Asset Management Planning – School Upgrades

Policy

This policy explains the asset management planning process for schools that receive capital funding.

For schools that have received capital funding, this page will provide a guide to navigating the project from start to finish.

Summary

• An Asset Management Plan (AMP) identifies the educational needs and priorities of the school, and the functionality of current buildings to plan school infrastructure upgrades. The documents developed during the asset management planning process describe how capital funding (usually allocated to a school through the state budget process) will be used to support long term educational goals
• Schools that receive capital funding and do not have a current AMP (completed in the last 5 years) are required to develop a new AMP in partnership with their regional office and the Victorian School Building Authority.
• Schools that have a current AMP and receive additional capital funding are usually not required to develop a new AMP.
• The process for implementing works scoped within an AMP will differ depending on project type, complexity and budget.
• AMPs have 2 distinct stages:
  • Asset Management Plan 1 outlines the school’s educational directions, educational specification, and a basic facilities analysis (which considers functionality, condition and spatial analysis).
  • Asset Management Plan 2 (part of the design and construction phases) involves developing a more detailed master plan/spatial analysis in addition to broader site and project requirements.

Details

Schools that do not have a current AMP who receive capital building works funding are required to develop an AMP. An AMP is normally considered current if it is less than 5 years old. This is done in partnership with their regional provision and planning teams and the Victorian School Building Authority (VSBA) and in consultation with the school community.

An AMP articulates the school’s educational direction and vision as a basis for the capital building works infrastructure and upgrade that will be completed. Once the educational direction and vision has been articulated in the first phase of the AMP process (AMP phase 1), identified works in the subsequent design and construction works that take place during the second phase of the AMP process (AMP phase 2) may include:

• new or transformational works
• maintenance
• refurbishing buildings in poor condition
• demolishing areas that are excess to a school’s area allocation as specified in the School Facility Area Schedules (staff login required).

AMPs also link school infrastructure funding to the specific details set out in the Budget email that schools receive when State Budget funding is announced.

School masterplans are designed through the formal AMP process. A masterplan is a high-level planning document that outlines how a school’s infrastructure can support its educational vision. The document is valid for 5 years, it maps a school’s site and outlines capital works required to achieve this vision and may include several stages of possible future works.

Where schools have school-led masterplans, they must be re-considered to ensure alignment with department policies and data. The VSBA project officers assigned to the project can lead this process.

AMP boundaries

The department uses boundaries (project specifications) on all capital works projects to target the funding to where it is most needed and ensure that the project meets the needs of the school community. In collaboration with regional staff, the VSBA establishes the boundaries for capital works projects. Boundaries that are established for all projects include:

• project budget
• project enrolment number
• School Facility Area Schedules
• excess space.

The project budget represents the total for all costs associated with the school’s building project, including professional fees, all building-related costs (including asbestos removal) and a project contingency.

The project enrolment number (PEN) is a planning figure which represents the number of enrolments a school will provide for following completion of a capital project. The PEN is calculated by using the current enrolment number and future projected enrolment of a school. The PEN corresponds to an enrolment band in the School Facility Area Schedules (staff login required).

The School Facilities Area Schedules are tables that set out the number and type of learning spaces required for the design of new schools and upgrades at existing schools.

Excess space refers to space in excess of a school’s allocated area as per the school facilities area schedules.

For further information on how project boundaries are calculated refer to Asset management planning guidance.

Schools that wish to change their project boundaries must contact their regional provision and planning manager as the first step in the issue resolution process. This is a formal process and is outlined in the reference guide, Everything you need to know about a school building project (DOCX).

AMP process

AMPs have 2 distinct phases:

• AMP phase 1 – outlining the school’s educational directions, educational specification, and a basic facilities analysis. A facilities analysis considers functionality, condition and spatial analysis.
• AMP phase 2 – developing a more detailed master plan/spatial analysis that is informed by AMP 1 as well as broader site and project requirements.

After AMP phase 1 and AMP phase 2 there will be subsequent design and construction phases. For further details on each stage of the asset management planning process, refer to the Guidance tab.

AMPs are generally considered valid if they have been completed in the last five years, although in exceptional circumstances they may require a re-validation when funding is received.

When an AMP is not required

There are some situations where an AMP may not be required. Examples include:

• subsequent stages in developing a new school (planning is completed in the early stages of new school planning)
• capital building works where an AMP has been completed for an earlier stage of development and is still considered appropriate for an announced project
• program arrangements that are similar to, but separate from, capital works (for example, Asbestos Building Replacement Program)
• maintenance projects
• where capital works funding targets a small, specific item such as an oval refurbishment or covering of an external basketball court.

New schools do not go through the same AMP process as capital building projects at existing schools. However, educational specifications are prepared and agreed for new schools.

So you have received capital funding. What happens now?

Schools allocated capital funding will receive a communication from the Minister for Education.

The AMP coordinator from the VSBA will contact the schools to book into a Bricks and Mortar AMP training session. After this session, the school will be allocated a VSBA technical leadership coach to support them through AMP phase 1 and a project officer, who will be the key contact for AMP phase 2 and subsequent design and construction phases throughout the duration of the project from then on. The project officer will discuss appointing an architect to the capital works project. A representative from the region, usually a provision and planning officer (PPO) or provision planning manager (PPM) will also support the school through both phases of the AMP process.

To ensure projects are implemented as quickly as possible, schools and the VSBA are required to keep to project timelines at each stage of the process. If the school is unable to meet these timelines, the school needs to speak to the relevant contacts listed under the 'Contacts' section on this page.

The following is a detailed description of the steps that the school will need to complete. In addition to the timelines shown below, an additional 2 weeks contingency is available.

Funding and expenditure

AMPs factor in capital building works funding that schools receive from the State Budget.

Capital works funding covers all costs associated with the school’s building project, including professional fees, all building-related costs (including asbestos removal) and a project contingency.

Here is the typical budget breakdown (approximately):

• 65 to 70% – construction, including site-specific costs, external services and landscaping
• 18% – architects and specialist consultants
• 5% – VSBA project management and communications
• 5 to 10% – project contingency
• 2% – furniture, equipment and ICT.

AMPs may also include:

• funding provided to schools from other government agencies or departments
• other Department of Education funds such as a grant or Planned Maintenance Program funding
• any locally/school-raised funds (schools are encouraged to identify their maximum proposed contribution to a capital works project and seek approval under the School-Funded Capital Projects policy early in the design process to prevent delays to the project).

For more information, refer to the Project Management Framework (PMF) and/or the School-funded Capital Projects policy.

The VSBA must approve all expenditure (or commitments) to be charged to the capital budget.

AMPs and school maintenance plans

AMPs and school maintenance plans (SMPs) are the 2 main plans used by schools to manage and maintain their assets. For more information about SMPs, refer to the School Maintenance Plans and Rolling Facilities Evaluations policy.

Asset management planning processes

The asset management planning process supports schools to:

• articulate their educational directions and educational specification
• translate this into a detailed master plan for capital works.

The department has developed the AMP: phase 1 communication process (DOCX) (staff login required) as a guide for schools on how they can best communicate with and involve their community throughout the AMP phase 1.

The AMP: phase 1 communication templates (DOCX) (staff login required) document has a number of templates to assist schools in announcing capital funding and communicating different AMP1 milestones to their community.

The department has also developed the Design and construction phases communication process (DOCX) (staff login required) as a guide for schools on how they can best communicate with and involve their community throughout the design and construction phase.

The Design and Construction phases communication templates (DOCX) (staff login required) document has a number of templates to assist schools in communicating different design and construction phase milestones to their community.

Some schools may be required to utilise a different communications process for the design and construction phases. These schools will be contacted directly by a VSBA communications advisor prior to the commencement of the design and construction phases should this be required.

Support for asset management planning

The VSBA provides additional AMP support to schools through the Bricks and Mortar (AMP) Program which schools that receive capital funding will be required to attend. This program is run by the VSBA’s technical leadership coaches (former principals) who will also support schools through AMP phase 1 and if required phase 2.

Schools can access more information about AMP roles and responsibilities, key considerations and steps in:

• Everything you need to know about a school building project (DOCX)
• Asset Information Management System (AIMS)

Related policies

• Capital Building Projects in Schools
• Finance Manual — Section 13 Asset and Inventory Management
• Procuring Low-value Construction Works or Services
• School-funded Capital Projects

Relevant legislation

• Education and Training Reform Act 2006 (Vic)
• Planning and Environment Act 1987 (Vic)
• Project Development and Construction Management Act 1994 (Vic)

Contacts

For general facilities enquiries, a school’s regional provision and planning manager should be the first point of contact.

North eastern Victoria region

Damien Hanwright
Damien.Hanwright@education.vic.gov.au
03 7022 1172

North western Victoria region

Jeanette Stubbs
Jeanette.Stubbs@education.vic.gov.au
03 8468 9224

South eastern Victoria region

Darren Clarke
Darren.Clarke@education.vic.gov.au
03 8904 2559

South western Victoria region

Kimberley Bendall
Kimberley.Bendall@education.vic.gov.au
03 9194 6305

For any specific AMP queries, schools can contact the VSBA’s AMP Coordinator:

amp.coordinator@education.vic.gov.au