The school buildings are set amongst landscaped grounds with mature shade trees, a decorative entrance gateway (1945), a forestry plot (established 1939) and sporting facilities.

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

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.

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.

[38] The building (known as Block C in 2015) had a Dutch-gable roof and was aligned approximately east–west; it consisted of five classrooms, 21 by 18 feet (6.4 m × 5.5 m), with 8-foot (2.4 m) wide verandahs to the north, east and west sides.

[43][42] Block C cost £2,346 and could accommodate 200 pupils;[44] it was intended as the central portion of a group of new buildings, with future extensions planned for all four corners, connected by verandah walkways.

[21][1] The construction of substantial brick school buildings[76] 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.

[77][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.

School forestry plots were seen by the government as a way of educating the next generation about the economic and environmental importance of trees, as well as providing testing grounds for new species.

[101][102][103] Responding to materials shortages and the pressures of the baby boom, the DPW imported a British prefabricated building system from manufacturers Boulton & Paul Ltd of Norwich.

Glazed screens were located at each end of the northern verandah, including along the covered walkway that connected to Block E. The walls were constructed from prefabricated units, 4 feet (1.2 m) wide, with those on the north and south sides containing large areas of windows.

[108][109][110] These types adopted many of the Boulton & Paul design features, such as a covered play space under the classrooms and the extensive areas of glazing, but became permanent structures.

[1] The Boulton & Paul buildings with DPW extensions, Block F, remains fairly intact externally apart from enclosure of the verandahs to the 1954 sections with awning windows and crimped-metal cladding to the western wall.

With its decorative entrance gate on Park Road, mature perimeter trees, and range of timber and brick buildings, the school makes an important visual contribution to the streetscape.

[1] A range of early timber joinery is retained throughout the buildings including the large banks of casement windows with fanlights in the southern walls, which demonstrate the original five-classroom room layouts.

[1] Elements not of cultural significance include modern additions and alterations such as: extensions and enclosures; carpet and linoleum floor linings; sheeted ceilings; added partitions; and joinery, fixtures and fittings.

[1] Teachers' rooms are attached to the north, east and west sides of Block C; they are gable-roofed and weatherboard-clad, and feature skillion window hoods with timber brackets.

[1] The southwest corner of the understorey is clad with corrugated metal sheeting and the eastern end is enclosed with the concrete walls and glass louvres of a former (1945) toilet block.

Double-hung sash windows, with fanlights, are retained in the verandah walls of non-enclosed sections, with the exception of the 1958 western classroom, where they have been replaced with modern louvres.

[1] The interior of the eastern DPW section is lined with flat sheeting, with cover strips; excluding the former western classroom, which has been substantially altered including the re-lining of the walls and addition of modern partitions to form offices.

[1] The understorey combines open play space and enclosed areas for teaching and storage; it has a concrete floor that steps down at the junction between the 1954 and 1958 sections.

Awning windows, with fanlights and a continuous flat hood, are set between the trusses on the southern wall of the 1958 section and modern louvres enclose the northern side.

The building is rectangular in plan and a projecting entrance bay, flanked by twin stairs to a first-floor landing, is centred on the southern (front) elevation.

[1] A decorative gateway (1945), with rendered columns and metal arch that reads "YERONGA STATE SCHOOL", frames the main pedestrian entrance from Park Road.

[1] The generous playing field (1927–33) to the northeast of the school buildings comprises a level sporting oval with concrete retaining walls to the western end and an earth embankment with stone-pitched drain to the southeast.

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

Characteristics include: their highset form with play space beneath; blank end walls; northern verandahs, with linkages between buildings; large banks of south-facing windows, projecting teachers' rooms and early internal linings.

Through its substantial size, high quality materials, face brick exterior, elegant formal composition and decorative treatment, the Depression-era Brick Infants' School Building at Yeronga State School has aesthetic significance due to its expressive attributes, which evoke the sense of progress and permanence that the Queensland Government sought to embody in new public buildings in that era.

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.