Eco-Schools in the Community
Bristol, 29th February 2012
Andrew Suter
Eco-Schools Programme Manager, Keep Britain Tidy
Housekeeping
Today we will…
•
Explore ways that schools and communities can work
together to improve sustainability
• Launch Eco-Communities – our next step for EcoSchools
• Outline the role of Local Authorities and other agencies
• Share good practice – including support and guidance
from the Eco-Schools team
What is Eco-Schools?
• The largest sustainable schools
programme in the World
• A framework for schools to
deliver sustainable change
• Led by children
• A whole school programme
Eco-Schools in England
• 16,650 schools in England are taking part
• 69% of all schools in England are registered
• 5,101 have a Bronze Award
• 4,794 have a Silver Award
• 1,601 schools now fly the UNEP endorsed Green Flag
Between 2008-10 Eco-Schools in England achieved:
• 20% reduction in CO2 (690,000tonnes) or
a saving of almost £8,000,000
New for 2011/12
New look Eco-Schools Website
• Online Green Flag Award Application process
• Green Flag ‘Health Check’
• Educational resources for schools
Eco-Communities – making links, taking action
Eco-Communities
a. Eco-Schools
b. Eco-Centres
c. Eco-Homes
Three existing and successful programmes brought together for
the first time to support communities to tackle climate change
Announcing…..
Eco-Homes – First ever Green Flag project
•
•
•
•
•
Promoting Sustainable Living at Home
Eco-Schools Process applied to the Home
Take home project work for Students
Linked to the curriculum
Before and after surveys
• Launches April 2012
Eco-Schools Energy Services
• Free Energy Brokering support
• Display Energy Certificate provision
• Comprehensive Carbon reduction support for
Councils
• Carbon/Energy reduction training for Schools
Coming next:
• Green Cleaning Products
Green Flag Ambassador Award – Year 2
Flagship Eco-Schools;
• support and share information and advice with other schools
• Support their local authority and wider community with
sustainability
• 18 Assessment Visits planned during the next two months
• 14 schools have already achieved Ambassador Award Status
(Award criteria were developed with DfE and DECC)
The Eco-Schools Energy Award
• Continuation of the Energy Award for Eco-Schools
• Developed as a response to CRC Energy Efficiency
Scheme
• Accredits 10% or better reduction in carbon
emissions
Awarded on either:
• Display Energy Certificate evidence
• Other robust data e.g. Utility Bills
Eco-Schools Magazine – Launches April
• Brand new Bi- monthly
publication
• Sustainability Focus
• Themed Issues
• Business Support
• Case Studies
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Events
Ask the Experts
Interviews
Competitions
Special Offers
Also new for 2011/12
• Eco-Schools Show, Sheffield Arena, 26th June
• Eco-Schools England on Facebook & Twitter
• New Pod ‘Waste’ campaign March 2012
Enjoy the
Conference
Raising standards, improving
lives
Sustainable schools
Sustainable communities a view from Ofsted
Bryan Davies HMI
29 February 2012
What is a sustainable community?
Sustainable communities
• are places where people want to live
and work, now and in the future
• meet the diverse needs of existing
and future residents, are sensitive to
their environment, and contribute to a
high quality of life
• are safe and inclusive, well planned,
built and run, and offer equality of
opportunity and good services for all.
“Sustainable
Communities Plan
2003”
Sustainability means better places to live
Sustainability means safer places to live
What does it achieve locally?
•
•
•
•
•
More walking, cycling
Safer streets to play
Less crime and ASB
Higher achievement at
school
Greater interaction / social
capital
•
•
•
•
•
•
Less air and noise pollution
Improved aesthetics, less
litter
Resilient local economy
Better mental and physical
health
Lower fuel/energy cost
Greater civic responsibility
What is a sustainable school?
A sustainable school takes an
integrated approach to its
improvement and explores
sustainable development
through its
•Curriculum
•Campus
•Community
Education for Sustainable Development
• is a broad, wide ranging aspect of
the school curriculum which should
be fundamental to everything we do
• prepares young people for the
future
• enables children to make value
judgements
• includes technical issues and
science
• has a pragmatic as well as a
morally sound basis
Inspection, Sustainable
Development and Improvement
• Ofsted’s role is to raise standards and
improve the lives of children, young
people and adult learners.
• Sustainable development is about
improving people’s lives whilst living
ethically and within environmental
limits.
• Inspection and sustainable
development are both improvement
processes, working towards the same
end goal – improving lives.
Sustainable Development in
inspection and regulation.
We evaluate the contribution
providers make to a
sustainable future by :
•
•
•
ensuring frameworks take account
of sustainable development
providing guidance and training for
inspectors
encouraging providers to consider
sustainable development in their
own self evaluation /assessment.
Findings from an analysis of
School Inspection Reports
• Direct reference in 30% of
reports
• Higher profile in Primary
schools
• Many schools have recycling
initiatives
• Eco Warriors and green
teams are a successful
feature
• Green Flag awards
Findings ( continued)
 Pupils’ environmental awareness is
good
 Global learning and awareness is
strong
 Many schools have good
community links
 Many schools have themed weeks
 Pupil involvement is sometimes
superficial
Sustainable Communities in Schools
examples from Ofsted’s Good Practice
Database
•
•
•
•
•
•
Involvement of parents
and local communities
Involvement of pupils
Global Links
Links with other schools
Events
Fairtrade
•
•
•
•
•
Reduce dependence on
cars
Growing crops
Food
Carbon reduction
Reduce recycle
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Key features of Sustainable
Schools *
Demonstrate commitment at Senior Management Level
Clear mission statement - sustainability at the heart of
the school
Walk the talk - demonstrate high social and ethical
values
Involve staff, develop capacity - provide training and
support for staff
Involve pupils - really !
Involve the local community
Embed into curriculum and teaching and learning
Think global
Manage the school estate sustainably
Ensure quality practices and self evaluation incorporate
sustainable development
How sustainable is your school?
Curriculum
Is ESD a recognised aspect of the school
ethos?
What is the impact on pupils’ attitudes,
values and behaviour?
Are pupils getting involved, arguing from
personal viewpoints and actions and making
a positive difference ?
Does the teaching promote knowledge and
understanding of the environment, the
community and the natural surroundings?
Are teachers confident in handling
controversial sustainable/ environmental
issues?
How sustainable is your
school - Leadership
•How effective are leadership and
management in raising the profile of
ESD in the school and supporting
developments?
•Is an ESD component identified in
strategic planning?
•To what extent is ESD seen as a
priority towards the drive for school
improvement?
How sustainable is the school
estate?
School construction and renovation?
School grounds improvement and design?
Sustainable procurement ?
Energy and resource management?
Transport and travel?
Waste management?
Local produce sourcing and promotion of fair
trade products? (School dinner and food
provision)?
 How is this reflected in your
self evaluation?
 What is the evidence?
 How will you demonstrate this
to inspectors?
Children litter
picked at a local
park –
developing a
sense of
community
Local people
invited to watch
school
productions
Grandparents’
assemblies
School grounds
used for a team
building event
by a local
business
Children
enhance the
local area by
planting flowers
and hanging
baskets
Local
wellbeing
Local charities
supported –
helping children
understand how
they can
positively
impact people
Local Charities
take part in a
fundraising
event
Emscote
Community Day
Local
Year 2 identify a
community
local
members are
environmental
issue and
invited to share
investigate
knowledge and
solutions (dog
expertise in
mess and graffiti)
assemblies and
lessons
Emscote Infant School - Sustainability and the environment in the Curriculum 2011
Learning for Sustainability in Worcestershire
Rupert Brakspear and Amy Lunt
29th February 2012
Learning for Sustainability
Worcestershire County Council
• Community Leadership
– Links to County Strategies and Plans
– Learning for Sustainability Forum
• LFS Team within Planning, Economy and Performance
and linked with Bishops Wood Centre
• Building on successes
– Awards ~ Beacon Status, Eco Schools Green Flags
– Energy Saving (Switch it Off, Energy Award, DECs, AMR ~ link
to SLA)
– Linked to whole school development with School
Improvement Advisers ~ e.g. conferences / networking etc.
A time of challenges ~ for people
….and environment.
Every Child’s Future
Matters……..
Innovation / creativity
Active Citizenship
Make a Positive Contribution
Social Justice
Empowerment
Child:
Healthy & Safe
Enjoying &
Achieving
Environmental
Stewardship
Economic
Well Being
Resilience
Sustainable Schools (DCSF):
- Care (for oneself / each other and the environment)
- Across Curriculum, Campus and Community
Energy and water
sphere of concern
Buildings and
grounds
Purchasing
and waste
Food and drink
Inclusion and
participation
Travel
and traffic
Local well-being
sphere of influence
Global dimension
Process: 7 Steps / 9 Themes
2.Environmental
review
Celebrate!
Apply for
Award
Start here
1. Action
Team
7.Eco Code
6.Link to school
and wider
community
3.Action
Plan
Take
Action
4.Monitor
and
Evaluate
5.Link to the
Curriculum
Themes:
• Litter
• Waste
• Energy
• Water
• Transport
• School
Grounds
• Biodiversity
• Healthy
Living
• Global
Perspective
Plus:
• Pupil
participation
Take Action
• Start your projects
• Share with the rest of the school
Imagine & Plan
Do
Eco Committee
Eco Club / Eco
Warriors
(i.e. ~ they do it all
alone!)
Explore / Review
Imagine & Plan
Do
Curriculum
Monitor & Evaluate
Running through everything!
Eco Committee
Working with
SLT & School Council
Leaders / Facilitators
Whole school
& work with wider community
Explore / Review
Imagine & Action Plan
Do!
“Don’t leave a hole in your Eco Schools Picture!”
Running through everything
Eco Committee
Eco Club / Eco
Warriors
(i.e. ~ they do it all
alone!)
Explore / Environmental Review
2. Imagine & Plan
3.Do
Curriculum
Monitor & Evaluate
Running through everything!
Eco Committee
Working with
SLT & School Council
Leaders / Facilitators
Whole school
& work with wider community
1. Explore / Review
Feel what you want to change
Working around a theme ~ e.g. energy?
Fold under
School
Community
Picture Enquiry
4 Questions:
(from WWF
Reaching Out):
1. What do
you see?
words /
descriptions
/ questions
2. What are
the issues?
3. What has
this to do
with me?
4. What can
we do
about it?
Planning around a central theme ~ linking thinking
Curriculum (teaching staff)
SLT / Site staff / Gov’s
Theme
Eco Teams
School
Community (local – global)
Context: meaning and purpose, dialogue and reasoning
Characteristics of effective learners:
•
•
•
•
•
•
Inquirer
Thinker
Communicator
Risk Taker
Knowledgeable
Principled
•
•
•
•
•
•
Caring
Open minded
Well-balanced
Reflective
Global
Civically Engaged
Adapted from IB primary student profile
Links well with 5 R’s of Lifelong Learning:
Resilience, Responsibility, Resourcefulness, Readiness
and Remembering
Gaps?
Imagine & Plan
Do
Curriculum
Monitor & Evaluate
Running through everything!
Eco Committee
Working with
SLT & School Council
Leaders / Facilitators
Whole school
& work with wider community
Explore / Review
2010-11
Joint Projects & Events
Common themes!
•
•
•
•
Nurseries
Primary and First Schools
Middle Schools
High Schools & 6th Form
• Libraries
• Community, Youth and
Children’s Centres
• Education Centres &
Visitor Centres
Hagley
Rubery
Alvechurch
Batchley, Redditch
Bromsgrove
Case Study: Meadows First School
•Eco-committees joint meetings (with 3 local schools)
•Energy Theme – term 1, Waste - term 2
•Announcement of project by letter
•Whole school assemblies
•Initial Eco-Homes Environmental Review sent out as
homework to whole of KS2 (130 children)
Eco-Communities/Eco-Homes
• 130 Eco-Homes reviews returned
• YR4s input data: linked to curriculum:
real maths/data handling
• Children created charts from findings
• Eco-committee made further displays
• Findings…. Draught proofing
• Top Energy tips in newsletters
• Energy Event at end of school
day hosted by Eco-Committee
• 170 people attended!
• Follow up survey sent out on
Learning Platform end of term
Meadows First School
• Curriculum
-5 week Energy Challenge as KS2
homework
-EDF POD Energy activities in all classes
(www.jointhepod.org )
• Other activities/wider curriculum
-Ongoing energy monitoring in school
-Switch It Off Fortnight
-Visit to local COOP to look at their
Energy Management Systems
Challenges – barriers?
School / Centre
Commitment
Senior Leadership and
management give full support.
Passion and enjoyment!
Attending networking and sharing
meetings, training and support
Inexperience – new
challenges
Different levels of participation
Best suited for school with 1 Green Flag?
Time &
Co-ordination
Sharing the load and delegation.
Leadership is vital
Staffing
Whole school / centre
involvement
Money
No / low cost, access funding,
share resources, savings?
Outcomes
• Builds relationships between settings & increases confidence
to take on bigger projects
“We will now consider ‘the community’ as an element to all
of our Eco-Schools projects”
• Everyone involved really enjoyed it!
• Strong themes bring communities together
• Birchensale Middle TES Outstanding Community Partnership
Award nominee
• Birchensale ~ 1,0394 kWh savings Autumn term 2010
• Eco Centres programme piloted
• Green Flags and Eco Centres Awards
• All Worcestershire Libraries now working towards Eco Centres
• Pilot project involved over 2100 people
Support available
Core Service supported through Service Level Agreement:
• Embedding sustainability and energy management through whole school
approaches across campus, curriculum and community
• Staff Training and Pupil Training (Eco Schools / Energy Management)
• District Eco-Schools meetings each term (held at participating schools)
• Learning for Sustainability newsletters (funding, training, events)
• Working group or full staff meetings and Pre-Green Flag assessment
guidance
External to SLA
• Eco Schools conferences / events
• Wider Conferences ~ The Golden Thread Curriculum Conference / Carbon
Reduction Conference / The Hive Conference
• Ambassador training for Secondary Schools
• Support with curriculum development & curriculum development projects
• Governor training
Where next?:
Service Learning
Picking up trash on a river bank is service
Studying water samples under a microscope is learning
When science students collect and analyse water samples,
document their results and present findings with
recommendations to local pollution agency / landowners etc. ~
that is service learning
New Pilot Project with 4 Secondary Schools with EA……
Contact Details
Rupert Brakspear
• rbrakspear@worcestershire.gov.uk
• 01905 766378
Amy Lunt
• alunt@worcestershire.gov.uk
• 01905 766809
Open discussion...
• Consider the benefits and challenges of:
1. Eco-Homes
2. Eco-Centres
3. The concept of Eco-Communities
‘CLOSING THE LOOP’
Creative ideas from a Sustainable
School
Or… “one man’s poo is another man’s stew”
The Skinners’ School
…who we are:
3 Green Flags + Ambassador School
Teaching Awards Winner
SE Sustainable School of the Year 2009
TES Outstanding School of the Year 2010
Eco Schools Ambassador Award 2011
In 2010 we became a pilot school for the
Nuffield STEM ‘Futures’
…and this introduced us to the concept of ‘Closed Loop’ thinking.
What is ‘Closed Loop’ Thinking?
Want to get ‘Loopy’?
• Ellen MacArthur Foundation
• www.ellenmacarthurfoundation.org
• Nuffield STEM Futures
• www.nuffieldfoundation.org/nuffield-stemfutures
Closed Loop idea 1: UPCYCLING
“making waste into something of higher
environmental value”
Solar Thermal Panel – made from old fridge
parts.
Thinking it through…
Getting it stabilised
We tried two different designs
Both warmed up water by up to 45°C
Bike Dynamo
Comparing different bulbs
Alex checking the dynamo
At the Bennett Memorial School STEM Fair
At the local STEM Fair
Demonstrating just how much effort
it takes to run a desk fan!
Closed Loop Tip 2: Future Thinking
Creative ‘Green Hat’ Thinking
Mag-Lev
model
Making the rails
It
floats!!
…now
for the
closed
loop
bit…
Floating, solar-powered train
Floating and friction - free
Trials on the roof
Closed Loop transport of the future?
Tip 3: Get
creative with
‘old’
technology
too!
Y11 pupils
pouring
concrete into
moulds for
the sun-clock.
Human Sun Clock - built for £25
www.sunclocks.com
Back to the Future
Our latest creative project…
A replica Iron Age Hut
…but with CCTV wildlife cameras
Back….
Log Cabin –
Power hub and
Outdoor
Classroom
Iron Age Hut –
wireless LAN
and CCTV
WEALD CULTURE and HISTORY
SCIENCE and TECHNOLOGY
…to the future.
Closed Loop tip: DOWNCYCLE
Converting waste materials into products of lesser
environmental value
We tested different oils
We demonstrated our Bio-fuel to
other schools at Bore Place
Bore Place
O.8 MWh Wood Chip
Boiler
Chip-Fat to BioDiesel plant
Organic Dairy Herd
Closing the loop - learning about
coppicing for woodchips
Visit to ‘Grand Designs’ – a Closed
Loop House
Local clay tiles
regulate
humidity to
between
40-50%
( = no dust
mites!)
World’s first combined solar thermal
and solar pv
Phase-change heating
Recycled glass floor
National STEM Film Winners
‘Project Sunshine’ Sheffield University
http://shine.sheffield.ac.uk/
Ask bursar to retrofit proximity light
switches
EON Power Down
£3
…payback in
under 1 year
EON website: “100 Ways to Save” www.eonenergy.com
Creative Tip: Borrow from your
friends!
We borrowed a FLIR camera from KCC
…and saw our roof needed insulating!
…and got our windows
draught-proofed.
KCC have
an Energy
Loan
Fund
…and found which rooms were the
‘hot-spots’
…and found strange heat sources
…and saw our STEM Team in a new
way!
Be creative with funding:
Our 62 pv panels were 100% funded
Ask your LEA Energy Team for advice…
A STEM grant of £2000 allowed us to
buy solar cars for our secondary school
partners
A different STEM grant allowed us to
buy GPS data-loggers…
GPS data-log of SO2 outside our school
We can now visualise the ‘hotspots’
We used this in our Dragon’s Den
presentations
Use the media to your advantage:
BBC South East Filming our building of a Sensory Garden
BBC Radio 4 ‘Costing the Earth’
‘Greening the Teens’
Enter ‘…In Bloom’ competitions
£8 buys you a can-crusher
Get PTA to upgrade toilets with energy
efficient tech.
Use your local HE contacts
Visit from Royal College of Optometrists
Form a Healthy Eating And Living club
Run lunch-time Lego competitions
Closed Loop is Good
• - It doesn’t mean worse quality (down-cycled
paper is a good example)
• - It doesn’t mean boring products – children
are interested in latest ‘green’ technology.
• - It doesn’t mean inferior performance – ecocleaning products are a good example.
• - It does mean practicing what you preach –
your choice of food, car, electricals etc.
Closed Loop in the Curriculum
Closed
Loop
in
the
Curriculum
Nuffield STEM Futures
http://www.nuffieldfoundation.org/nuffield-stem-futures
YEAR 8 STEM PROJECT Starting 04/07/2011
This project consists of 8 one hour lessons which will culminate in a Dragon Den activity in the last four lessons. The lesson
schedule is as follows:
This is the timetable that has been devised to spread over three weeks with only Maths, Science and DT lessons being used
(with two exception).
8H
04-Jul
MON
05-Jul
TUE
1
MA TS (1) L6
2
SC ST (2) S1
3
TS (3) L6
4
06-Jul
WED
07-Jul
THU
08-Jul
FRI
SC ST (7) S1
DT CK/JW (4) T1
MA TS (5) L6
5
MA TS (8) L3
SC ST (6) S7
LESSON 1
Introduction to Flows
IT ROOM L6
LESSON 2
Introduction to idea of waste and recycling
ANY ROOM with an IWB
LESSON 3
Recycling – statistic / ICT
IT ROOM L6
LESSON 4
Exploded torch
DT Room
LESSON 5
Initial investigation on Internet on recyclable products
IT ROOM L6
LESSON 6
Thinking Hats Activity
ANY ROOM
LESSON 7
Presentations of one half of form
ANY ROOM with an IWB
LESSON 8
Presentations of second half of form
ANY ROOM with an IWB
Pupil Feedback
• “ I really enjoyed retrieving data from the
data-loggers and measuring the lichens
around the school. The most interesting part
was when I synchronised the data from the
loggers and photos with Google Earth. It was
amazing to see the spikes of SO2, NO2 and CO
around Skinners’ School. I never believed we
were breathing in so much pollution!”
• “Overall I enjoyed the Dragon’s Den because it
was fun and got our creative side working.”
• “We were constantly asked rhetorical questions
like ‘are cars a bad thing?’ and ‘would cutting
down trees reduce CO2?’. These questions are
simple but couldn’t be given a simple answer
because you had to take into account the effects
of saying yes or no. This made us think more.”
• “We learnt a lot in our Closed Loop project and it
really opened my eyes to the mess that humanity
has got itself into, and has provided me with
some skills and ideas with which we can maybe
have a brighter future.”
• “Overall I enjoyed this loopy project but the main
phrase I remember now is ‘One man’s poo is
another man’ stew’!”
Environmental Base-line Assessment ( Y9 October 2009)
compared with review ( Y9 June 2010)
Statement
1. I know what ‘Closed Loop’
means
Before
After
Agree
(%)
0
91
Not
Sure(%)
0
9
Disagree
(%)
100
0
2. Climate change is an international
issue and what we do at Skinners’
is of no significance.
Before
Agee %
10
Unsure
3
Disagree
87
After
0
0
100
3. We should change the way we live
to reduce carbon emissions now
because if we wait any longer it
could be too late
Before
73
10
17
After
100
0
0
Agree
Unsure
Disagree
4. Government should introduce
Before
laws and taxes now to slow
down climate change, even
After
though it will make some things
more expensive
52
20
28
100
0
0
5. We should switch to buying
closed loop products, even if it
will make bills more expensive
for people
Before
30
27
43
After
100
0
0
6. I would like to be involved in a Before 20
STEM activity such as an after
school club this year
After
71
10
70
10
19
7. I would like to study one of
the STEM subjects at A level
eventually
Before 93
7
8. I am interested in a STEM
related career when I leave
school / university
Before 47
After
After
100
71
10
43
29
THE 8 DOORWAYS OF A SUSTAINABLE SCHOOL
Global Dimension
Energy and Water
Local well-being
Inclusion and
Participation
Buildings and Grounds
Purchasing and Waste
Traffic and travel
Food and Drink
Time for tea…
Chemistry Cup-Cakes
Thank you for listening!
www.skinners-school.co.uk
WORKSHOPS
1. Achieving the Green Flag/Getting Started Open
Surgery with the Eco-Schools team & Skinners’
2. Practical support through a joint school and
community approach
3. Youth leadership and behaviour change
Waste Watch –practical
projects in schools
Simon Anthony & Sophie Clarke
Waste Watch
●
Practical charity helping people to waste less and live more, now
part of Keep Britain Tidy
●
Waste in the broadest sense of the term – materials, natural
materials, energy, time, skills, money
●
Our vision is for a world where we are using resources effectively,
living sustainably and making a positive contribution to the
environment
Our projects and programmes – schools

Waste Education Programmes:




Recycle Western Riverside – RWR
Recycle for your Community - RFYC
Bristol and North Somerset
Energy reduction in schools – Tesco and London Borough of
Wandsworth

Graveney School

Interactive Theatre and Assemblies

WEEE waste (DHL) and packaging (Weedon PSC) resources
Approach and guiding principles
Working
from values
Collective
change
Developing
Leadership
Built in not
bolt on
Enabling
responsibilit
y
Taking
strategic
action
Taking strategic action- stages
1. Forming a team & committing to the
project
2. Audit
3. Sharing results and establishing
policies
4. Action and engagement planning
2. Taking strategic action- audit
Take one of the nine eco schools topics and think
about what different elements/categories of that
topic you’d need to audit

Water

Energy

Biodiversity

School grounds

Healthy Living

Transport

Litter

Waste

Global citizenship
3. Strategic action to tackle waste – policies &
action plan
•
•
Policy – goal and rationale

Individual policies for each of the categories you audited

Importance of monitoring and evaluation as its own policy

Policies fully communicated and made visible
Action and engagement plan

Sets a plan for the statements set out in the policy to be achieved

“ Where are you now” task – an ongoing process of change

Plan describes the tasks you need to carry out implement the policy and
move up from your current level of performance
4. Action Learning Cycle
EXCITE
create awareness
and interest
EVALUATE
understand the learning
that has occurred
EXPAND
use prior knowledge to
build new knowledge
ENGAGE
EXPLORE
act based on knowledge
and understanding
connect knowledge
and experience
Action learning cycle
Take one of the nine eco schools topics and write a
brief lesson outline on that topic for each stage of
the action learning cycle
Community links, discussion & any
questions
Get in touch
Simon Anthony
Waste Watch
56 – 64 Leonard Street
London EC2A 4LT
T +44 (0)20 7549 0307
F +44 (0)20 7549 0301
Simon.anthony@wastewatch.org.uk
Questions
• Summary of the day