The Ministry is modernising and improving learning support so it’s easier to access, child-focused, flexible and better integrated with other social services.

In supporting all learners we're leaving behind terms like "special education" and "special needs" which can accentuate difference and act as a barrier.

We're looking at ways to measure learners' individual success and our overall investment, so we get the very best value for the money spent. This includes looking as a priority at how we deliver the Ongoing Resourcing Scheme (ORS), communications and behaviour services.

The Ministry has been working with sector partners and others to develop the recommendations recently approved by Cabinet and we’ll continue to work with others as we implement these latest decisions.

Local projects will continue making improvements and preparing the Ministry for changes, as they help shape the Ministry’s modernised learning support structure for implementation from 2017.

The Ministry is continuing to build a fully inclusive education system where all children can progress and achieve to their very best.

More information

Read more about the Learning Support (formerly Special Education) Update and next steps here

The Ministry has released all Cabinet papers and advice provided to the Minister of Education on the Learning Support (previously Special Education) Update.

You can read this official information on the Information releases section of our website.

All Havelock North schools and early childhood education services are expected to be open on Monday 22 August.

Last week all Havelock North primary schools and a number of early childhood education services closed as a result of the water supply being contaminated, leaving many residents unwell.

The Ministry understands all primary schools expect to re-open on Monday 22 August, as will all early childhood education services. Secondary schools will remain open.

For the most up to date information, we suggest you check school and early childhood education services websites or Facebook pages.

For the latest public health information for Havelock North, please see the Hawke’s Bay DHB website

The Ministry of Education is inviting parents, teachers and the community to have their say about future schooling provision in North Porirua.

"Roll growth pressures on the southern fringe of the Northern Porirua schooling area are affecting Papakowhai and Rangikura primary schools in particular. This roll growth is projected to continue given the ongoing Aotea Block development plan," says the Ministry of Education’s Deputy Secretary Steve Stuart.

"This is an opportunity for the Northern Community of Learning* (CoL) and wider community to think about the best medium-to-long term response to increasing roll growth and, what form any change to schooling provision in the area should take.

"We want students in North Porirua to access a quality education pathway from early learning to secondary and beyond. We hope that the community will consider how options for future schooling provision can support these pathways into Aotea College.

The Ministry is proposing a range of options such as building a new primary school near Aotea College but is also keen to hear the views of the wider community.

"We encourage students, parents, whānau, teachers and the wider community to have their say. We want to know what the strengths and weaknesses of the options presented might be as well as any other options the community may have," says Wellington Director of Education Suze Strowger.

"This is a full and open consultation process and we will carefully consider all feedback before making a decision about how schooling provision in North Porirua should look in the future."

"It is also an opportunity to broaden the conversation about the future of education provision for Porirua. We will be working with Porirua City Council and Te Rūnanga o Toa Rangātira to facilitate engagement with the local community to develop a long term area education strategy for the city."

School Boards and the community have until the end of Term 1, 2017 (30 March 2017) to provide feedback. A second round of consultation on preferred options will be held before a final decision is made in mid-2017.

*Schools in Northern CoL: Adventure; Discovery; Papakowhai; Pauatahanui; Plimmerton; Postgate; Pukerua Bay; St Theresa’s and Aotea College.

It amends the Education Act 1989 to make the achievement and learning of children and young people central to the early childhood education and compulsory schooling Parts of the Act. The Bill proposes the most significant changes to the Act since it was passed, some 27 years ago.

The Bill focuses the early childhood and schooling parts of our education system on student progress, student well being, and student achievement. It acknowledges the vital role that early childhood, school boards of trustees (boards), parents, family, and whānau play in student success. The Bill also recognises the right of parents, family and whanāu to be fully informed about, and to be fully involved in, the education of their children and young people.

The Bill proposes a series of objectives for our education system that will provide a clear direction for early childhood services, ngā kōhanga reo and schools in the delivery of education to our children and young people. These objectives focus our educators on student achievement and success, the preparation of learners for work and life, the teaching of critical thinking and resilience, the recognition of cultural identity, the Treaty of Waitangi, and te reo Māori.

The Bill proposes that, after consultation, a Minister of Education can issue a statement of national educational priorities. School boards would take these priorities into account in their teaching and learning programmes, and would be accountable for them when reporting to parents and government agencies.

The Bill clarifies the roles and responsibilities of boards as the governing bodies of our schools. Some of these responsibilities, such as ensuring students reach their highest possible education standard, already exist. But others, such as ensuring a safe environment, and an inclusive school, are new.

A more streamlined planning and reporting framework for schools is proposed in the Bill. School charters are replaced by a 4 year strategic plan and an annual plan. These documents will show how a board is implementing the national education and learning priorities. Both documents would be published on the school’s website to provide easier access for parents.

More and more young people are now doing some of their learning online. Recognising this, and the impact digital technologies are having on education, the Bill proposes allowing providers from schools, or the tertiary education or the private sectors, to form Communities of Online Learning (COOL).

The proposed change will give students more choice, and more options, to study subjects where provision might be unavailable, or to engage in advanced studies or research working with outside experts, while at their local school. Any COOL will be subject to regulations governing their accreditation, operating and reporting requirements.

The vast majority of our schools are well managed. But, from time to time, some schools get into difficulty. To get them back on track quicker, the Bill includes a wider range of assistance, including the issuing of a performance notice, or requiring a Board to access specialist advice, to get them the help they need.

The Bill would also allow schools to start new entrants at the beginning of the term closest to a child’s fifth birthday, and to require that any child beginning school before age 6 would need to continue to attend once they have started. No child would be required to enrol in a school until their sixth birthday, as is the case now.   

The Education (Update) Amendment Bill is the latest in a number of recent initiatives such as the funding review, the update of our special education (learning support) services, the introduction of digital technologies into the New Zealand curriculum, and the establishment of Communities of Learning.

All these changes are mutually reinforcing. They aim to focus our education system more firmly on student achievement, wellbeing and inclusion, and to encourage greater innovation and collaboration throughout our early learning and schooling networks.

We received over 1,800 submissions during public consultation on the Education Act update, and over 120 meeting, workshops and presentations on the update were held throughout the country. Members of the public now have the chance to have another say on the proposed changes during the Select Committee process.

The Education and Science Select Committee will announce the timing and process for the Bill’s consideration shortly. It is likely that the submissions process will run for some time, and that the Bill will become law sometime in the first half of 2017.

Go to the Education Update amendment Bill page for further information and for regular updates on the Select Committee process.

There have been claims that the Ministry intends to cut learning support services to older children, in order to boost funding for younger children.

That isn’t correct.

What we will be doing is making a much earlier start on getting children the help they need, before they start school in some cases.

All the evidence is this will make a big difference in their lives.

This is our assurance:

• Older children will absolutely continue to be funded based on their need for services
• We want to get more help to children when they are younger. We will do this by changing the way we provide our services.
• Over time, we expect this will lead to lower demand for services amongst older children
• Funding for learning support services for older children will only fall if children in those age groups no longer need those services because earlier intervention has been successful.

Special education (learning support) has been rising strongly over time. It currently stands at $590m, a rise of 29% since 2009.  

Ngā Tohu Reo Māori - Māori Language Awards celebrate people and groups who are contributing to te reo Māori, so the landscape of Aotearoa New Zealand resonates with our indigenous language.

Now is the time to nominate those who are doing extraordinary things to elevate the mana or status of te reo Māori. You might know someone who is encouraging positive attitudes towards the language or a group who is increasing the number of speakers or a community who is making change.  

There are 2 education award categories:

• Education (Māori Medium) - for those who further the learning of te reo Māori, through the use of te reo Māori
• Education (Open) - for those supporting te reo Māori in English medium environments.

Other categories include arts and entertainment, community, broadcasting, central and local government and more. The supreme award, Aotearoa Te Reo Māori Champion of the Year, recognises an individual or group who lives and breathes te reo Māori and inspires others to do the same.

Nominations close 14 September 2016.

For award criteria and information on how to make a nomination, go to the Te Taura Whiri i Te Reo Māori website

Waitākiri opened in 2014, after the merger of Burwood and Windsor schools. It continued to operate over two sites until opening in brand new purpose-built facilities earlier this year.

ERO praised the way that the new school has recognised and celebrated the traditions and history of the two schools that were merged. It also noted the work of the previous board of trustees to support the positive transition to the new school.

Principal Neill O’Reilly says following the merger the school’s vision was to go forward in a positive way.

"We wanted to honour the past in both communities," he says. "We spent a lot of time trying to understand the strengths and qualities of the two old schools and bringing them to the new school."

The flexible learning spaces are also having a positive impact, with ERO commenting on the positive way teaching teams are working together in the spaces, making high-quality teaching more visible.

"We talk to the students quite frequently about what they think of the new learning studios and the feedback is that they absolutely love it," Neill says.

Prior to the building move, Neill says the teachers and support staff spent three years preparing to work in the new flexible spaces.

"My hat goes off to them, they worked incredibly hard to get to where we are now."

According to the report most children at Waitākiri achieve highly in reading, writing and mathematics, and are at or above the National Standards.

Because of the positive findings in the report, ERO is likely to carry out the next review at Waitākiri Primary School in four-to-five years.

Many Canterbury schools were extensively damaged in the 2010 and 2011 Canterbury earthquakes. We are working with the community and education leaders in Christchurch on a $1.137b programme to renew education and create some of the most modern schools in the country.

The further funding is provided through the Asian Language Learning in Schools (ALLiS) fund and will go to 63 schools who applied.

A total of $10 million was set aside by the Government in 2014 to provide two contestable funding rounds that would increase Asian language programmes in schools.

There are now 203 schools from Southland to Tai Tokerau receiving support for Mandarin, Japanese or Korean language programmes. Many are establishing links with language and cultural organisations to get the most out of their language programme.

Primary and secondary schools are also working together to offer students the opportunity to learn languages earlier, and continue their learning right through to end of secondary school.

After the earthquake in the East Coast area this morning, school transport may be disrupted and some schools and early childhood centres may be closed. We suggest you contact your school or centre if you have any queries.

You can find updated information about this morning’s events on the Ministry of Civil Defence and Emergency Management website

The redevelopment at the North Shore school will include the construction of 2 new buildings, comprising a total of 6 new learning spaces to the school.

Two of the new learning spaces at Bayswater School will help it accommodate expected roll growth, with another 2 replacing ageing existing buildings.

A 2 classroom satellite unit of the Wilson Special School is also being built as part of this project.

Bayswater School is a Year 1-6 primary school with a current roll of 213 students. The additional classrooms will allow the roll to grow to around 260.

Principal Lindsay Child says teachers and students at the school are all very excited about the new learning spaces.

“We will all benefit by having new, purpose built classrooms,” she says.  “Teachers here already work in a highly collaborative manner and the new building will allow them to develop this further. 

“The children, who have been involved in the decision making about the design of the rooms from the start, will see some of their ideas realised. I am sure they will love the new spaces.” 

Lindsay says the Bayswater School Community is looking forward to welcoming Wilson School to their site.

Wilson School principal Jan Kennington says having the satellite unit will allow the school’s teachers and students to integrate socially and educationally into Bayswater School and build relationships with colleagues and peers.

The project at Bayswater School is one of several redevelopments either announced or underway on the North Shore.

In April construction started on a $26 million redevelopment of Takapuna Grammar School. Work began on a $4.5 million rebuild of Takapuna Primary School recently.

Construction has also begun during the last 2 months on the $19 million redevelopment of Freemans Bay School and the $22 million redevelopment of The Gardens School in Manurewa.

Last month it was announced that $5.7 million would go towards a redevelopment at Northcote Primary School.

This is the first time this framework  has been used across multiple agencies.

Download the Education System Stewardship Blueprint (from the SSC website). This identified a range of areas that the agencies could work on together for collective impact. 
Dowload the Education System Agencies Response to the Educaton System Blueprint

The education agencies involved are:

• Ministry of Education,
• Careers New Zealand,
• the Tertiary Education Commission,
• the New Zealand Qualifications Authority,
• the Education Review Office,
• Education New Zealand, and
• the Education Council (independent professional body).

Carlos Paenga, from Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou, impressed the judges with his essay and took out the top award in the Ngārimu VC and 28th (Māori) Battalion Memorial Scholarship Fund Board Challenge.

Carlos used his own experiences and studied letters and personal accounts of soldiers to create an essay that the judges said was ‘perceptive, original and unique’.

See the full list of winners and their outstanding essays, videos, posters and artworks.

About The Challenge

The Challenge is a multimedia competition open to Years 7-13 students of Māori descent. Entrants had 2 topic choices: to explore and express how Māori were viewed in New Zealand after World War II and the Battle of Crete, or cover why it was important to commemorate World War I battles with particular focus on the Battle of the Somme. 

The winners receive cash prizes from the Ngārimu VC and 28th (Māori) Battalion Memorial Scholarship Fund, which was established in 1945 to commemorate the service of the Battalion and Second Lieutenant Ngārimu, the first Māori to earn the Victoria Cross.

The Ministry has also advised 2,421 of these schools and kura of their funding, for 2017, from an extra $12.363 million to help more of their most disadvantaged students to succeed.

In Budget 2016, responding to requests from the education sector for more funding for students at greatest risk of underachievement, the government allocated an extra $43 million over four years in targeted funding. This funding was to be allocated to schools, depending on the number of students they had, as at 1 July 2016, on their rolls from a long term welfare dependent background.

Working with the Ministry of Social Development (MSD), we have identified over 133,000 students, aged from 5 to 18, whose schools are eligible for the extra funding. In 2017, the 2,421 eligible schools will get over $90 per student in targeted funding for every student they had, at 1 July 2016, from a long term welfare background.

Students with these backgrounds were chosen as the target group because they are a group that is known to be at higher risk of educational under-achievement, and because we were able to implement data matching arrangements in time to deliver funding for the 2017 school year.

The $12.34 million in extra funding for schools in 2017 equates to roughly the same as a 1% operations for all schools. The difference is that, in 2017, the increase is targeted to schools with students that we know need extra help the most. By comparison, had provided an across-the-board one percent operations grants increase to all schools, this would have amounted to no more than $16 per student.

Schools can use the targeted funding to help raise achievement for all their students in ways they think best; not just those from welfare dependent backgrounds.

The amount of targeted funding a school receives varies, depending on their number of eligible students.  For example, 1,582 schools receive up to $5,000 in additional funding; 505 receive between $5000 and $10,000, and 334 receive between $10,000 and $64,000. Only 15 schools do not receive a share of the new targeted funding increase.  

In general, low decile schools, and regions where achievement needs to improve, benefit most from the targeted funding. This is to be expected. Almost all schools however, have some students at risk of educational underachievement. This explains why almost all school receive some targeted funding.

As far as the $1.346 billion in operations grant funding is concerned, it is not unusual for the amount to vary, year on year, for a school. Changes, especially a variation in a school’s roll, can alter funding up or down. 

Operations grant funding for a school can be adjusted between now and April 2017, depending on any further roll, or other changes, in their circumstances. Schools with concerns about their initial operational grant allocation have plenty of time to work with the Ministry to finalise their funding for the 2017 school year

In July 2016 the Ministry announced the shortlisted consortia to deliver our third public private partnership (PPP) project.

The PPP is worth $200 million and will see the successful tenderer design, construct and maintain 6 schools.

New schools will be built at Scott Point, Kumeu and Flat Bush in Auckland, and at Sylvester in Hamilton, while Shirley Boys’ High School and Avonside Girls’ High School will be rebuilt and co-located on a new site in Christchurch.

Since the shortlist was announced, the membership of one of the consortia has changed.

In the ShapEd consortium Pacific Partnerships has joined Morrison & Co as an equity provider, while CPB Contractors and Southbase Construction have replaced Hawkins Construction as the lead construction contractor.  Hawkins Construction will continue to provide advisory support to the consortium.

Jerome Sheppard, Head of the Ministry’s Education Infrastructure Service, says he was pleased with the high level of interest in the third PPP, and the change to the shortlisted consortia is a minor reshuffle.

“It’s great to have three strong consortia involved in our third PPP.” Mr Sheppard says.

“The successful tenderer will need to have high quality design, construction and facility management standards. It must also have the right experience and capability to deliver overall value for money.”

The 3 shortlisted consortia are:

Under a PPP, the design, construction, maintenance and financing is provided under a single contract with a private contractor comprised of multiple specialist service providers. The property maintenance services are provided to specified standards for 25 years, so that school leaders can focus on raising student achievement. In other schools, the school is responsible for property maintenance.

The three consortia will now proceed through an interactive tendering process and final bids will be submitted in November this year.  The schools are intended to be open in time for the 2019 school year.

“The decision came after a court challenge by the union representing support staff, the NZEI. Employees will, of course, be paid in full exactly what they are entitled to, based on the actual time they have worked. The changes are solely to the way they are paid. Unfortunately this will mean that around 3,000 support staff will not receive any pay for a fortnight in February.  Their total pay for the year will be the same however.

“We have made every effort to resolve this issue with the NZEI. We would be happy to offer employees the chance to opt out of this change, but it would require union agreement.

“The gap in payments is the situation we were trying to avoid by structuring pay differently this year to plan around a quirk in the pay calendar. This year there are 27 fortnightly pay dates instead of 26, something that happens approximately every 11 years.

“Typically support staff don’t work the full year, and many choose to smooth out their income by having their pay annualised. That means their pay is stretched out over the whole year, including periods they’re not working.

“With 27 pay dates this year, we wanted to stretch out their pay over a longer period. Otherwise there would be one fortnight they went without.

“The NZEI challenged spreading the pay over 27 pays. We accept the finding of the Court that stretching pay over 27 dates instead of 26 was inconsistent with the collective agreement. The NZEI and Ministry agreed in Court that if 27 pays was wrong, then payments should have been spread over 26 pay periods, with no pay for the 27^th pay period.

“We are contacting principals this week and putting information on our website to let support staff know how they are affected by this. Changes to pay will take effect in the October 26 pay cycle for annualised support staff covered by the collective agreement.

“Another 2,700 support staff with annualised pay, who aren’t covered by the collective, will be offered the option of switching to having their pay over 26 pay dates if they wish,” says Mr Sheppard.

Impact on staff with annualised pay, who are on the collective agreement:

Pay for these staff will be adjusted as if it had been paid over 26 pay dates, instead of 27.

They will still receive the same amount of money by the end of the pay annualisation year.

• They will get paid at a slightly higher rate from 26 October for the rest of this year and up until January 17, 2017.
• However on the last pay date of the current year,  February 1, 2017, they won’t receive any pay.
• They will get some backpay on the pay day of October 26, 2016 (in some cases this payment may be paid on November 9 instead). That’s to top up earnings to what they would have received in the pay year to date had they  been paid at the 26 pay period rate. 

Impact on staff with annualised pay, who are on individual employment agreements:

These staff can choose whether they want to continue being paid as they are now, with no interruption to pay on February 1, or to switch to a 26 pay date payment cycle.

Examples of 26 and 27 pay dates

Amy earns $17.18 per hour, working 20 hours a week, for 40 weeks of the year*. This is what she would get under a 26 pay dates option, and a 27 pay dates option. 

*Plus annual leave and other holidays
** in some cases this may be paid on November 9 instead

Note: These numbers have been rounded. The first pay day of the next annualisation pay year is 15 February 2017,

Kamo Intermediate School, which is in Whangarei, will get a new classroom block, made up of 4 flexible learning spaces.

The new learning spaces will accommodate the school’s steadily increasing roll.

In 2013 the school had a roll of 500 students and by March 2016 that had increased to 670. The extra classrooms will increase its capacity to 700 students.

Kamo Intermediate School board of trustees chairperson Don Robertson says the students were very excited to hear about the new rooms.

“The students had a lot of questions about technology and layout,” he says. “Staff will have input into the layout and usability of the new spaces.” 

“There is a definite buzz and sense of pride and achievement around the school at the moment.”

Don says the new, bright, open, and comfortable learning spaces will better suit the students and teachers.

During construction 4 modular classrooms will be placed on site to accommodate the growing roll.

The investment in Kamo Intermediate School is part of a $50 million investment to upgrade schools and add capacity in Northland, on top of the money normally provided to schools to maintain their property.

Work on Kamo Intermediate School’s new learning spaces is expected to be completed by June 2017.

An Organisation for Economic Co-operation and Development (OECD) study shows that education remains a priority for New Zealanders long after they’ve left school. 

The report, Education at a Glance 2016, shows New Zealand has one of the highest rates of adult learning in the OECD.

Some 68% of adults aged 25 to 64 participated in either formal or non-formal education. Participation in non-formal education is particularly high with 64% of adults taking part, compared with the OECD average of 46%. The high participation rates extend to vocational programmes and part-time study.

More adults are also receiving higher qualifications, with the proportion of adults aged 25 to 64 with a level 4 or higher qualification in the OECD’s top six. Our completion rates for tertiary study are also comparatively high.

Government spend on tertiary education is over $4 billion per year. This report shows the tertiary system is helping a higher proportion of young people to achieve qualifications at higher levels and gain the skills they need to succeed in the job market.

New Zealand’s international education market remains strong with one of the highest proportions of international students in the OECD, and international tertiary enrolments up 14% last year.

Other areas of education are also performing strongly. The report shows no other OECD country spends a higher percentage of its public funding on education as New Zealand.

Public expenditure in early childhood education (ECE) is in the top third and the teacher-child ratios in ECE are amongst the lowest in the OECD.

Participation of children aged three years and under ECE is in the top third of OECD countries. Research shows that participation in quality ECE not only equips kids to do better educationally but is also linked to better health, social and employment outcomes.

Here you can find Education at a Glance 2016.

Go to the New Zealand results for Education at a Glance 2016 on the Education Counts website.

These initiatives are part of the ECE Participation Programme which began in 2010.

To ensure the Ministry meets the Government Rules of Sourcing, any new contracts will be awarded through an open, fair, transparent and competitive procurement process. This will be conducted through the Government Electronic Tenders Service (GETS).

This creates an opportunity for any interested parties who want to support families/whanau in Ministry identified priority communities to engage in early learning to put forward a proposal for a contract. 

• Engaging Priority Families providers work alongside families and whānau to: support their child’s regular attendance in a quality early learning service that is responsive to their needs; strengthen their involvement with their child’s learning at home and support their child’s transition to school/kura.
• The Supported Playgroups initiative provides an ECE option for communities with large numbers of children who don’t participate because parents want to stay with their children or where there are significant barriers to setting up and sustaining a licensed service. A supported playgroup is a certificated playgroup, with regular support from a Kaimanaaki or Playgroup Educator to ensure the provision of quality ECE and encourage involvement by families.

The Request for Proposal (RFP) and tender documents can be found on the GETS website.

A sod-turning ceremony last week marked the start of construction, which is an exciting milestone for the project.

Around $75 million has been earmarked for the redevelopment of Western Springs, with a further $4m set aside to upgrade the Auckland Performing Arts Centre (TAPAC), which is located on the school grounds.

Construction has started on a temporary school that will be used for some lessons during the redevelopment. The temporary spaces are expected to be completed in Term 1, 2017.

The school has faced considerable issues due to the geotechnical challenges of the site it was built on, which is a former quarry and landfill.

That combined with ageing buildings and weathertightness issues has made this one of the most complex school redevelopments ever undertaken in New Zealand.

Almost 80 percent of the existing learning spaces at Western Springs College will be replaced entirely and the remaining teaching spaces will be upgraded.

The redevelopment will deliver modern learning facilities for staff and students. Two brand new building blocks will be constructed, comprising 73 new teaching spaces. This includes 12 for the Māori immersion Rumaki, Nga Puna o Waiorea.
A new gymnasium and a Whare Tapere will also be built as part of the project and the existing hall and administration block upgraded.

Roll capacity at the school will increase from more than 1300 students to around 1700 students.

The $4m invested in TAPAC will address weathertightness issues and ensure the facility can continue to support arts and culture at the school and within the community.

The full redevelopment is expected to be completed in late 2018, ready for the start of the 2019 school year.

The Ministry of Education has provided $4.2 million for a new, 2-storey classroom block at Papatoetoe Central School, one of the country’s oldest schools.

The new block will have eight learning spaces and will replace 6 older classrooms. It will also provide 2 additional classrooms, to accommodate expected growth in the school roll.

Associate principal Ross McGowan says feedback from teachers and students about rebuilding with flexible learning spaces has been positive.

He says students can see the advantages of having a space which supports them to collaborate more with others, or work independently.

It also gives them the opportunity to work with different teachers and to see teachers collaborating as well.

The new learning spaces at Papatoetoe Central School will have high standards of lighting, heating, ventilation and acoustics, which will contribute to a great learning environment for students.

Ross says teachers at Papatoetoe Central School are looking forward to taking advantage of the new learning spaces to try out new approaches in their teaching practice.

Papatoetoe is a growing community and by next year the school roll is expected to reach 750 students. This development will ensure the school has the space to support an expanding local community.

Construction at Papatoetoe Central School is expected to be complete by June 2017.