site infrastructure should be designed. The Surge Requirement identifies the number of additional transportable learning spaces that may need to be located on the site to account for exceptional temporary requirements.

13. Project scope

The scope of this project as noted in the Master Planning and/ or Design RFP includes:

[Identify any scope items not set out in the Background and Project Description on page 6 which are relevant.]

14. Roles and responsibilities

This is a table summarising the roles and responsibilities of the parties within the project.

[Name the contracting parties. For example, the design and build consortium, architect etc.

An example table is shown below. Commentary also needs to include project specific details about procurement approach, Design Control Group (DCG) and Project Control Group (PCG) makeup, responsibilities, frequency of meetings etc. Project specific requirements must be established and documented.]

[pic]

Project Structure

[An example Project Structure Chart is shown below. It should be replaced by an appropriate graphic relevant to the specific project. Project specific requirements must be established and documented.]

15. Project programme

The planned programme milestones for this project as noted in the Master Planning and/ or Design RFP are set out below:

[Dates entered below are to be in accordance with overall master programme deliverables, depending on the type of procurement all the deliverables may or not be required. If not required then note this in the box as not required.]

|Deliverables |Required |Date deliverables required |

|Master Planning |[Y/N] |Date or N/A |

|Preliminary Design | |Date |

|Developed Design | |Date |

|Detailed Design | |Date |

|Construction Commence | |Date |

|Handover | |Date |

The Design Team will be expected to meet all statutory compliance requirements, Resource and Building Consent requirements.

16. Project handover documentation required

At the completion of the project and as a prerequisite to the completion of Ministry Handover processes the Design Lead shall provide the Ministry and the School with a Building Owner’s Manual in electronic format containing the following:

← A brief description of project including reference photographs of the completed project

← Full set of construction drawings and specifications amended for variations which occurred during the course of the contract, from all disciplines.

← List of consultants engaged on the contract.

← List of contractors and subcontractors engaged on the contract.

← Copies of all warranties and guarantees issued for the project.

← Copy of consents issued on the project including Outline Plan Approvals, Resource Consents, Building Consents or any waivers issued for any of the above.

← Copy of any Producer Statements issued by consultants, reviewers or contractors on the project.

← Copy of Codes Compliance Certificate(s) issued on the project

← Finishes and colour schedules for the project

← All structural and geotechnical reports (including drawings and calculations)

← All review reports undertaken for the project (e.g. accessibility or acoustics assessment reports)

17. Compliance documents

This brief is based on the following documents:

|Document Title |Version Number |Date Referred To |

|Designing Schools in New Zealand – Requirements and Guidelines |V1.0 |September 2015 |

|Structural and Geotechnical Guidelines for School Design |V1.1 |29 June 2015 |

|Weather-tightness and Durability Requirements | |August 2014 |

|Fire Safety Design Requirements for Schools | |July 2008 |

|Fire Alarms Specification SF1 | |February 2006 |

|Information and Communications Technology (ICT) Cabling Infrastructure: Policy and |V4.0 |May 2014 |

|Standards for Schools | | |

18. Project information

1. Site Information

[Enter site address.]

2. Existing Building Information

[Complete box with the latest up to date available data.]

A list of existing building blocks is provided in the table below. The Ministry of Education’s Property Information System (PMIS) block numbers are referenced on the attached annotated site plan. Further information on existing blocks that includes age, building types, envelope materials and record repairs/upgrade projects can be found by accessing PMIS online through the following web address:

|PMIS Block Number |PMIS/ Ministry Block Name |School Block Name |Comments |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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3. Special considerations

Cultural significance

[Provide any information on any known cultural significance or school engagement with mana whenua – if none available, please indicate as ‘unknown’.]

Historical significance

[Provide any information on any known historical significance, if none available please indicate as ‘unknown’.]

Special needs

[Provide any information on any special needs requirements on site, if none available please indicate as ‘unknown’.]

19. Roll projections

See Section 1 of this document for an explanation of roll types.

|Roll Numbers [to be verified by Network via Memorandum of Understanding document] |

|Current Roll (enter year) | |

|Build Roll | |

|Master Planning Roll | |

|Surge Requirements |[number of transportable classrooms] |

|Satellite Capacity | |

|Technology Capacity | |

The total gross area for the school based on a build roll of [enter build to roll number] is [enter gross figure]gross ([enter net figure] net). This is made up as follows:

[Add in table from school impact assessment from data analyst.]

Table 1 Build Roll (Roll Spread and School Entitlement)

|School Roll - Build Roll |  |  |School Entitlement - Build Roll |

|  |Non|  | MI Roll |

| |MI | | |

| |rol| | |

| |l | | |

|  |Non MI roll |  |MI roll  |

20. Project budget

[Complete table below – ensure that this has been crossed referenced with information that was provided to the school as part of their formal visit letter. Add in lines if there are additional budget provisions, e.g. satellite units. Make sure this aligns with the Design Team RFP.]

|Budget – GST Exclusive |

|Construction budget | |

|Less already allocated | |

|Available for construction | |

Budget includes: Escalations, demolition costs, landscaping, site works, infrastructure upgrades, temporary accommodation, staging costs.

Budget excludes: Consultants fees, design contingency territorial authority fees, furniture and equipment and construction contingency.

21. Ministry Approvals, Design Review and Weather-tightness Review requirements

1. Project Specific Review Requirements

This project will require the following Ministry sign-offs, design and weather-tightness reviews. This table does not include sign-offs that are standard to the building construction industry (for example, compliance reviews from the Building Consent Authority).

[Complete table below – ensure that it reflects the design stages and reviews required for this project.]

|Stage |DRP Submission Required |Weather-tightness |Ministry |

| | |Review |Sign-off Required |

|Masterplan - Bulk and Location |YES | |YES |

|Preliminary Design |YES | |YES |

|Developed Design |YES | |YES |

|Detailed Design | |YES |YES |

|Handover | | |YES |

2. Design Reviews

One step of the Ministry approval process is submission of plans to the Design Review Panel (DRP). The purpose of the DRP is to develop a consistent approach towards school property design and associated outcomes. These reviews support the Ministry’s ‘controlled gateways’ approval process and the goal to optimise the quality of its property portfolio.

The DRP is a small group of experienced specialists (including engineers, architects, quantity surveyors) who access the selected design information and undertake high-level independent project reviews. The DRP reviews projects at certain milestones, depending on the risk profile of the project. The requirements for this project are outlined in the table above.

A DRP submission requires the formal submission of documents five working days in advance of the scheduled review. The DRP will convene and a report will be issued within 10 working days following the review session. The DRP does not approve projects or the completion of a milestone. The DRP report is part of the documentation required for submission for milestone sign off by the Ministry.

3. Weather-tightness Review

A comprehensive Weather-tightness Review undertaken by the Ministry’s designated expert consultants will be required at the Detailed Design stage.

4. Staged Ministry Sign-offs

Staged Ministry sign-off will be required for each of the stages set out above by the Ministry Project Lead. DRP reviews and weather-tightness reviews listed above will be prerequisites to the staged sign-off as will be the completion of the Ministry’s Design Compliance Checklist (DCC).

Ministry approval and formal sign-off are required to progress to each of the project stages. Deliverables and reporting requirements for these approvals are set out in the Designing Schools in New Zealand – Requirements and Guidelines.

22. Data available

This section exists to document the existing reports about this site that are being provided to the Design Team. Commentary is not necessary.

1. Technical Overview – Key Issues

[Provide a high level summary of the various reports that have been undertaken – information from executive summary level. If no information or report available please note as ‘no information available’.]

|Item |Reports Available |Comments |

|Infrastructure | |[Note if any report has been completed and any high level budgetary estimate |

|Services & Roading | |provided for like for like replacement as at.....] |

|Weather-tightness | |[Note if any report has been complete, which block and any high level budgetary |

| | |estimate provided for weather tightness remediation work.] |

|Seismic | |[Note from site executive summary blocks that require strengthening and any other |

| | |high level info to note.] |

|Geotechnical | |[Enter the geotechnical category noted in the geotechnical report – GC1 – 4. ] |

|Other | |[Note any other reports.] |

2. Other Data

The Ministry has a data base of existing engineering reports and other data that relates to the site. A list of the information being provided to the Design Team is provided in the following table:

[Enter all available reports and documentation that will be provided to the master planners that MoE have available for release – if unavailable, please note as ‘nil’ or ‘unavailable’. Recommend that data is sent to master planner/PM via Dropbox.]

|Subject Area |File Name |Author |

|Up to Date Aerial Image | | |

|Site Plan | | |

|Geotechnical Assessments | | |

|Structural Assessments | | |

|Insurance Reports or Details | | |

|Infrastructure Report | | |

|Condition Assessments | | |

|ILE Compliance Assessments | | |

|Weather-tightness Assessments | | |

|Any Site Plans, Services Plans held on the MoE | | |

|PMIS | | |

|Hardstand Reports | | |

|Floor Level Surveys | | |

|Damage Assessment Report– Canterbury | | |

|Other | | |

Appendix A

Project and Site Constraints Table

The Project and Site Constraints Table Template is available for download from t.nz.

[This table should be completed as far as is possible by the Ministry Project Lead prior to issuing to the Design Teams for RFP Submissions and will then become the responsibility of the successful project team to complete for staged Ministry sign-offs.]

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[1] Also known as the Initial Roll.

[2] Also known as the Projected, Final, Design, or Ultimate Capacity Roll.

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PROJECT BRIEF

Education Brief

A

PROJECT BRIEF

Education Brief

A

B

PROJECT BRIEF

Property Brief

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