How we prioritise#

We consider the different needs across the portfolio and prioritise based on the most urgent. 

After the final Budget package for Education is announced on Budget Day, funding is allocated for planning, design or construction. Schools are then informed as to whether their projects will proceed in the next financial year or be deferred and considered for prioritisation in future rounds of investment planning.

Major projects (redevelopments, roll growth and new schools) are prioritised so that funding is directed to where it is most needed.

Application of a national prioritisation framework means we have a consistent and transparent process for evaluating the relative priority of projects across the motu | country. The framework allows us to identify schools with the most urgent and pressing need relative to other schools.

Roll growth and new schools#

Prioritisation of roll growth projects and new school builds seeks to address immediate capacity and overcrowding risks as well as evaluating the impact of future growth on school property. Our network function analyses current and projected rolls, and the impact of additional students on the surrounding network of schools.

Network considers non-property solutions, such as new or amended enrolment zones before deciding on additional property as a solution. This informs property decisions delivered by the School Property group.

As part of determining the most appropriate property response, School Property considers:

• environmental factors
• cost efficiencies
• the impact of continuing to build on constrained sites on usable outdoor area for recreation and outdoor learning.

Roll growth triggers#

There is a range of network responses to cater for growing demand for schooling. The most appropriate response is determined by several factors such as:

• the timing and scale of growth
• available capacity of both the existing school property
• the school sites in the immediate network of schools.

Before investing in a property solution, we assess whether:

• there is a non-property solution
• additional capacity meets the needs of local students
• the school is over-utilised now or will be in the near future
• this is a short-term need.

Roll growth data#

Our network function manages school networks nationwide using a range of data including:

• population projections
• planned housing developments
• census data
• local council information
• how well schools are utilised
• enrolment data
• other local factors.

We use Statistics NZ information to understand where school-aged populations will expand and grow and where immigration will likely have impacts on schools and communities.

How we prioritise Māori Medium Education (MME) and Kaupapa Māori Education (KME) property#

Investment in MME and KME property supports the Government’s commitment to improving better outcomes for Māori students through the Māori Education Action Plan and working with leaders and representative groups of KME.

Projects which provide increased access to full and/or total immersion Māori Medium Education settings are prioritised. We rely on data and local knowledge and insights to identify incomplete (Year 1 to Year 13) pathways and plan for additional, fit for purpose teaching spaces delivered by School Property. Quantifying property need for Māori Education requires collaboration between Te Mahau, School Property and iwi, hapū and the peak bodies which represent Kaupapa Māori Education.

How we prioritise Learning Support property#

The schooling network includes a range of specialised options for students with learning support needs including specialist schools, Ongoing Resourcing Scheme (ORS) fundholder schools and school board-operated provision in local schools.

Students with learning support needs have the right to enrol, attend, and receive education at their local school. We fund and/or provide specialist services, staffing, property modifications and other support for students with learning support needs to make sure their needs can be met at their local school.

Demand for specialist provision is increasing. The Education Minister has asked us to develop a national plan that identifies gaps in learning support provision, responds to and prepares for increased demand. We are working with specialist schools to better understand their capacity and demand, to inform investment decisions for additional property provision through the annual budget process.

The prioritisation of property projects considers demand, population growth and overcrowding risk, as well as access and distance to specialist provision.

School property redevelopments#

Ministry-led school property redevelopment projects are prioritised by demand and deliverability:

• Demand, or need, relates to the condition of the asset.
• Deliverability, or readiness, is about how quickly a project can enter construction. For example, a building may be prioritised due to its condition, but the project will only be funded for construction if it can move into construction before the end of the next financial year.

Projects that are not prioritised for construction funding in the annual Budget cycle are reconsidered the following year. Until then, funding may be allocated for short-term mitigation or to continue planning or design so projects can be shovel ready for the next year or a future year.

A demand ranking is based on the following criteria:

• Priority 1 – compliance triggers, for example, earthquake-prone remediation legislation, building legislation or council requirements.
• Priority 2 – health and safety, for example, mould or weathertightness issues.
• Priority 3 – benefits of investing (how many years investing would extend the life of the asset).

We also consider property usage. Does the school still need the building? If a school has surplus space or a declining roll then a redevelopment project gets a lower priority weighting.