In January 1876, a public meeting was held at St John's Wood, the home of George Rogers Harding, with the intention of establishing a local school.

Standard designs were continually refined in response to changing needs and educational philosophy and Queensland school buildings were particularly innovative in climate control, lighting, and ventilation.

The Waterworks Road tramline was extended to Oleander Drive in 1924; concurrent with the subdivision and sale of the Glenlyon Gardens Estate by developer TM Burke.

Most were designed in a classical idiom to project the sense of stability and optimism which the government sought to convey through the architecture of its public buildings.

The plan arrangement was similar to that of timber buildings, being only one classroom deep, accessed by a long straight verandah or corridor.

Due to their long plan forms of multiple wings, they could be built in stages if necessary; resulting in some complete designs never being realised.

Classrooms were commonly divided by folding timber partitions and the undercroft was used as covered play space, storage, ablutions and other functions.

[47][48][1] Despite their similarities, each Depression-era brick school building was individually designed by a DPW architect, which resulted in a wide range of styles and ornamental features within the overall set.

[49][50][51][1] The new Ashgrove State School building (Block A) was opened by the Minister for Health and Home Affairs, Ned Hanlon on 19 March 1938.

Phase one of the brick school, costing £6,884, included four classrooms 19 by 21 feet (5.8 by 6.4 m) and a cloak room on each floor to accommodate 360 pupils, with the undercroft housing an office for the head teacher, large play area, drinking troughs and seats.

[55][56][57][1] In March 1937, the Department of Education began negotiations with Brisbane City Council (BCC) to acquire part of the 3.4-chain (220 ft; 68 m) wide gully on the eastern boundary of the school (Portion 715 - originally part of Woonga Drive), and a 1-chain (66 ft; 20 m) wide strip of the quarry on the western side to expand the playground.

Woonga Drive was formed adjacent to the school by filling in the gully; including the retention of some trees along the new eastern boundary.

Fill was procured from the quarry, financed by the Department of Education, with relief workers undertaking the labour, funded by the DPW.

This was delayed by the outbreak of World War II (WWII) two months later; the only construction at that time being the digging of slit trenches in the playground in January 1942.

[75][76][77][78][1] By February 1950, Ashgrove State School was in need of temporary classrooms following the initiation of the first prep classes, which generated an extra 90 enrolments.

The buildings, erected on concrete piers placed at 8-foot (2.4 m) centres were generally highset, providing play space underneath, and included semi-enclosed stairs between the classrooms and ground level.

Other important elements of the school include a memorial flagpole (1951) to the southeast of Block A, a playing field at the eastern end of the site and mature shade trees.

Bricks on the northern elevation of the eastern wing are keyed in line with exterior and verandah walls (in anticipation of extension).

[1] A clear-finished "Honour Board" timber cabinet stands in the corridor of Block A, recording the names of Ashgrove State School scholarship winners from 1939 to 1947.

[2][3][4][5][6][7][1] Block B is a long, highset, timber-framed building with a corrugated metal-clad, gable roof that continues over the north-facing verandah.

The eastern and western ends have later enclosures that extend classroom space (west) and form a store room (east).

[1] A flag pole (1951) is to the south of Block A has a concrete and metal base with a plaque engraved with the words "IN COMMEMORATION OF JUBILEE YEAR 1951".

The place retains excellent, representative examples of standard government-designs that were an architectural responses to prevailing government educational philosophies, set in landscaped grounds, assembly, play and sports areas.

The 1959 extension reflects a later educational philosophy and architectural style demonstrated in larger classroom size and increased natural light and ventilation.

These include: teaching buildings constructed to standard designs by the Queensland Government Department of Public Works (DPW); and generous landscaped grounds, shade trees, assembly and play areas and sporting facilities.

[1] The Depression-era brick school building is an excellent, substantial, and intact example of its type, demonstrating the principal characteristics, which include: a handsome edifice standing at the front of the school; symmetrical two-storey form of classrooms and teachers rooms above an undercroft of open play spaces; a linear layout of the main floors with rooms accessed by corridors; loadbearing masonry construction; prominent central entrance bay, and high-quality design to provide superior educational environments that focus on abundant natural light and ventilation.

It is important in demonstrating the principal characteristics through: the expression of its modular prefabricated construction in the external cladding; its timber-framed, lightweight construction; one-storey, highset, gable-roofed form with open play space underneath; open verandah for circulation; classrooms (24'x24'), flat internal wall linings; and large banks of lowset timber-framed windows in opposing external classroom walls with their distinctive fall-prevention bar and window stays.

[1] Influenced by the Boulton & Paul type, the DPW-designed extension (1956) is a good, intact example of its standard type, demonstrating the principal characteristics including its: timber-framed, lightweight construction; one-storey, highset, gable-roofed form with open play space underneath; full-height timber verandah posts running from ground level to the eaves; open verandah for circulation; classrooms (24'x24'), flat internal wall linings; and large banks of timber-framed awning and double-hung windows in opposing external classroom walls.

Through its conspicuous position at the front of the school, substantial size and height, materials, symmetry, elegant composition, restrained use of decoration, and fine craftsmanship, the Depression-era brick school building has aesthetic significance due to its expressive attributes, by which the Department of Public Works sought to convey the concepts of progress and permanence.

They typically retain significant and enduring connections with former pupils, parents, and teachers; provide a venue for social interaction and volunteer work; and are a source of pride, symbolising local progress and aspirations.