Our school value of “Community” has been a primary driver in the planning and central to the vision’s design. Included in this is the enhancement of the arrival experience for all students, including those from Ruyton Girls’ School, in addition to staff and visitors. Enhancing our Anglican identity and providing relational spaces for celebration, professional learning and wellbeing programs are also important considerations.

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Our school value of “Community” has been a primary driver in the planning and central to the vision’s design. Included in this is the enhancement of the arrival experience for all students, including those from Ruyton Girls’ School, in addition to staff and visitors. Enhancing our Anglican identity and providing relational spaces for celebration, professional learning and wellbeing programs are also important considerations.

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Through design, we want to ensure that the physical connection throughout the campus is safe, comfortable and can respond to active and passive activities. The need to ensure safe passage across the precincts and roadways is paramount, as is enriching a range of experiences through social, play and informal learning based on age and stage.

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A key priority of the Masterplan is to support personalised learning and wellbeing.  Thoughtfully considered, spaces will be designed to encourage innovation, independence, and a strong sense of agency. Responding to the diverse needs of the school community, the Masterplan ensures that learning and wellbeing spaces are integrated, appropriately distributed and tailored to each age group and stage of development. y. 

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Acknowledging the geography of the campus, the Masterplan recognises how the layout of our campus shapes the daily experience of students. It focuses on aligning student mobility and independence, aligned to their development journey. This approach will address density pressures while enabling age and stage-based zones and transitions and enhancing a sense of belonging within cohorts. 

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