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Co-located Colleges'
master plan


A co-located campus will be built at McLauchlan Street for Marlborough Boys' and Girls' Colleges.

Plans are well underway for Marlborough Boys’ and Girls’ Colleges to co-locate to a shared campus on the McLauchlan Street property that is currently occupied by the Girls’ College and Bohally Intermediate School.

Fulton Stream meanders through the middle of the property and will be a focal point for the campus, with the schools to be built on either side of it.

Multiple layouts were considered for the site, with the most practical and effective layout being for the schools to be centralised on the property with sports grounds on either side.

Key features

The central configuration:

  • provides equity of access to fields and facilities;

  • allows multiple access points from both SH6 & McLauchlan St;

  • staging is beneficial for managing disruption;

  • provides separate entrance to community facilities located along the western edge

  • centres the campus around the central heart, aligning with aspirations set out in the cultural narrative.

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Master plan

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Click image for enlarged view.

Construction of an artificial turf on the Colleges’ campus will begin in 2023.


Following completion of the turf, sections of the campus will be built in a staged programme of works that is expected to take approximately six years to complete.

The Colleges will move into the new buildings as they become available over this time.


The central Noninga Kumu space is a contemporary Māori heart to the Colleges that is welcoming to all. The Colleges will be arranged into Akomanga ako/Learning Hubs that are designed to provide improved pastoral care, identity and connection for students alongside their learning.

An Ako Kaiaka/Specialised Learning block will serve both schools in the centre of the campus, overlooking a communal courtyard. This will house Technology, Science, Visual Arts and a shared Pātaka Kōrero/Library.

The colleges will benefit from greater accessibility to sports and recreation facilities, including four sports fields, seven hard courts, an artificial hockey turf and a gymnasium with three courts that can be opened to create one larger space while also creating an efficiently shaped structure.

Space has been set aside for a future community-funded gymnasium and sports facility.

Externally-funded and future facilities
Other externally-funded and future growth facilities have also been incorporated into the design, including utilising the existing Bohally hall, and relocation of the MBC Pavilion adjacent to the southernmost playing fields.

The main focus of the colleges’ landscape masterplan is to create a strong ecological corridor throughout the site, integrating student outdoor learning opportunities through spatial arrangements that consider planting, stormwater
treatment and habitat creation.

The design provides places along the streambank for interaction and nohoanga (places to sit). Locally-sourced streamside planting will provide a strong cultural focus through mahinga kai and harakeke, referencing the historic flax mill that used to be based at the site.


A number of areas that have potential to create noise through activities have been situated to mitigate impact on neighbours.


These include:

  • Halls and performing arts

  • Central courtyards

  • Outdoor mechanical plant


Traffic management

The co-located campus will likely see an increase in school-related traffic volume. Te Tumu is working with Marlborough Roads to address this.

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Cultural narrative and
influence on the built environment

Ngāti Kuia, Ngāti Rārua, Ngāti Toa Rangatira and Rangitāne o Wairau identified significant local sites within the Wairau cultural landscape, taonga tuku iho – narratives, important cultural concepts, and aspirations for how the project uara can be realised within the physical environment.

The overlaying of significant sites support the ability for the schools and iwi to host manuhiri/visitors and enable the tikanga and kawa of local iwi to be celebrated within the process of mihi whakatau and formal pōwhiri ceremonies, along with broader learning activities while also telling the narratives of the surrounding landscape.

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