School Provision Review for Preston - Stage Two: Final Web viewSchool provision review for Preston,-STAGE 2 ... their local school e.g. restricted zones and ... the Copenhagen bike

School provision review for PrestonStage two

2016

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Glossary of terms

Executive summary

1 Introduction

2 Context

3 Approach to stage two

4 Key issues4.1 Planning and monitoring

4.2 Infrastructure

5 Key recommendations5.1 Short-term recommendations

5.2 Ongoing and longer-term recommendations

AppendicesAppendix A: Secondary school provision study area

Appendix B: Secondary school provision capacity analysis

Appendix C: Preston transport analysis

Appendix D: Stage two engagement findings

SCHOOL PROVISION REVIEW FOR PRESTON,-STAGE 2 REPORT, 2016

Glossary of terms

Demand reporting units (DRUs): the areas around a school that align with the statistical building blocks (ABS Statistical Area Level 1s - SA1s) closest to that school. These are used in demographic analysis only. The DRUs closely resemble the school’s designated neighbourhood boundary.

Current school capacity: the estimated current number of students that can be accommodated within the school facilities, including relocatable classrooms.

Permanent school capacity: the estimated number of students that can be accommodated within the school's permanent teaching facilities (therefore excluding relocatable classrooms).

Local enrolment: the number of school-aged students that live in the DRU (see above) of their local school and also attend it.

Total school demand: the number of school-aged students either living in, or forecast to live in the DRU (see above).

Government school demand: the number of school-aged students either living in, or forecast to live in the DRU (see above) attending a government school.

Market share: the percentage of total demand within the DRU (see above) that attend a government school.

School-aged students: children aged 5 to 11 years (primary) or 12 to 17 years (secondary).

Designated neighbourhood school: This refers to the government school that a school-aged student in Victoria is entitled to be enrolled at in accordance with the Education and Training Reform Act 2006 (Vic). In most instances this refers to the school that is “nearest” to the student’s permanent residence as defined in the Department’s Placement Policy. The designated neighbourhood school identification method is as follows:

For Melbourne Metropolitan Areas, Geelong, Ballarat and Bendigo, the rule that is closest ‘as the crow flies’ or straight line to the permanent place of residence is the Designated Neighbourhood School with the exception of those for which an enrolment zone has been defined or which have specific enrolment criteria

For most rural and regional places of permanent residence, the Designated Neighbourhood School is the one that is accessed by the shortest practicable route.

Designated neighbourhood boundary: The enrolment boundary defining the residential area for which a school is the designated neighbourhood school.

Restricted zone: The geographic area served by a school after the Regional Director has approved a change to the designated neighbourhood boundary due to pressure on enrolment capacity.

(Note: This approval is not provided until there is agreement from all adjoining neighbouring schools on the proposed change, and consultation has occurred with the wider community. Creation of new restricted zones require the Minister’s approval only after all active management strategies have been exhausted.)

Placement policy/enrolment cap: Where there are insufficient places at a school for all students who seek entry, students are enrolled by the priority order defined in the Department’s Placement Policy. Priority order:

1. Students for whom the school is the designated neighbourhood school.2. Students with a sibling at the same permanent address who are attending the school at the

same time.3. Where the regional director has restricted the enrolment, students who reside nearest the

school.4. Students seeking enrolment on specific curriculum grounds.5. All other students in order of closeness of their home to the school.6. In exceptional circumstances, compassionate grounds.

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Executive summaryCapire Consulting Group (Capire) and Spatial Vision have been commissioned by the Department of Education and Training (the Department) to undertake a needs assessment for additional secondary school provision to support the Preston community. The assessment synthesises school planning data provided by the Department with feedback received from representatives of the local community, Darebin City Council (Council), Metropolitan Planning Authority, local school principals and a community reference group. The project has been conducted over two stages. Stage One findings assessed the level of need generated from Preston and surrounding communities for secondary school education.Stage Two (this report) develops options and provides recommendations to the Department on how to meet some of these identified needs. The key findings have been grouped into the following themes: planning and monitoring, and infrastructure. These themes are based on the data analysis and feedback received from the Community Reference Group (CRG) and key stakeholders. The “supporting evidence” refers to Department policy, strategy and the data analysis. The “lived experience” relates to the feedback received from the CRG and key stakeholders. Each key theme has short term recommendations (actions to commence within the next six months), ongoing and longer term recommendations (as required).Summary of key issues

The assessment has identified a range of issues and factors that impact secondary school provision, these include: Across the network, there is likely to be an overall shortfall of 1,600 secondary

school enrolment places by 2031 to meet local demand. The rate of development and population growth in Preston is rapid and the

community is feeling a sense of urgency that additional school provision is required immediately.

The effectiveness of planning for schools at a network level is complex given individual schools have a level of autonomy and are a key partner in the implementation of a range of policies.

Some schools are more popular than others and sometimes additional capacity is within a school that is not necessarily a school of choice.

Physical and land-use barriers, placement policies and restricted zones can limit access for some students.

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Summary of recommendations:

In the short-term, the report recommends that the Department immediately commences the detailed planning process for a new co-educational secondary school at the former Preston Girls School site.Additionally, it recommends that the Department: Review the population projections in response to data from the 2016 ABS

Census. Work closely with the Metropolitan Planning Authority (MPA) and Darebin City

Council to monitor population growth and some of the assumptions informing this population growth over time.

Investigate partnership opportunities with the MPA and Darebin City Council to ensure transport planning in this network considers the accessibility of secondary schools, particularly around safe off-road bike and walking routes.

Provide opportunities to facilitate stronger working partnerships between the secondary schools in the network.

Improve the quality of information that is available to families about their local schools. Consider promoting the key features of different local schools, transport options, specialist programs and partnerships with other schools.

Partner with Council to investigate the interim opportunities to re-activate the former Preston Girls School site for community use while the detailed feasibility assessment is being undertaken.

This report also outlines a range of ongoing and longer term recommendations. Refer to chapter 5 for a more detailed summary on these outcomes.

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1 IntroductionProject background

In 2013, Preston Girls’ Secondary College was closed after several years of declining enrolments. The former site has been retained by the Department, in the event that the site may be required for future secondary school provision. A key election commitment made by the current Victorian Government, was to undertake an assessment of the need for, and viability of additional secondary school provision in and surrounding Preston, and consider the reopening of the Preston Girls’ Secondary College as a suitable site. In recent years, strong population growth has seen an increase in the population of students living in the Preston area. The Department of Education and Training (the Department) is aware that enrolment pressure is being experienced by many schools within the network that supports the Preston area. There is a commitment by state and local planning authorities to ensure that projected student enrolments are monitored and planned for. Project scope - school provision review

The project is an assessment of the need for and viability of additional secondary school provision in Preston. The project has been conducted over two stages. This report is stage two and outlines key recommendations, that build on the findings from the stage one report.Summary of key data sets

Demand Reporting Units (DRUs)The Department measures long-term demand for government primary and secondary education provision within the school’s DRU. The demand data is developed from analysing the predicted changes in the underlying demographics of an area, reflecting changes in housing development, populations and birth rates. The DRU is used to determine the current and future demand in each school’s ‘neighbourhood’ to assist the Department to plan and ensure that each school has sufficient capacity to accommodate every student that currently lives, and is expected to live, in its local neighbourhood. Enrolment demandShort-term enrolment demand forecasts the enrolment of an individual school and is used to understand trends in access as well as school capacity, teaching requirements and funding entitlements. There are limitations when planning for permanent school infrastructure using enrolment demand as it can fluctuate over time and is often linked to school reputation.

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The analysis undertaken for this assessment suggests that Short-term enrolment demand can sometimes be significantly different from DRU demand.

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Summary of findings from stage one

Secondary school needs assessmentStage One of this project identified that increased population growth will place pressure on the network and that planning for schools in established communities is complex. The analysis revealed that reputation and access are key factors that a family considers when choosing a school for their child. The overall findings identified: The study area is projected to experience significant growth in secondary-

school-aged students between 2011 and 2031 (total projected increase of 3,600 students). It is anticipated a high proportion of this growth will occur in Preston, Reservoir and Coburg.

Overall, there is likely to be a shortfall of approximately 1,600 government secondary school enrolment places across the study area by 2031.

The local areas that are likely to experience the most significant demand pressures are Thornbury High School and Coburg High School. Preston is located within both of these local areas.

In some locations, there are differences between enrolment demand and the schools’ long term DRUs. This suggests families are not always accessing their local school and some schools are attracting students from outside their local area.

The reputation of a school is acting as an attractor (when positive) and a barrier (when negative) and as such, some schools within the network are experiencing higher demand pressure than others.

Some schools have a high reliance on relocatable classrooms to achieve total capacity. There is concern from Council, principals and community stakeholders regarding the sustainability of this approach, as well as the possible impact on non-built school facilities, such as access to outdoor areas and play spaces.

Summary of recommendations for stage twoThe key recommendations for consideration as part of stage two were: Further analysis of transport and access routes to better understand how people

move through the area. The analysis should consider access to existing and future schools by different modes of travel including cycling, walking, driving and public transport.

Investigation of options to increase secondary school provision to support the Preston community.

Investigation of the longer term use of relocatable classrooms on existing school sites to achieve total capacity.

Assessment of the impacts that potential options will have on schools that currently support the Preston community.

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2 ContextNetwork approach

This project seeks to understand how school provision can be improved to meet the ongoing needs of families living within the network. The network is focused on Preston and the nearby suburbs of Alphington, Fairfield, Northcote, Coburg, Reservoir, Thornbury, Bundoora-Macleod, Fawkner, Heidelberg Heights and Kingsbury.

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Figure 1: Preston secondary school provision study area

Source: Prepared by Spatial Vision July 2016, based on information provided by DET

Engagement activities

The overall engagement strategy was designed to: Increase stakeholders and interested communities understanding of school

provision planning. Engage stakeholders so that they feed into the process to help identify key

issues, site or locational opportunities. Test the key issues and develop local recommendations for each study area.

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The project is supported by the Community Reference Group (CRG) and a key stakeholder group.A detailed summary of the engagement findings and how they have been addressed in the final report – either through, informing an issues, influencing a recommendation, or identified as outside the scope of this project – can be found in Appendix F.Community Reference Group (CRG)The aim of the CRG was to act as a conduit for information between the Department, its consultants and the local community. The findings from the CRG will be reported back to the Department to assist in finalising the Stage Two report and are presented as the ‘lived experience’ throughout the report. The CRG was made up of 10 - 12 participants and included a cross section of the community including representatives from community groups, local schools and residents who live or have a strong relationship with the Preston area. All participants that registered their interest were included in the group. The CRG workshop (held on 11 May 2016) was a two-hour evening event to test the evaluation criteria and develop options. Key stakeholdersKey stakeholders supported the role of the Department with additional technical information and insights. The group consisted of members from the Department, Darebin City Council and the MPA.Capire conducted a three-hour workshop with these key stakeholders to test the evaluation criteria as well as develop options. Prior to both workshops, participants were provided with an information pack outlining the background information, draft evaluation criteria and current options for consideration.Project scope

The first stage of the project identified a range of non-negotiables that have guided the scope for this project. These include: The Government’s commitment to the ‘Education State’, ensuring ‘every

community has access to a great school’. Relocatable classrooms are used to manage capacity by accommodating

enrolment fluctuations. Additional permanent capacity is managed by assessing current and projected

demand from all government school students that currently live, or will live in the area.

Investments in improvements to provision need to consider the viability of all schools in the network.

Observations on project complexities

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There were a range of factors identified through the project that create a level of complexity in developing solutions for the study area: Enrolment policy is developed by the Department Head Office and implemented

by the Department Regional Office, individual school principals and school councils. While there is a state policy, there is a level of variation in policy implementation at a local level and this can impact the demand and patterns for schools within the network.

Population and enrolment data used for the purposes of analysis is at a set point in time. The work in this report has been based on 2015 DRU data and School enrolment census data from February 2015.

The study areas in this report include schools that have a restricted zone and placement policies – this influences the viability of the policy assumption regarding a network approach.

The governance of the project included a CRG but the timeframes for the project meant that consultation was targeted through this mechanism. There is value in undertaking more detailed ongoing engagement with families, existing school principals and school councils, to manage issues and support the implementation of the recommendations.

Market share assumptions need to be reviewed and updated overtime. The CRG is concerned that the market share assumptions used for this report do not respond to changing patterns of behaviour and do not appropriately acknowledge the impact when there is no local school. The group believe the market share would be much higher if there was a local secondary school.

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3 Approach to stage twoThe following figure illustrates the overall approach applied to stage two of the School Provision Review for Preston. The project was completed over a four-months period from end of February to the end of June.


Preliminary option development(Drawing on findings from stage one and in

consultation with the Department. Purpose of the preliminary options was to generate

conversation with the CRG and stakeholders.

Preliminary evaluation principles (Drawing on findings from stage one and in

consultation with the Department. Purpose of the preliminary evaluation principles was to

generate conversation with the CRG and stakeholders.

Consultation

Workshop with CRGThe CRG (consisting of a cross representation

of local community members and school representatives) was formed during stage one

of the School Provision Review for Preston.

Workshop with key stakeholders(MPA, Darebin City Council, Department of

Education and Training)

Development of issues and options

Further data and spatial analysis inform option development and support the evaluation of options.

Preparation of draft and final report.


4 Key issuesThe key findings have been grouped into the following themes: planning and monitoring, and infrastructure. These themes are based on the data analysis and feedback received from the CRG and key stakeholders.The “supporting evidence” refers to Department policy, strategy and the data analysis. The “lived experience” relates to the feedback received from the CRG and key stakeholders.

4.1 Planning and monitoring

Scope of population projections

The population projections that informed this study are based on 2011 Census data. Since the last Census, infill development has occurred and planning is being undertaken for a range of future residential development across the network.Supporting evidenceThe Department’s student demand forecasts use the latest (at the time of production) Estimated Resident Population data. This data set annually rebases the 2011 census data by adding natural increase (births minus deaths) and net overseas migration (immigration minus emigration). The use of this data set mitigates the issue of census data only being collected every five years. The Department also uses enrolment data, aerial photography, and consults with state and local governments to assist in sense checking demand data. There are other planning projects underway in this study area, particularly the La Trobe Employment Cluster, which is likely to see a significant increase in residential development and overall population in the area. The La Trobe Cluster Joint Community Infrastructure Plan, identifies the need for an additional secondary school by 2031 within the cluster study area.Lived experienceCRG members reported that the population in Darebin is experiencing significant levels of growth due to increases in housing density and increased development pressure. CRG members are concerned that population projections are not reflecting the significant increase in enrolment demand being experienced by local primary schools and an increase in government education market share trend.

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Physical barriers across the study area

There are a number of physical barriers within the study area impacting on the way families travel to school. Existing schools in the network are difficult to access by walking, cycling and public transport for some families.Supporting evidenceThe transport analysis (see Appendix E) illustrated that there are a number of significant physical barriers dividing the study area including major roads such as Bell Street, train lines (Epping, Hurstbridge and Craigieburn) and natural features including Merri Creek, Darebin Creek and the Yarra River.Lived experienceCRG members identified that some students in this network spend a significant amount time traveling to school. CRG members also highlighted that a number of schools in the network are not accessible using safe, off-road bike paths. Bell Street was identified by both the CRG and stakeholders as one of the major roads in this study area that impacts on the safety and walkability to and from schools, by students and their families.CRG members reported a high reliance on car transport to and from school, as a result of the public transport limitations in the area. Both key stakeholders and CRG members identified that travel times for accessing schools should ideally be in line with the 20- minute neighbourhood concept presented in Plan Melbourne. the Victorian Government strategic planning document for guiding the population growth of Melbourne. CRG members and stakeholders suggested that bicycle network improvements should focus on connecting students from Preston to Thornbury High School, Coburg High School and Northcote High School.Complexities of the network level approach

The Department considers the provision of schools at a network level, however, in-dividual schools have a level of autonomy in terms of enrolment management and state Policy allows parents to choose a school outside their local neighbourhood if the school has capacity, this can add a level of complexity to the effectiveness of the network. Supporting evidenceSome schools in the network have enrolments beyond the demand from their local area, and attract students from surrounding school DRUs, while to other schools are experiencing enrolments lower than their DRU demand.

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Lived experienceConcern was expressed by stakeholders and some members of the CRG that a new school in Preston may impact the viability of other schools in the network. Stakeholders emphasised that the size of the future school needs to promote equity across the network.Opportunities to strengthen local communities

The absence of a government secondary school in Preston means there is not al-ways a clear connection between primary and secondary schools.Supporting evidence:There is no existing secondary school within Preston. The suburb of Preston falls within the secondary school areas of Northcote High School, Thornbury High School, Reservoir High School and Coburg High School.Lived experienceCRG members highlighted that the lack of a local secondary school in the area, results in students being spread across a number of different secondary schools. CRG members believe that a secondary school provides an opportunity to build local social connections and a stronger link between the four Preston primary schools, by ensuring they can continue their education together to the one secondary school. Some CRG members support the implementation of mechanisms to encourage families to access their local school e.g. restricted zones and enrolment caps. CRG members highlighted that the lack of a secondary school in Preston is impacting the capacity to strengthen the local community. Northcote High School reported that its localised catchment has resulted in a large proportion of students using active transport to travel to and from school.Families do not always access their local school.

The Department considers the provision of schools at a network level. However, in-dividual schools have a level of autonomy that can add a level of complexity to the effectiveness of the network.Supporting evidenceDepartment policy states that students have access to neighbourhood schools and the freedom to choose other schools subject to facility limitations. Families do not always access their local school.John Fawkner Secondary College is expected to have a shortfall in capacity to meet local demand. The student address mapping however, indicated that a high numbers of students living within the John Fawkner Secondary College DRU attend Coburg High School and William Ruthven Secondary College. This is impacting the viability of John Fawkner Secondary School and is placing increasing enrolment pressure on other nearby schools.



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Lived experienceThe CRG indicated that: families are less likely to travel north to access schools. some families are making school choices based on word-of-mouth and National

Assessment Program-Literacy and Numeracy (NAPLAN) results. parents require a better understanding of the schools they can access and what

different schools offer. some schools are more popular than other schools and are consequently under

increased pressure.

4.2 Infrastructure

Expected shortfall in the supply of education facilities

The population of secondary school aged students within the study area is expected to increase by 31 per cent between 2011 and 2031 (total increase of 2,200 stu-dents). A large amount of this growth is expected to be within the Preston area.Across the network, there is likely to be an overall shortfall of 1,600 enrolment places by 2031 to meet local demand.Supporting evidenceBy 2020, assuming no change in current government school provision, the network is likely to have a shortfall of 123 places to meet likely local demand.However, by 2026, assuming no change in current government school provision, the network is likely to have a shortfall of approximately 970 enrolment places to meet local demand and by 2031 this will increase to 1,600.The DRUs that are unlikely to have capacity to accommodate future demand (based on both DRU demand and enrolment demand) are likely to be: Northcote High School DRU Thornbury High School DRU Coburg High School DRU Reservoir High School DRU.



Lived experienceThe study area is predominantly characterised by established residential areas which are under increasing infill development pressure. The MPA, through the La Trobe Cluster Joint Community Infrastructure Plan, and based on anticipated urban renewal population growth, believes that there is a likely need for an additional secondary school by 2031 within the network.Some members of the CRG feel an urgency in the provision of a secondary school given their nearest schools (listed above) are the schools in greatest demand.Opportunities to maximise existing school infrastructure

The former Preston Girls Secondary School site is still owned by the Department. There is potential to accommodate a new secondary school on this site to meet fu-ture school provision demand. Charles La Trobe College also has capacity to accommodate additional facilities to meet some of the likely demand generated by the population of the study area.Supporting evidenceThe Department undertook a preliminary capacity assessment of the former Preston Girls Secondary School site. The assessment identified that the existing school facility has capacity for 475 enrolments or 700 enrolment places if additional temporary school facilities are added to the site.Assuming an additional 700 enrolment places at the former Preston Girls Secondary School site by 2031, based on government school demand, there is likely to continue to be a shortfall across the network (over 900 places by 2031). The transport and access assessment for the former Preston Girls Secondary School site identified the following: Travel times by either walking or driving are acceptable and within the medium

distance and travel times recorded for students in the metropolitan region of Victoria.

Public transport is available for this site (primarily the train, bus and tram network) but may take longer for some outer areas of the assessment area.

The off-road trail along St Georges Road is likely to provide some safe cycling access to this school site.

The delivery of Charles La Trobe College was planned in two stages. Stage two has not been yet been delivered due to the low enrolment growth. The Department also undertook a desktop analysis that indicated that Coburg High and Reservoir High could potentially increase their capacity. Lived experienceDarebin City Council identified an interest in the interim use of the Preston Girls Secondary School site for community purposes to assist in site activation and fostering local community connection to the site.

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The CRG acknowledged that the site is still often referred to as the Preston Girls Secondary College by the community. They suggested that any there be clear promotional information about the offerings of a new school to promote the reopening, particularly in the event the school is co-educational and non-denominational.Barriers to accessing existing schools from Preston

Supporting evidenceThe transport analysis for the Preston area (see appendix C) identified that families have limited walkability to surrounding schools. However, the areas west of Preston (west of Gilbert Street), are located in a walkable catchment of Coburg High School, and the area south of Bell Street and east of Newcastle Street is located in a walkable catchment of Thornbury High School. Public transport options to schools from Preston are as follows: Northcote High School is accessible via train, tram or bus from multiple areas of

Preston. Thornbury High School has limited bus access, with some students needing to

take up to two buses to get to school. Coburg High School is accessible via one bus. Reservoir High School is accessible via direct tram access from the central area

of Preston. The north-east area (currently part of the school’s DRU) has limited access via bus, with students in some parts, having to catch two buses to get to school.

There is limited off-road cycling access to all of the schools. The off-road trail along St Georges Road provides some access to Northcote High School.Lived experienceCRG members reported that there are areas of Preston that have limited public transport options to access existing schools. Students have to make several connection changes. CRG members and Council highlighted that travelling in a north-south direction is possible, but there are considerable barriers and limited connections when moving across the study area in a west to east or east to west direction. Implications of placement policies

Placement policies are generally implemented once a school is at capacity and when already accommodating students outside of the local area. The timing of a placement policy is therefore critical in future proofing school infrastructure and pri-oritising local access for students. Supporting evidenceThe introduction of Northcote High School’s placement policy and the projected growth within the school’s DRU is likely to impact the ability for this school to continue to accommodate students from outside the local area. The current school



population attracts enrolments from the Coburg High School, Thornbury High School and Reservoir High School DRUs. Lived experienceCRG members expressed concern that the Department’s school planning process is too slow in responding to population growth over time.CRG members highlighted that Northcote High School enforced its placement policy at the beginning of 2016 however it is only applicable to new students enrolling at the school. They highlighted that it will take a number of years for the policy to take full effect, given that in that time, there will still be existing students accessing the school from outside the designated neighbourhood boundary to complete their education. Reliance on relocatable classrooms

It is Department policy to manage enrolment growth by using relocatable classrooms in the first instance. If increased capacity is required in the long term, the Department considers the development of additional permanent infrastructure. There are a number of schools in this network currently relying on relocatable classrooms. Supporting evidenceAcross the network, there are currently 750 enrolment places accommodated in relocatable classrooms (equivalent to approximately 10 per cent of the total capacity). Northcote High School provides 550 enrolments in relocatable classrooms and Thornbury High School provides 150 places in relocatable classrooms. The significant enrolment demand at Northcote High School is likely to be driving the large number of relocatable classrooms. By 2020, some additional capacity will be required, with substantial additional capacity required by 2026. In the long term, there are schools that will continue to rely on the capacity provided through relocatable classrooms.Lived experienceThe CRG and some key stakeholders expressed concern that relocatable classrooms are being used in the long-term and are having an unsustainable impact on open space. There is also concern that portable classrooms provide a less desirable learning experience for students.Some stakeholders acknowledged in some instances, that the newer portable classrooms are in better condition than the permanent infrastructure. The CRG and some key stakeholders believe that there are schools in the network that are overcrowded. It was suggested that there be an optimal number of students at each school, so that students can be distributed more evenly across the network.

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5 Key recommendations5.1 Short-term recommendations

The following list outlines the short-term recommendations for this project. The recommendations respond to the issues identified in chapter 4 of this report.Planning and monitoring

Review population projections in response to the data from the 2016 ABS Census.

Work closely with the MPA and Darebin City Council to monitor population growth and the assumptions that are informing this growth over time.

Investigate partnership opportunities with the MPA and Darebin City Council to ensure transport planning in this network considers the accessibility of secondary schools, particularly around safe off-road bike and walking routes.

Communication

Provide opportunities to facilitate stronger working partnerships between the secondary schools in the network.

Improve the quality of information that is available to families about their local schools. Consider promoting the key features of different local schools, transport options, specialist programs and partnerships with other schools.

Partner with Council to investigate the interim opportunities to activate the former Preston Girls School site for community use.

Infrastructure

Commence the planning process for a new co-educational secondary school at the former Preston Girls School site.

Explore options to increase capacity at all schools as demand presents its self, specific focus on Coburg High School and Reservoir High School.

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5.2 Ongoing and longer-term recommendations

The following list outlines the ongoing and longer-term recommendations for this project. The recommendations respond to the issues identified in chapter 4.

Planning and monitoring Annual monitoring of population growth over time. Monitoring the need for additional secondary school provision within the study

area, with consideration of any additional demand generated by the La Trobe Employment Cluster planning process.

Monitoring Northcote High School and Thornbury High School to provide additional permanent capacity and replace relocatable classrooms.

Any future secondary school site selection should consider the following criteria:o Travel times of students within the local area, with a preference for 20

minutes’ travel time.o Location of nearby off-road bike/walking routes with direct access to

public transport options.o Future size and location of any additional school needs to promote equity

across the network. o Impacts of non-residential uses on the ease of local access.

o Location of major roads and how these may impact travel patterns in the area.

Infrastructure Continue to review infrastructure requirements based on the monitoring and

review of population projections over time.



Appendices

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Appendix A: Secondary school provision study area

The following figure illustrates the secondary school study area used in stage one of the school provision review for Preston and the proposed area of consideration for a new secondary school.Figure 2: Preston secondary school provision study area



Source: Prepared by Spatial Vision June 2016, based on information provided by DET

Appendix B: Secondary school provision capacity analysis

Future Demand and Enrolments vs Capacity

The following tables illustrate the capacity of the existing schools to accommodate future local government secondary school demand compared to the capacity of the schools to accommodate future enrolment demand (with consideration for the capacity at the Preston Girls Secondary.Table 1: 2020 government secondary school demand and capacity

DRUs

Forecast government

school demand*

Existing permane

nt capacity

Existing total capacit

y

Remaining

enrolment capacity

Charles La Trobe P-12 College - La Trobe Campus 547 600 600 53

Coburg High School 1,352 900 900 -452

John Fawkner Secondary College 710 550 550 -160

Northcote High School 1,344 1,150 1,700 356

Reservoir High School 1,110 1,000 1,000 -110

Thornbury High School 1,467 1,150 1,300 -167

William Ruthven Secondary College 544 850 900 356

Total 7,073 6,200 6,950 -123*Numbers are forecasts and approximate only. Source: DET, November 2015; Spatial Vision November 2015.

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Table 2: 2020 enrolments and capacity

DRUs

Projected enrolments*

Existing permane

nt capacity

Existing total capacit

y

Remaining

enrolment capacity

Charles La Trobe P-12 College - La Trobe Campus 663 600 600 -63

Coburg High School 990 900 900 -90

John Fawkner Secondary College 522 550 550 28

Northcote High School 2,120 1,150 1,700 -420

Reservoir High School 788 1,000 1,000 212

Thornbury High School 1,170 1,150 1,300 130

William Ruthven Secondary College 494 850 900 406

Preston Girls Secondary College 300 475 700 400

Total 7,047 6,675 7,650 603

*Numbers are forecasts and approximate only. Source: DET, November 2015; Spatial Vision November 2015.

The following figure summarises the expected growth in demand, enrolments and capacity, as illustrated in the stage one report, given there are no planned changes to existing supply.



Figure 3: Longer-term demand and enrolments versus capacity

Conclusions

By 2020, assuming no change to current provision: Local government demand will exceed the current total capacity of the network

by 2021. Local demand is forecast to exceed capacity at the following individual schools:

o Coburg High School

o John Fawkner Secondary College

o Reservoir High School

o Thornbury High School.

Enrolments will exceed the permanent capacity offered by the network by 2020. Enrolments in excess of capacity are expected for these schools:

o Charles La Trobe – La Trobe Campus

o Coburg High School

o Northcote High School.

If the former Preston Girls Secondary College site were to reopen, this would provide additional permanent capacity of 475 enrolment places, and additional total capacity of 700 enrolment places.Under this scenario:

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Enrolments in 2020 will still exceed the permanent network capacity, including the additional capacity offered by the Preston Girls Secondary College site.

Enrolments by 2026 will exceed the additional total capacity offered by the Preston Girls Secondary College site.



Appendix C: Preston transport analysis

The following section details the transport analysis for Preston, including an assessment of the accessibility of the Preston Girls Secondary School Site. Public transport network

The following figure illustrates the current public transport network within the study area, along with the general area for future provision of a secondary school.Figure 4: Preston public transport network

Source: Prepared by Spatial Vision, June 2016.

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Assessment of accessibility of existing schools from Preston

The transport assessment analysis has been undertaken with consideration to findings of the report Understanding Travel Patterns of Government School Students – State Indicators (SGS, 2015). The report highlights the following medium distances and travel times for secondary school aged children who attend their closest government school in the Metro Melbourne region of Victoria:

Car Walking Public transport

Secondary school

1.8 kms 2.5 mins 1.2 kms 18.5 mins - 27 mins

Conclusions: Preston families have limited walkability to surrounding schools excluding the

west of Preston (west of Gilbert Street) located in a walkable catchment of Coburg High School, and the area south of Bell Street and east of Newcastle Street located in a walkable catchment of Thornbury High School.

With regards to public transport access:o Northcote High School is accessible via train, tram or bus from different

areas of Preston. o Thornbury High School has limited bus access with some areas of Preston

having to take two buses to get to the school.o Coburg High School is accessible via bus.

o Reservoir High School is accessible via direct tram access from the central area of Preston. North-east area (currently part of the school’s DRU has limited access via bus with some part having to take two buses to get to the school.

There is limited off-road cycling access to all of the schools. The off-road trail along St Georges Road provides some access to Northcote High School. Darebin City Council also promote ‘shimmy routes’ which assist residents to navigate along back streets to avoid major roads. The South Morang Line shimmy provides access to Northcote High School.

Assessment of the accessibility of Preston Girls Secondary School site

The following analysis for the Preston Girls Secondary School site assesses the accessibility using three different addresses from areas likely to fall within the site’s catchment. Addresses were chosen from Preston, Thornbury and Reservoir. The transport modes investigated for these three addresses were private vehicle, walking, and public transport. The following table details the summary of the findings.



Table 3: Assessment of the accessibility of Preston Girls Secondary School siteStart from Finish at Mode(s) of transport Distance Time

18 Fulham Grove, Reservoir

14 Cooma Street, Preston (Former Preston Girls Secondary College)

Car 2.9 kms 7-8 mins

Walking 3.0 kms 36 mins

Public transport (1x bus)

- 30 mins

88 Madeline Street, Preston


Car 1.6 kms 4 mins


Public transport (1x tram)

- 12 mins

37 Fyffe Street, Thornbury


Car 2.7 kms 6-8 mins


Public transport (1x bus and 1x tram)

- 32 mins

Conclusions: Travel times by car and walking from the three chosen addresses seem quite

acceptable for a typical secondary student commute to school Public transport is available (primarily via the bus and tram network) but takes a

longer time (up to around 35 minutes) if multiple modes are needed, e.g. from 37 Fyffe Street, Thornbury

The Preston area is generally well serviced when it comes to public transport.

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Appendix D: Stage two engagement findings

As part of stage two of the School Provision Review for Preston, two workshops were help, one with the CRG and one with key stakeholders. The two workshops followed a similar agenda (as detailed below).

Item Time alloca-tion Lead

1. Introduction Scope of project Purpose of the meeting

15 mins DET

2. Findings to date: Key findings from stage one Preliminary issues to inform evaluation

criteria Preliminary issues to inform options

15 mins Capire

3. Additional knowledge, issues and op-portunities for consideration1

Key issues Key selection criteria Key future opportunities

60 mins Stakehold-ers

4. Group discussion Evaluation criteria Key considerations for option develop-

ment75 mins All

5. Wrap-up 10 mins Capire

6. Next steps 5 mins DET

Following the workshops, CRG members were provided the additional opportunity to provide feedback on the workshop discussion. Feedback was received both through an online survey and written submissions. The following table provides a summary of the comments from each workshop and how they have been addressed in the final report – either through, informing an issues, influencing a recommendation, or identified as outside the scope of this project.

1 This agenda item was specific to the stakeholder workshop and provided stakeholders with the opportunity to present any relevant information that would assist in option development and identify potential partnership opportunities.



Table 4: Engagement findingsEngagement findings Issues

Recomm

endations

Out of project scope

Transport and access

MPA and the Department to work together regarding future transport needs and improvements to existing networks.

Consideration for the 20-minute neighbourhood concept.

Improve the bicycle network through the study area including provi-sion of the Copenhagen bike lanes on direct school routes where there is no off-road option.

Provide overpass to improve access across Bell Street.

A number of schools in the network are not accessible via safe, off-road bike paths.

Bell Street is one of the major roads in this study area that impact on safety and walkability.

With regards to assessing options the following criteria was identified:

Proximity to public transport hub e.g. train/bus/tram.

Direct public transport access (one mode).

15-20 minutes travel time via public transport, cycling or walking.

Distance to travel (1 kilometre for walking and 2 kilometres for cycling).

Safety of access – including safe access over major roads and creeks and off road bike paths.

Prioritise active modes of transport.

Recognition of travel patterns e.g. parents travel in a southerly direction to access work.

Bicycle network improvements should focus on connecting students in Preston to the surrounding schools of Thornbury High School, Coburg High School and Northcote High School.

There are areas of Preston that have limited transport access for existing schools.

Reopen the Preston Girls Secondary College to improve local access – the school is centrally located and well connected to public

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Engagement findings Issues

Recomm

endations


transport.

Perceptions and reputations

Parents need a better understanding of schools beyond NAPLAN results.

Ensure there are primary and secondary school connections.

Schools to offer specialist programs to improve perceptions/reputation.

More outreach from schools to counter-act negative reputations that may not be accurate.

Secondary schools to partner with primary school e.g. inviting primary schools in to access facilities to improve the perception of schools.

Secondary schools to partner with universities to improve reputation.

Negative perceptions are not necessarily a big issue. The majority of schools surrounding Preston have good reputations.

Support schools to market and promote themselves to their local community.

It is not clear for some residents what schools they can or cannot access, and it is often left to word-of-mouth which can lead to incorrect information being circulated.

Principals need to work together to make every school a great school and address competition between schools.

Preston families need more information about their options and what schools are in their local areas

Careful, timely planning along with great building and landscape design lead to innovative and exciting places of learning regardless if they are portables or old brick buildings.

The previous Preston Girls Secondary School had negative perceptions, which may remain associated with the school if it reopens. This needs to be managed

William Ruthven Secondary College is currently going through a $10 million rebuild, which is likely to assist in the perception of this




Recomm

endations


school.

John Fawkner Secondary School and Charles La Trobe (P-12) College are not seen as part of the Preston community and should not be in the study area

Improving local provision

There are other planning projects underway in this study area, particularly around the La Trobe Employment Cluster.

The La Trobe Cluster Joint Community Infrastructure Plan identifies the need for an additional secondary school by 2031 within the clusters study area.

Need to promote stronger partnerships between secondary schools in the area

Heidelberg West is predominately industrial but there are plans for developing a sporting precinct.

Darebin is experiencing significant levels of growth. There is high pressure from developers.

Consider the use of restricted zones to encourage families to access their local school.

Improve the quality and variety of open space in the even that open space is lost due to relocatable classrooms.

Consideration for the size of secondary schools – while large schools can offer more subjects they can appear overcrowded.

Provide accurate information about enrolment policies and access to existing school, and also what different schools provide.

Engaging students about what they want in a high school.

Place enrolment limitations on schools to encourage families back to their local school.

Look at primary school enrolments to understand likely future demand e.g. primary schools are experiencing significant growth in enrolment demand.

Concern the population projects are not reflecting the significant increase in enrolment demand being experienced by local primary

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Recomm

endations


schools.

With regards to the use of relocatable classrooms the following comments were made:

They should be used to manage temporary growth in demand.

Timeframe should be put on relocatable classrooms.

Not necessarily the quality of relocatable classrooms but the impact they have on open space provision.

If future demand is expected to remain high provision should be made for permanent infrastructure.

Flexible start and finish times at schools to accommodate larger numbers of students.

Share resources between schools.

Timelines for typical planning process is too slow as the population is growing at an incredible rate.

Darebin City Council are interested in leasing the Preston Girls Secondary School site in the interim for community use. Open the school up for community use could help with the rebranding of this facility.

Charles La Trobe P-12 College has the capacity to double in size. Stage two for the school site hasn’t been funded because there hasn’t been the local growth.

A more detailed site assessment needs to be undertaken for the Preston Girls Secondary College site to assess its capacity.

The size of the future school needs to promote equity across the network, for example do you have two 2,000 enrolment capacity schools or four 1,000 enrolment capacity schools.

This school is well located to surrounding community facilities. Therefore, providing an opportunity for shared use of facilities.

Consider a campus model option for Preston e.g. a campus of Northcote High School to locate in Preston.

Ensuring there is equity in provision across the network. Preston is a large suburb without a secondary school, while other surrounding smaller suburbs have their own local high school.




Recomm

endations


Another option for the Preston Girls Secondary College site if it is not the preferred model for secondary school provision is to develop a VET school which would then develop strong links with the Polytechnic. This could then be accessed by students from the wide network. Similar to Harvester College in Sunshine.

Community connection

There are currently several primary schools in the network that don’t not have clear feeder secondary school, results in children being distributed across a number of schools.

Improve connections between primary and secondary schools.

Look at the success of the localised catchment Northcote High School as created – strong community connection and very low car usage.

A secondary school provides an opportunity to encourage families to stay in Preston.

Opportunity to connect with other community facilities in Preston e.g. library, sports facilities and the Preston Market.

Opportunity to build partnerships with businesses in Preston. Also promotes work placement opportunities for students locally.

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Documents

School Provision Review for Preston - Stage Two: Final Web viewSchool provision review for Preston,-STAGE 2 ... their local school e.g. restricted zones and ... the Copenhagen bike