They purchased land at Nundah, then called German Station, which was surveyed into blocks by the Queensland Government in 1848, and a small rural community developed.

Schools became a community focus, a symbol of progress, and a source of pride, with enduring connections formed with past pupils, parents, and teachers.

From the 1860s until the 1960s, Queensland school buildings were predominantly timber-framed, an easy and cost-effective approach that also enabled the government to provide facilities in remote areas.

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 early and continuing commitment to play-based education, particularly in primary school, resulted in the provision of outdoor play space and sporting facilities, such as ovals and tennis courts.

Achieving an ideal or even adequate level of natural light in classrooms, without glare, was of critical importance to educators and consequently it became central to the design and layout of all school buildings.

[1] The construction of substantial brick school buildings[63] in prosperous or growing suburban areas and regional centres during the 1930s provided tangible proof of the government's commitment to remedy the unemployment situation.

[65][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 being utilised within the overall set.

These styles, which were derived from contemporary tastes and fashions, included: Arts and Crafts, typified by half-timbered gable-ends; Spanish Mission, with round-arched openings and decorative parapets; and Neo-classical, with pilasters, columns and large triangular pediments.

Exterior windows comprised banks of eight-light casements, with fanlights, sheltered by continuous tiled hoods that had decorative timber brackets.

[1] The first and second floors contained classrooms, offices and storerooms while the undercroft comprised play areas with lavatories in the northwest (girls) and southwest (boys) corners.

The corridors were 8 feet (2.4 m) wide and had red oxide concrete floors, six-light double-hung sash windows, and panelled double-leaf classroom doors with fanlights.

Slit trenches, for protecting the students from Japanese air raids, were also dug at Queensland state schools, including Nundah, often by parents and staff.

Drawings from 1941 and 1943 detailed the proposed undercroft boys lavatories connected to the southwest corner of the range, indicating that they were to be built in advance of the eastern end and upper stories of the southern wing.

[99][1] Construction of the third stage of the brick school building was completed in time for its opening on 31 March 1951 by the Minister for Public Instruction, George Devries.

[1] The suburban timber school building has been subject to alterations associated with the 1950s additions, but remains fairly intact internally and retains its early three-classroom layout, decorative pressed-metal lined and coved ceilings, square ceiling-rose vents and metal tie rods.

A silky oak tree (Grevillea robusta) commemorating 100 years of state education in Queensland (1875-1975) was planted in the northeast corner of school grounds.

[114] Set within the rose garden on the Bage Street side of the brick school building is a memorial commemorating those who served their country during World War II, which was unveiled in November 1995.

Buildings and other elements of cultural heritage significance are located at the eastern end of the site and include:[1] Block A is a symmetrical, masonry structure of two storeys, above an undercroft level.

The stretcher bond walls comprise bricks in a range of hues (from orange to dark brown), resulting in a textured appearance, and retain areas of tuck pointing.

[1] The front projecting bay frames the main entrance and is topped by a stepped, gabled brick parapet that has rendered capping and a centred rectangular vent.

Above the flush-panelled double-leaf doors of the central classrooms are pivot fanlights, and the surrounding wall framing retains evidence where floor-level ventilation flaps may have been positioned.

Various other mature shade trees across the site include a hoop pine (Araucaria cunninghamii), paper bark (Melaleuca quinquenervia), and a 1975 commemorative silky oak (Grevillea robusta) northeast of Block A.

[1] An Honour Board (1916) is located in the modern school hall building, listing the names of former students who served in World War I (WWI).

[1] The suburban timber school building (1915–16) represents the culmination of years of experimentation with light, classroom size and elevation, by the Department of Public Works.

Later extensions (1955, 1956) represent the Department of Public Works' response to overcrowding in schools due to population growth after World War II.

[1] The large, suburban site with mature trees, sporting facilities, retaining walls and other landscaping features demonstrates the importance of play and aesthetics in the education of children.

These include: teaching buildings constructed to standard designs; and generous, landscaped sites, with mature trees, assembly and play areas, and sporting facilities.

It retains its highset timber-framed structure with play space underneath, north-facing verandah, banks of casement windows, with fanlights, and projecting teachers room.

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.