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Our Lady of the Sacred Heart College’s first completed campus-masterplan stage is a 1,960-square-metre indoor sport, dance and learning hub in Enfield, South Australia, on Kaurna Country. Completed in 2024, the $11 million scheme listed by DesignInc combines a single-court gymnasium, dance studio, classrooms, breakout areas and a practice-size sports field, while linking daily teaching with after-hours activity.
The project is best understood as a piece of campus infrastructure rather than a standalone sports hall. Its placement, shared support spaces, daylight strategy and environmental systems are intended to make movement, performance, learning and outdoor recreation operate together. Published project material describes those intentions and design features, but does not provide post-occupancy measurements of energy use, water savings, student wellbeing or learning outcomes.
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Project at a glance
| Item | Documented detail |
|---|---|
| Project | Our Lady of the Sacred Heart College indoor sports and dance facilities |
| Location | Enfield, South Australia, on Kaurna Country |
| Completed | 2024 |
| Area | 1,960 square metres, as listed by DesignInc |
| Program | Single-court gymnasium, dance studio, two general learning areas, shared change facilities, back-of-house services and a practice-size sports field; DesignInc also describes an expanded sports field |
| Design leadership | Richard Stafford; project contacts Shalini Shah and Fred Smith |
| Photography | Sam Noonan |
| Published values | DesignInc lists $11 million. Sarah Constructions lists $9.2 million; the available pages do not explain whether the figures cover different scopes or dates. |
The area, year and $11 million value come from DesignInc’s project information. The $9.2 million figure appears on Sarah Constructions’ project page, which does not state a year for that amount. Neither cost should be treated as a definitive total without clarifying the scope represented by each publisher.
What the first stage delivered
A single-court gymnasium as the public anchor
The gymnasium is the most visible element of the new group of buildings. Architecture & Design describes a single-court hall positioned to read as a landmark when people arrive at the college. Its location also creates a buffer between traffic and nearby music and drama spaces. That is a practical campus move: the hall gives sport a clear address while placing a large-volume building between vehicle noise and rooms that depend on concentration and listening.
The court is not documented as a professional competition venue, and the published material does not specify spectator capacity, court dimensions, seating counts or equipment schedules. What is established is its role as an indoor court within a broader school facility, supported by shared changing and service areas.
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A dedicated dance studio sits alongside two general learning areas. DesignInc describes interconnected classrooms, expansive windows, cream-toned interiors and timber finishes, with varied seating and breakout settings. Acoustic performance and interactive screens are also identified as part of the learning environment.
Putting dance and general learning in the same stage allows the building to support more than timetabled games. A class can move between instruction, rehearsal, presentation and physical activity without treating each use as a separate destination. The sources do not publish room-by-room schedules or occupancy figures, so the degree of sharing between classes remains unspecified.
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Shared support spaces and weekend use
Shared change facilities and back-of-house services are designed to let sport and performing-arts activity operate together. Architecture & Design specifically notes Saturday morning activities, indicating that the building was planned for use beyond the standard school timetable. The documentation does not identify the organisations using the building on Saturdays or describe booking arrangements; it establishes the need for a support system that can serve overlapping programs.
Outdoor practice capacity
The stage includes a practice-size sports field, and DesignInc describes an expanded sports field as part of the delivery. This outdoor component keeps the project from being an indoor-only intervention. It gives students a nearby place for training and informal activity while the gym and studio accommodate weather-sensitive programs. No field dimensions, surface specification, lighting plan or drainage performance are published in the available project descriptions.
How the building connects sport, performance and arrival
The project’s value lies in the relationships between rooms as much as in the rooms themselves. The gymnasium’s arrival presence gives the campus a legible front door for physical activity. The dance studio brings movement and performance into the same operational family as the court. Classrooms, breakout settings and outdoor practice areas extend that sequence into teaching and everyday social use.
Shared changing and service infrastructure is the connective tissue. Instead of duplicating support spaces for athletics and performing arts, the scheme groups them so activities can run in parallel. That arrangement matters for a school with weekday classes and weekend programming: circulation, storage and servicing can be planned around a common hub rather than isolated buildings.
The project also uses the gym’s bulk strategically. Its position as a traffic-noise buffer protects adjacent music and drama rooms, while its public-facing scale makes the arrival sequence easy to understand. These are documented planning decisions, not a claim that acoustic conditions or arrival experience have been independently measured after completion.
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Four design principles named by the project team
Architecture & Design presents four words—rhythm, illumination, confidence and inclusivity—as the project team’s framework. They describe design aims, not verified student outcomes.
Rhythm: making movement a campus language
“Rhythm” refers to opportunities for dance, performance, sport and movement. In practical terms, the program places a court, studio, learning areas and field within one connected stage. The idea is broader than athletics: movement can be rehearsed, taught, performed and watched, allowing different forms of participation to coexist.
Illumination: a light-filled environment
The team uses “illumination” to describe a light-filled setting in which students feel seen. DesignInc’s description of expansive windows and abundant natural light supports the environmental side of that aim. Feeling seen is presented as a design intention; no survey, observation study or post-occupancy result is supplied to establish its effect.
Confidence: spaces for skill and individuality
“Confidence” is tied to places where students can develop skills and express individuality. The dance studio, court, interactive teaching technology, varied seating and breakout areas provide different settings for practice, instruction and presentation. The published material does not quantify participation, attainment or confidence gains, so those outcomes should not be inferred from the layout alone.
Inclusivity: belonging and participation
“Inclusivity” describes an ambition for belonging and participation across the facility. A mix of formal classrooms, informal breakout areas, indoor and outdoor activity, and shared support spaces gives the building more than one mode of use. The sources do not provide an accessibility audit, universal-design schedule or demographic participation data; the principle is documented as part of the team’s design brief.
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Material and interior choices
DesignInc reports a restrained palette of cream tones and timber finishes. Expansive windows bring daylight into the interiors, while interconnected classrooms support visual and physical links between teaching settings. Seating varies across the learning and breakout areas rather than prescribing one posture or arrangement for every activity.
Acoustic performance is identified as a design consideration, which is particularly relevant when a gym, dance studio, music and drama uses share a campus. Interactive screens add a digital teaching layer, but the project pages do not name manufacturers, screen counts or technical specifications. Similarly, no proprietary construction system or unusual material is identified as an innovation. The documented innovation is primarily organizational: combining sport, performance, teaching and outdoor practice in a coordinated first stage.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.Environmental design features—and what is not measured
Passive measures
- Thoughtful shading to control solar exposure.
- Natural ventilation to supplement mechanical conditioning.
- Abundant natural light through the building’s window strategy.
Water and controls
- A 100,000-litre rainwater tank.
- Subterranean watering for gardens.
- Smart temperature controls.
- Energy-efficient lighting controls.
These are reported design elements. The project material does not publish annual energy consumption, potable-water reduction, tank utilisation, indoor temperature logs or a post-occupancy evaluation. A rainwater tank’s stated capacity is not the same as a measured volume harvested, and efficient controls do not by themselves establish a quantified energy saving.
Design and construction questions the published record can answer
How did the design respond to a complicated brief?
The documented response was to treat the facility as a shared hub. A single gym, dedicated dance studio, two learning areas, common change facilities, back-of-house services and an outdoor practice field cover several uses without separating them into unrelated projects. The gym’s siting addresses both campus arrival and traffic noise, while the classrooms and breakout areas add everyday teaching capacity.
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The available project descriptions identify coordination between sport, performing arts, learning and outdoor activity as the central planning problem. They explain the resulting spatial relationships but do not provide a detailed construction log, programme delays, site constraints, cost escalation account or list of resolved technical conflicts. It would be inaccurate to invent such a narrative from the finished photographs or from the building’s program alone.
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Were unique techniques or materials used?
The named features are shading, natural ventilation, daylight, rainwater collection, smart temperature management, efficient lighting controls and subterranean garden watering, alongside cream and timber interiors. The sources do not call any one of these a patented or one-off technique, and they do not identify a special product supplier. The defensible conclusion is that the project combines familiar environmental strategies in a school-specific plan.
Where this stage fits in the campus masterplan
DesignInc describes the work as the first major phase of a multi-stage campus reimagining developed with the college. Architecture & Design reports future plans for a dedicated performing arts centre and a specialist music area. Those are future intentions, not confirmed construction: no delivery date, budget or planning status is provided.
The completed sports-and-dance stage therefore establishes infrastructure that later phases could connect to. Its shared services and adjacency to music and drama spaces are useful foundations for a larger performing-arts precinct, but the available information cannot establish how or when that connection will be built.
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How to read the project’s success claims
The strongest evidence concerns what was built and how the team says it should work: a 1,960-square-metre first stage, a defined mix of indoor and outdoor facilities, shared operational support, daylight and environmental systems, and a spatial strategy organized around four principles. Claims about belonging, confidence, learning improvement, acoustic quality, energy savings or water performance remain aims unless the college publishes measured results.
That distinction is important for school architecture. A well-described brief can show that a project was designed to support inclusion and wellbeing; it cannot prove that every student experienced those benefits. Future evaluation would need comparable data such as attendance and participation patterns, accessibility feedback, acoustic measurements, energy and water records, and student or staff surveys. None of those results is included in the project pages available for this profile.
Bottom line
Our Lady of the Sacred Heart College’s 2024 facility is a carefully integrated first step: sport, dance, teaching, breakout use and outdoor practice share one operational framework, with the gym acting as both campus landmark and noise buffer. DesignInc’s environmental features and the team’s four principles give the project a clear design position. The documented record supports that account of the building and its ambitions, while leaving post-occupancy performance and future-stage delivery open for later evidence.
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