[1] Traditional country of the Giabal and Jarowair people, European settlement of the Toowoomba area commenced in 1840 when squatters occupied pastoral runs on the Darling Downs.

At the junction of two routes to Gorman's and Hodgson's gaps through the Main Range, the small settlement of Drayton evolved from 1842 as a stopping place for pastoralists and travellers.

The Main Line railway arrived in 1867 (connecting to Brisbane in 1876), and Toowoomba's economy diversified to include numerous small-scale manufacturing outlets, while the majority of administrative, service and other government and education functions for the surrounding region were centred on the town.

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.

Aesthetically designed gardens were encouraged by regional inspectors, and educators believed gardening and Arbor Days instilled in young minds the value of hard work and activity, improved classroom discipline, developed aesthetic tastes, and inspired people to stay on the land.

[32][33][34][35][36][37][38][39] The construction of substantial brick school buildings 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.

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.

[41][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.

Attractive views are visible to and from the school and it is conspicuous in the area due to its handsome architecture, open playing fields, and impressive mature trees.

[1] Block A is a symmetrical two-storey building set high on an open undercroft level and has a hipped and gabled roof clad with tiles.

At the roof's central peak is a prominent metal ventilation fleche with round cupola, visible from the surrounding residential neighbourhood.

The building character expresses a composed simplicity through the use of attractive, simple, and low maintenance materials with minimal decorative features, including extensive use of glazed dark face bricks internally and externally contrasting with smooth-rendered concrete dressings and plain, regular fenestration.

The undercroft retains original perimeter seats, metal grilles to openings, and rounded corners to the brick pillars.

[1] The first floor configuration comprises a short entrance hall with teachers rooms either side, leading to the corridor and classrooms behind.

[1] At the stair landing between first and second floors of the centre stairwell, a set of timber-framed, glazed French doors lead out onto a narrow balcony that overlooks a parade ground immediately to the rear of the building.

Capable of only accommodating one or two people, the balcony is the centre and focus of the southern facade composition, emphasised by a small projecting bay with a triangular pediment at the roofline bearing "1936" in raised, rendered numerals, and including a moulded rendered architrave that stretches up to the second-floor window above, topped by a stylised "keystone".

This is a simple and plain area that provides an unfussy setting to and allows uninterrupted views of Block A, as well as an open and flexible playing and assembly space for the school.

[1] An early metal school bell stands on a tall post in the rear parade ground close to the southern wall of Block A.

[1] Views to Block A occur from the surrounding residential neighbourhood and Toowoomba East State School is an attractive and prominent element in the built landscape.

The place retains an excellent, representative example of a government-designed school building that was an architectural response to prevailing government educational philosophies.

These include: a large brick school building set in landscaped grounds with mature shade trees, assembly, play, and sports areas.

[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 projecting central entrance bay, and high-quality design to provide superior educational environments that focus on abundant natural light and ventilation.

Through its conspicuous position at the front of the school, substantial size and height, 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.