Special factors associated with the construction of a facility may lead to additional costs and affect the budget of an otherwise standard building project.
Project consultants should conduct investigations that demonstrate that alternatives have been evaluated, and all additions to the budget must be supported by estimates and quotations. Approval must also be obtained from VSBA before incurring additional costs.
Only in circumstances where an extraordinary item arises (for which no money has been allocated) will approval of additional project funds be considered.
Typical special factors affecting the cost of a building project include:
- existing site conditions
- climatic conditions
- existing conditions impacting on building design
- access and servicing
- multi-storey or higher-than-normal buildings.
4.1 Process
The project budget may be increased at project initiation, or during its development, following a review of submissions and VSBA approval.
Each special factor needs to be quantified, and reasons and/or reports provided, to justify an increase.
During the course of the documentation, the principal consultant must supply a detailed confirmation of the cost of each special factor. Budget allocations will be modified and approved during the course of documentation, subject to VSBA review and approval.
4.2 Common special factors
Identification of all special factors is not possible. The most common are defined below.
4.2.1 Existing site and building conditions
Due to the condition of the site, additional works may be required on an otherwise standard building project. Such works may be generated by factors associated with:
- rock
- soil
- flood-prone land
- slope of site (where the fall across the site is 1:20 or steeper)
- filled sites
- fill provision
- swampy ground
- bulk excavation
- site contamination, and
- current condition of soil/land for building a septic system due to the lack of mains sewer.
The impact on the construction method and/or the additional works involved must be identified, and the likely cost quantified and approved by VSBA.
Additional works involving existing infrastructure may also arise from:
- the need to remove hazardous materials (see 4.2.4 Hazardous materials)
- decanting requirements
- poor structural or maintenance condition of existing buildings and facilities
- excessive noise, vibration and fumes (for example, from aeroplanes, trains, heavy traffic and industrial processes).
Consequent additional works must be identified and the costs estimated, and submitted for approval to VSBA.
4.2.2 Climatic conditions
Special provision may be required for climatic factors. For example, snow entrances may be warranted in alpine regions. Proximity to the sea (generally within 1 km) or location in industrial areas may require special coatings, such as hot-dip galvanising.
Note that high rainfall is not a climatic condition requiring design modification: it is normally covered in VSBA’s locality allowance.
4.2.3 Maintenance access and servicing
Adverse site characteristics may mean:
- excessive service runs as a result of current service locations
- the upgrade of existing external works and services as a result of additional ‘loads’ imposed
- buildings required to house engineering services (for example, pump houses, substations and gas meter enclosures)
- bringing service supplies to the site boundary
- meeting service and local government authority requirements (for example, regarding headworks and outfall charges)
- temporary access only.
Consequent additional works must be identified, and their likely cost quantified and approved by VSBA.
4.2.4 Hazardous materials
Hazardous materials include chemicals, cleaning agents, fuels, oils, asbestos, synthetic mineral fibres (SMFs) and polychlorinated biphenyls (PCBs).
All schools have had asbestos and PCBs audits. If these substances were present, schools received reports detailing their location. (Note that all PCBs have now been removed from school buildings.) Generally, the audits also identify the presence of other hazardous materials.
Architects must ensure that tender documentation identifies the removal of all known hazardous materials where upgrades are planned.
4.2.5 Multi-storey or vertical schools and early learning facilities
Limitations imposed by site topography, urban land availability limited to small parcels, or existing buildings may necessitate new facilities that are multi-storey.
Because of requirements such as higher roofs and extra footings, a budget increase for proposed buildings or parts of buildings may be considered. The impact of the additional works must be identified, and the likely cost quantified and approved by VSBA.
As a general rule, the acceptable cost increase due to two-storey structures is an additional 15% (that is 115%) of the rate for a new build $/m². This covers all structural factors in two-storey construction, including increased footing, pad, column sizes, load-bearing walls, suspended slab additional thickness, and band beams. This also allows for an internal staircase within the internal circulation area planned. However, a lift and its necessary supporting structure is specifically excluded. Consideration of whole of life maintenance – costs, logistics and safety – is important in all schools, but particularly true to vertical schools. Designs, incorporating high internal glass panes in atria or atypical facades, for instance, must have resolved and realistic whole of life maintenance plans that can be safely executed by maintenance contractors.
Vertical schools and early learning facilities must be designed and engineered to accommodate anticipated expansion in accordance with master plans. See 5.1.4 External equipment for a summary of irrigation system requirements in multi-storey early learning facilities and schools.
Vertical schools must not be mass timber or substantial laminated timber construction.
Every planned vertical school (four or more levels) must complete a vertical transportation report to ensure safe and efficient student, staff, visitor and goods movement is achieved. This report forms part of the broader circulation strategy that informs overall design and meets the criteria set out in 3.5.3 Learning spaces. This is to ensure that at least one planned lift core with at least one passenger and one goods lift, both fit for purpose/appropriate to a school's scale and function, are provided. Suitably scaled access pathways to and from the lift must also be provided for delivery and maintenance, including periphery gate/s.
Disability access must also be provided in accordance with the Building Code of Australia and the Disability (Access to Premises – Buildings) Standards 2010. For example, this may necessitate the substitution of ramps for stairs where practicable. Other factors such as external ramps should also be included.
Early learning facilities in multi-storey buildings must include the following:
- capture gates to restrict children's access to lifts and stairs and surrounding circulation spaces must be DDA-compliant
- pin code and fob key operable lifts
- handrails are required to meet regulatory requirements, including a low handrail at a height suitable for use by 3 year old children
- upgraded exits, sprinkler and smoke detection systems, as per NCC requirements for early learning facilities, and
- provide separate secure line/access for school and early learning facilities, where relevant.
Furthermore, the NQS stipulates that outdoor spaces must allow children to explore and experience the natural environment. While artificial grass and features are suitable for smaller areas only, there must be appropriate access for children to interact with the natural environment and natural vegetation. If an early learning facility is located above ground floor, there must be sufficient outdoor space and access to natural environment on the same floor as education and play spaces.
Consultants must comply with safety, design and approval requirements for children in multi-storey buildings, as set out in the NQF and NQS that are current at time of masterplanning the early learning facility.
All spaces designated for babies should be on the ground floor. If located above the ground floor, direct exit to the ground floor with an adequate ramp must be provided.
In new guidance from the Australian Children's Education and Care Quality Authority (2021), the secretariat for the NQF provides clarity on their expectations in relation to early learning facilities in multi storey buildings to ensure developers, designers and builders understand the increasing stringent service approval process applied to services in multi-level buildings.
4.2.6 Specialist and special developmental schools
Additional factors may apply to specialist and special developmental schools. Air-conditioning is an entitlement in specialist and special developmental schools, and rates will need to be adjusted accordingly. Other special factors will be assessed on a case-by-case basis, but may include:
- the necessity of smoke/fire detection systems to deactivate magnetic locks
- any glazing below 1m to exceed the Australian Standard and achieve greater impact resistance
- automatic opening front door and security issues
- fencing types and security issues
- onsite bus access, short term parking and covered drop-off and pick up facilities must be provided (see 3.3.14 Provision of bus parking).
4.2.7 Supported inclusion schools
A Supported Inclusion School (SIS) is an enhanced mainstream primary or secondary school with a physical design and an integrated specialist provision that provides some additional supports to a proportion of students with disability.
While DE designs all new schools to enhance inclusion and participation for all students irrespective of need, these schools have additional specialist facilities and targeted support that allows them to enrol a higher proportion of students with a disability than a typical mainstream school and allow them to be integrated and supported throughout the facility.
SISs contain the following additional or larger spaces:
- a fitness/multipurpose space, dedicated to students with disability for exercise and other therapeutic activities
- an entrance and bus shelter, to accommodate the Students with Disabilities Transport Program
- a larger first aid space, as per what is provided in an SDS.
Additional facilities may include:
- acoustic resources, for example, acoustic wall or ceiling treatments or assistive hearing technology to meet the needs of students who are deaf or hard of hearing
- wider corridors for a greater number of wheelchairs to pass
- a larger allocation of accessible toilets
- change room/s with (with steel reinforcement to accommodate hoist installation, where required)
- storage for specialist equipment such as mobile hoists
- smaller multipurpose spaces suitable for consultations, 1:1, or small group learning
- automatic gates
- covered walkways, and
- laundry facilities.
For more information please refer to the School Facility Area Schedules and Design Explanatory Brief And Design Guideline (Section 4.12 for Primary SIS and Section 5.14 for Secondary SIS) which can be found by current consultants on the IPM platform.
Sensory rooms
A sensory room, within a Victorian government school setting, is a controlled and intentionally created space that provides multi-sensory resources to support a student’s sensory needs to enable them to engage in learning.
Where they are installed, sensory rooms must be designed, implemented and evaluated in consultation with an occupational therapist who has relevant design experience in sensory room design and student program development. Sensory room design must incorporate universal design principles and be based on the needs of the students who will or are likely to use the room, and the school’s local context. Student needs may vary over time, so a sensory room must be a flexible and adaptable space that can enable modifications when necessary.
A sensory room should:
- be physically accessible for its users
- be positioned in a quiet, but not isolated, part of a school
- be adequately sized for its intended various use/s i.e. accommodate different group configurations and adequate in-room supervision, where
- have egress door/s that can remain open while the room is in use, where this causes little or no inconvenience
- provide natural light through glass, skylights or windows
- clear lines of sight into the space
- provide a secure storage space/s for equipment not in use
- not be decorated with pattern or colour for aesthetic purposes
- meet child safety standards at project completion.
More guidance on the design and operations of sensory rooms can be found in the Sensory Rooms and Equipment Policy.
4.2.8 Furniture and equipment
For new schools and refurbishment projects, project consultants must specify as part of the building design a full list of furniture, equipment, and joinery as per section 5.3.12 Joinery and fixtures schedules for existing schools may include existing furniture. Schools upgrading their furniture as part of a refurbishment are encouraged to donate unwanted furniture and equipment in accordance with the Department of Education’s Donating Furniture and Equipment Policy. Specified furniture should comply with Local Jobs First as determined by project value and the following requirements:
- be flexible, i.e. height adjustable
- a mix of sit-stand and traditional desks be provided for staff
- small round tables should generally be avoided in larger spaces as they do not constitute an efficient use of space,
- generally, in learning spaces, be conducive to collaborative learning
- specifications must include manufacturer, product and warranty detail (not simply be for generic equipment), however,
- where products are specified, equivalent products may be accepted, subject to review by the VSBA.
In flexible spaces, proposed joinery should generally be installed in central positions in a room and have the ability to be safely moved around on casters.
All specified furniture, fittings and joinery must comply with the Engineered wood products section (in 5.3.12 Joinery and fixtures).
4.2.9 Infrastructure works and services
Costings for all works and services, such as power supply, sewerage systems, or a septic system if there is no mains sewer available, stormwater retention, and water and fire services, must be included in the project budget.
4.2.10 Records storage
Schools and DE-operated early learning facilities must create, safeguard and store administrative and student records. Where a school or DE-operated early learning facility does not plan to digitise the majority of its records, permanent hardcopy records must be stored on its premises.
Temporary records must be stored on site or with an Approved Public Record Storage Supplier (APROSS). On site hardcopy records storage must comply with PROS 20/02 Storage Standard and the Records Management policy.
Records should not be stored in:
- sheds
- shipping containers
- attics
- basements, or
- any space where there is a risk of damage by weather, water leakage, or pests.
The records storage space must not have external windows.
4.3 Items not generally considered ‘special factors’
The following items are not generally considered special factors and are accommodated by other components of the project budget.
4.3.1 Location allowance
In general, projects constructed in some areas outside the metropolitan area bring with them increased costs. Allowances for these additional costs are made within the project budget estimate.
4.3.2 Price escalation and fluctuation during documentation and construction
Allowances for price escalation and fluctuation during documentation and construction are made when determining the budget for a project.
4.3.3 Above-standard facilities
When projects are documented over and above VSBA’s current facilities standards, all additional costs are to be borne by the school. No additional funds will be provided.
4.4 Increased school construction rates
Special factors should only be considered for site-specific conditions, as set out in the previous clauses.
Additional ecologically sustainable design (ESD) initiatives will only be considered on an individual project basis, and are subject to approval.
School construction rates have been revised to include, but are not limited to:
- allowance for all NCC Section J requirements and 2022 updates
- physical-barrier termite treatment in all projects
- rainwater storage and rainwater toilet-flushing systems
- daylight-sensing controls for classroom lighting
- external access (one door per general-purpose classroom equivalent)
- low-E glass to north and west facades
- roof insulation at R3.5, wall insulation at R2.5
- fittings and special equipment
- cabling, communications and power
- 80% of travel at an internal rate, and 20% at an external rate
- locker areas and site stores as part internal, part external rate
- gymnasium storage for assembly furniture, such as loose seating
- acoustics for all configurations of adaptable learning spaces to comply with 5.5 Acoustic engineering
- thumb instead of key locks for easy use during emergency lockdown procedures
- carpark palisade fencing, and
- 2,100mm fencing where security risks identified
- shading for composite decking
- water-filling stations at troughs and fountains, and
- pre-finished eaves.
Updated