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Speaker 1: We should get a clear idea today of what we

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Speaker 1: can afford to build on our school properties. Back in February,

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Speaker 1: you may remember the government launched a review of school

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Speaker 1: property systems after a bunch of classrooms and buildings started

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Speaker 1: getting paused. New Zealand Principles Federation Leanne ausonaires with us now, Heyley.

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Speaker 2: Anne, Oh, good morning, Heather yea, and I.

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Speaker 1: Imagine that what we're going to find out today is

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Speaker 1: we've been wasting money, and far too much money on

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Speaker 1: all of the stuff like the design and all that

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Speaker 1: stuff before we even get to building the classrooms. Is

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Speaker 1: that what you think?

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Speaker 2: Well, first of all, I was interviewed by the review

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Speaker 2: team led by Mary mccullay earlier in the year, so

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Speaker 2: I can share what I said at that time to

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Speaker 2: support a property plan going forward. I'm hoping they took

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Speaker 2: heed of that advice because school principles and boards and

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Speaker 2: the public have been concerned about property, school property for

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Speaker 2: some time, so we welcomed the review. We're talking about

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Speaker 2: school property, infrastructure, public infrastructure. That is the responsibility of

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Speaker 2: the government. So I'm expecting that money is going to

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Speaker 2: be ring fenced for education because this is a state

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Speaker 2: set because at the end of the day, we want

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Speaker 2: all our children coming to healthy and safe environments so

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Speaker 2: that principles and textus can get on with the job

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Speaker 2: of texting and meaning. Our young people deserve to have

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Speaker 2: the best.

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Speaker 1: Do you think that the answer is to go for

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Speaker 1: something a little bit more standardized than a bespoke design

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Speaker 1: for every single school. So like, this is what a

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Speaker 1: classroom looks like, This is what a school layout looks like.

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Speaker 1: We just roll that out.

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Speaker 2: Well, look, we need a long term plan for property.

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Speaker 2: You know, we need to be proactive so that we

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Speaker 2: have quality environments. We need to have confidence in our

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Speaker 2: public schools have you know, like I said, healthy, safe,

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Speaker 2: fits for purpose infrastructure and that just means warm and

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Speaker 2: dry classrooms. We also need to make sure that those

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Speaker 2: schools that are praying to flooding or poor drainage need

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Speaker 2: specific support to ensure all is done to eliminate any

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Speaker 2: of the risks going forward. So you know, that's extremely important.

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Speaker 2: But you know, key to all of us Number one

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Speaker 2: firstly is the health and safety of our children as paramounts.

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Speaker 2: So I'm hoping that this report and everything in it

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Speaker 2: is on that basis of you know, that is the

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Speaker 2: basis of all decision making. So for example, ventilation, we

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Speaker 2: found out during COVID that many of our schools are

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Speaker 2: not up to standards, so you know, adequate ventilation in

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Speaker 2: summer and heating and winter. Another is mold. We had

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Speaker 2: an example of where the Minister visited a special school

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Speaker 2: earlier in the year in saw mold and we thank

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Speaker 2: you for giving money to fix this problem. But we've

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Speaker 2: got other schools with simmilar problems. Rural schools. We see that,

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Speaker 2: you know, reticulation in ural schools needs to be attended to,

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Speaker 2: so wastewater and fresh water is of high quality. So

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Speaker 2: it's talking about our old stock, what's already out there,

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Speaker 2: and also planning for the future because we know we've

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Speaker 2: got role growth as well that we have to deal with.

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Speaker 2: And there's plenty of examples of where we meet. We've

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Speaker 2: got kids squashed into old dental clinics, leaning in hallways.

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Speaker 1: It's not just we do in the future. Is how

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Speaker 1: we fix the stuff we've already got, LeeAnne, thanks very much.

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Speaker 1: Leanne Ortonny who's the New zeal Principals Federation President. For

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