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 • • • • • 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 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