Questions & Answers from our First Event.

At our first event, "Confirming Principles and Moving Ahead," we had an engaging question and answer session. The team at Neighbour Lab captured verbatim notes, which are listed below. We have also expanded on some of the answers to provide additional information that was not available at the time of the session. Please be aware that these additions are marked with "For additional context."

Neighbour on Madison Street: Are you doing parallel engagement with staff, parents, and neighbourhoods?

Yes, all the sessions have been designed to include the school community and the neighbourhood. The goal is to have all stakeholders (students, parents, faculty, staff, neighbours and the broader community) in dialogue together throughout the process.

Is Neighbour Lab contracted by GNS? And what's the debrief?

Yes, GNS hired local non-profit Neighbour Lab, to facilitate the community engagement and dialogue throughout this process. Tonight, and after each engagement event, Neighbour Lab will capture questions and reflections, synthesize ideas, and create debriefs to inform and support the engagement process. The debrief reports will be available on the PW Renewal website and will be sent to participants. You can also share the debrief documents with more people in the community (and are encouraged to do so!).

Is Neighbour Lab aware of the history between the school and the neighbourhood?

From NeighbourLab: Yes, we are aware of the history, and we aim to support ongoing conversations and build trust.

What is the current student population of the school and expected population in 10 years? How does the school operate as a non-profit independent school and what does that actually mean? How do I get involved with the Board of Directors? (Suggestion to include some basic information about the school and vision on the website).

The student population at the Pemberton Woods Campus has been relatively consistent - around 525 - since the 1990s with fluctuating enrollment in some grades over this period, as is the case with all schools. It should be clear that GNS will never be a large school, nor do we want to become one. What is more important to us is to provide quality education to students from the local community while maintaining our commitment to small class sizes and personalised attention. We aspire to strike a balance between any update to preserving the close-knit and supportive community that defines the school.

GNS is governed by the Society Act as a “non-profit” and is one of over 79 schools in Canada that operate this way. St. Michaels University School (SMUS), Brentwood College and St. George’s are examples of other non-profit independent schools.

While Glenlyon Norfolk School (GNS) is an independent school, it is important to clarify that it is also a non-profit. The school's primary goal is not to generate profit or financial gain, but rather to provide quality education for our students. Any funds generated are reinvested into the school's operations, infrastructure, and educational programs. Our status as a non-profit ensures that our focus is about fulfilling our educational mission and providing the best possible learning environment for our students from throughout the City of Victoria.

Being a non-profit essentially means nobody “owns” the school. GNS has a Board that is elected at an Annual General Meeting by its members. Membership is restricted to alumni over the age of nineteen (19) years, to parents of students and alumni, and to Honorary members as outlined in the Society bylaws. Any person eligible for membership in the Society may become a member of the Society upon payment to the Society of the annual dues. The Board is composed of current parents, past parents, alumni.

The “non-profit” piece means whatever money comes in is reinvested in the school, not used as profits to pay stakeholders.

At present, are there any community or neighbourhood people on the Board of Directors?

All are past or current parents or alumni, and some board members may have connections to the neighbourhood or be residents. Specific details about where board members live would need to be confirmed.

For additional context: From the GNS website: “Membership is restricted to alumni over the age of nineteen (19) years, to parents of students and alumni, and to Honorary members as outlined in the Society bylaws. Any person eligible for membership in the Society may become a member of the Society upon payment to the Society of the annual dues.” For more info and to read the bios of current board members please visit mygns.ca/explore-gns/school-governance.

Are you aware of the history of the school? How do you envision the outcome being different?

From NeighbourLab: You, as participants in this process, create the outcome. If you engage in the process, by either attending sessions in person or providing thoughts and feedback online or directly to GNS staff. We recognize the history and aim to create a different outcome by creating a design process that is iterative, with each engagement event building on the previous ones. Input from the community is ongoing, built in at every stage of the process, and is highly valued.

For additional context: It is important to note that this campus renewal process is a new initiative, and we are committed to approaching it differently than in the past. We have learned from previous processes and are starting from scratch, with a fresh perspective and an emphasis on inclusivity and community engagement. Our goal is to foster open dialogue, actively listen to community input, and ensure that the design process reflects the collective vision and needs of all stakeholders. We invite you to join us and be part of shaping this new approach.

How can we be certain our concerns and feedback are going to be taken seriously and be reflected in the final outcome? Can we create a code of conduct and implement a binding document for accountability?

Our goal is to build trust between all stakeholders in this process so the outcome is something that everyone can get behind.

For additional context: With respect to the "Code of Conduct", this isn’t something we necessarily see as being instructive for the community engagement process. Rather, it could be a document that outlines how we plan to respectfully engage with each other going forward. We agree that the concept of a "Code of Conduct" has some merit and it will be discussed further by senior school administration in the fall.

What about people who can't attend the sessions, especially since this is being held over the summer months when many people are out of town?

Sign up using your email on the website to receive updates about this process. All resources, including session materials, Q&A’s, feedback, and themes will be posted online after each session. Any questions and comments can be shared through appropriate channels all listed online including email, phone, form submissions and in person events.

For additional context: We appreciate your concern regarding the timeline and timing of the meetings. We want to assure you that the campus renewal process is a long-term initiative that will span over a number of years. The intention behind starting the process now is to involve the community from the very beginning and gather valuable input to shape the future of our campus. We understand that the summer season may not be ideal for everyone's availability. Rest assured, we will make efforts to provide comprehensive information and updates online, ensuring that everyone has the opportunity to stay informed and contribute to the process, regardless of their availability. Our goal is to create a transparent and inclusive planning process that incorporates the diverse perspectives and needs of the community.

What are the expansion plans, and how will this affect me as a neighbour on Maddison Street?

GNS currently does not have any specific plans - these are the types of decisions this process is aiming to inform.

Why privatize the school system? What do you offer that public education does not?

(Current Vice Principal response): As a long-term employee of the school, and as a parent, [I] have wrestled with that question. We don't live in this community, so what does it offer? International Baccalaureate education provides a learning style and approach that we all hope for in our lives. It teaches us to think critically and creatively about complex problems. One of the goals is that we strive to see the best possible outcome and success for each individual student.

In 2002, there was extensive neighbourhood engagement, but the actual design differed from what was discussed. There is a pattern that has sewn mistrust between the school and neighbours. How will you address this?

For additional context: It is important to note that this campus renewal process is a new initiative, and we are committed to approaching it differently than in the past. We have learned from previous processes and are starting from scratch, with a fresh perspective and an emphasis on inclusivity and community engagement. Our goal is to foster open dialogue, actively listen to community input, and ensure that the design process reflects the collective vision and needs of all stakeholders. We invite you to join us and be part of shaping this new approach.

When you say you want to “modernize” the campus, what does this mean? What is the plan, and what projects would you like to see?

A few main areas that call for improvements are on our minds: for example, building up the mental health team and creating wellness spaces, connecting students with nature by providing outdoor learning and athletic spaces, and incorporating and growing with rapidly changing technology. Some other areas of interest include improving classroom space and science programs.

For additional context: Modernizing the campus is a long-term endeavor that acknowledges the service life of buildings and aims to meet the needs of future generations of students, teachers, and neighbourhood residents. It involves updating facilities and resources to provide a vibrant learning environment that benefits both the school and the community. Our focus includes enhancing mental health support, creating outdoor learning spaces, integrating technology, improving classroom spaces, expanding science programs, and fostering a sense of arts and culture. Your input and engagement in the process are essential as we work towards a shared vision of a thriving and inclusive campus within the neighbourhood and city as a whole.

If you expand, what areas are you looking at? Does the school have a vision of expanding? How many houses do you own and are you going to use those properties?

GNS owns nine (9) homes around the perimeter of the school, and they will be part of discussion throughout this process, however, we don’t currently have plans for expanding into those properties. Helping to develop a vision for that is part of what this process is about.

For additional context: As part of our comprehensive renewal process, GNS will be including the adjacent school owned properties into the campus engagement sessions. While we don't have a plan in place for these homes, we recognize the importance of housing within the long-term vision of the City. We are committed to engaging with the community to explore the possibilities and ensure that any long term plan aligns with the overall goals of the renewal process and the needs of the neighbourhood.

When did you develop this engagement procedure? A neighbour has been to meetings, and no master plan was discussed, and now all of a sudden this process is announced to happen over the summer months. How will neighbours and others engage?

We do not have a master plan. This process is intended to inform and help us develop a plan.

This past March, GNS hired Shannon [Drew] to help move this process forward and bridge the gap between the school and neighbours. Shannon's role is dedicated to that purpose. Prior to that, staff were trying to move this forward off the side of their desk and didn’t have capacity to pursue it properly. Now, we have the team members in place to move forward.

When we heard about this process, we felt we had already been left out. This process was sprung upon us and is happening over the summer. If you miss people in the engagement during the summer, how will this impact the outcomes? If people miss a meeting, how are you going to properly build on feedback for the next session?

We recognize that there is never a perfect time that will ensure involvement by everyone. We are ensuring that people can still participate even if you are not present at the engagement sessions. (see Question 2)

What is the scope of this design? Are any of the existing buildings needing to be demolished or replaced? Are there new buildings planned? How will we engage if we don't know the impacts or scope of changes that are on the table?

We don’t have any decisions made yet regarding specific buildings being replaced or renovated. We are looking at developing a plan that takes into consideration our needs 20 years down the road, and thinking about the school and neighbourhood in its entirety, as an integrated community.

For additional context: As part of the Pemberton Woods Campus Renewal, the school is undertaking a comprehensive evaluation of all buildings on campus, including the Main building and Denford Hall. While the Main building and Denford Hall are planned to be preserved, the renewal process aims to modernise the entire campus over the long term. As with all Cities and neighbourhoods, growth will occur, but at PW this will be scaled to fit the character of both the school and neighbourhood. This assessment allows for a holistic approach to ensure that all buildings meet the evolving needs of the school and community, creating an improved and cohesive campus environment.

Has there been any seismic audits?

Audits are currently underway or being finalized shortly and we hope to share those with you prior to our next meeting.

For additional context: Seismic assessments have been done and this information will inform the decision making process regarding building replacements and renovations.

Is this about area expansion or expanding educational idealistic goals?

It’s about getting clear, as a community, about what’s important to us - both as a school and as neighbours (while recognizing these are not mutually exclusive - school faculty, staff, students and alumni live in the area as well). Looking at long term needs and assets, we want to determine what we are and what we are not, and build a collective vision for the community as a whole.

One of the issues is that if you were a public school, you would be an anchor on the land. The school has continued to buy residential properties over the years and is encroaching on the neighbourhood. Neighbours don't want the school to be growing within the residential area. Will the school never buy another property in the neighbourhood?

(From Randwick Consulting) When public schools need improvements, they go about it however they want with money from the province, without consulting the community. As an independent school, we are aiming to develop relationships with neighbours and be an active, contributing member of the community. Through this process, we will aim to establish a design and campus boundary (from a zoning perspective) to submit to the City for approval.

In the early 2000s, the Gonzales Neighbourhood Community Plan never went to council or received zoning approval.

Have you consolidated all properties of private homes you own? If you leave lot lines in place, they will encumber future designs.

The properties the school owns and lot lines are still zoned as residential sites.

Will you be posting the functional, physical, and qualitative requirements for the redesign so we know what’s coming and we can prepare for the engagement session? You need to help the community be prepared to go into those workshops to provide meaningful input.

The overall information and long term needs of the PW Campus will be shared in advance of the second meeting.

Neighbour — 23 years. Has gone through this process. You want neighbourhood buy-in? You need the ok from the neighbourhood?

This is about involving the neighbourhood in the design, not about designing without community input. It’s about co-creation and co-designing.

Essentially, GNS wants neighbourhood buy-in so you can take it to the City? You need our OK? What mechanism is in place that will ensure that what the neighbourhood is saying will actually be taken into account?

Collaboration is the key – it’s the process AND the outcome. There is no option to go ahead in isolation or silos. We need mutual agreement, for all of our benefits.

This is what the City refers to as a “Master Development Agreement.” At the moment we don’t have a set plan or legal title. It is the framework of this plan that we are planning to build up with you over time.

If we don’t have consensus on a vision and plan, there are other opportunities to address concerns, for example through council.

(And See answer to Question 6)

Re-zoning. Have any of the properties in the past been rezoned?

All properties currently sit in the residential zone and have not been rezoned, except for the modular classrooms. Right now, there is a combination of two types of residential zones that PW resides upon.

Are any updates within the legal lines that comprise those residential properties?

At this time, we don’t have plans to develop those properties. This process will help determine that.

What are the timelines? Are building assessment audits ready?

We have done the assessments and functional program work has also been done.

GNS is in a middle class neighbourhood. There is no advantage to having the school here because none of us can afford to send our kids there. Is there any advantage to having this school in the neighbourhood? What are the benefits to the community that would make the community want the school?

Part of this process involves considering how the school can be more involved in the neighbourhood and benefit the community

The engagement activity tonight will support bringing dialogue towards this goal.

The school also has students who are very keen to be involved in the community. For example, they want to help do community services, pick up trash, and have the community come to their music productions. How can we foster these connections?

For additional context: What role can the school play in this neighbourhood and in the broader community? As an integral part of the neighbourhood and the broader community, the school aims to play a meaningful and positive role. We recognize the importance of fostering strong connections and collaboration with our neighbours. Through the PW Renewal process, we aspire to explore opportunities for mutually beneficial partnerships, community initiatives, and engagement projects that enhance the well-being and vitality of everyone. Together, we can create a vibrant and inclusive community where the school serves as a hub for educational, cultural, and social activities that benefit all residents in the City.

For additional context: Approximately 25% of our current student population at PW lives within 3km of the campus.