Eco-Schools England -
ENVIRONMENTAL REVIEW
School: Tiverton Primary School
Date of Review: July 2014
Carried out by: Eco Committee and Eco Team
Environmental Review
Page 1 of 14
Eco-Schools England -
ENERGY
1
Is there someone in your school who has special responsibility for monitoring the
consumption of energy (electricity, heating etc.) in the school?
2
Are the energy meters (e.g. electricity meters) easily visible to pupils?
3
Has your school taken any of the following low-cost steps to reduce heat loss
through windows?
Draught excluding strips
Solar reflecting film
Responsible class window monitors
If YES, then in how many rooms? (If All Write ALL)
Are any external (outside) doors self-closing?
NO
YES
NO
X
X
YES X
NO
NO
ONE
Are low-energy light bulbs and fluorescent tubes used in school?
YES X
NO
-------------------------------
Does each classroom have its own heating thermostat?
YES X
If NO, then how many rooms have a thermostat? (If None Write NONE)
NO
-------------------------------
Are lights and electrical items turned off when not in use?
Yes
9
YES X
YES X
If NO, then in how many rooms? (If All Write ALL)
8
NO
ALL
If YES, then how many doors are self-closing? (If All Write ALL)
7
YES
YES X
Do the school windows have double glazing, triple glazing or energy-saving glass?
6
NO
Mr Dervis and Eco
Team
If there is, who is it?
5
YES X
No
Sometimes
X
Does the school have any of the following sources of renewable energy?
Wind Generator:
Solar Water PV Heating Panels:
Wood Fuel Boiler:
Ground Source Heat Pump:
ANY FURTHER COMMENTS ON ENERGY:
Environmental Review
Page 2 of 14
Eco-Schools England -
The radiators have now been updated to include thermostats on each radiator.
LITTER
1
How serious is the problem of rubbish/litter in the school grounds?
Very serious, the place is a mess most of the time
Not too bad, but could be improved
X
The grounds are more or less litter free
2
Does your school have a clear anti-litter policy?
3
Are there litter bins inside the school buildings?
YES X
YES
How may of these are Full / Overflowing?
How many are about half full?
How many are less than a quarter full?
4
Are there any areas inside the school buildings that are littered where there are no
bins?
5
Are there enough litter bins in the school’s grounds?
How may of these are Full / Overflowing?
How many are about half full?
How many are less than a quarter full?
6
Are there any areas in the school grounds that are littered where there are no
bins?
6
Are the bins generally
Big Enough?
X
NO
NO
NONE
------------------------------------------------------------YES
NO
YES X
NO
-----None
------------------------------------------------------------YES
YES X
NO X
NO
Correct Design (holding in letter in windy conditions)?
YES X
NO
Clean
YES X
NO
ANY FURTHER COMMENTS ON LITTER
Environmental Review
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Eco-Schools England We continue to have the battle of litter blowing into the school grounds, however, the litter picker rota is keeping
litter under control
Environmental Review
Page 4 of 14
Eco-Schools England -
WASTE / RECYCLING
1
Does the school carefully control the use of resources such as paper, pencils, ink
cartridges, pens, envelopes etc?
No, there seems to be little control
Yes, but control is not very tight
X
Yes, control of these materials is very strict
2
Does the school buy stationery products (paper, pencils, pens etc.) made from
recycled content?
Yes
3
No
Sometimes
X
Are hand towels and other disposable paper products purchased with recycled
content?
Yes
X
No
Some
If So, note which products are and which aren’t
4
Does the school recycle any of the following items of school waste?
Paper:
X
Inkjet cartridges:
Cardboard::
X
Vending Machine Cups:
X
Plastic:
X
Other:
X
Please describe other materials recycled: BATTERIES, CLOTHES, SHOES, PHONES, OIL, ELECTRICAL
ITEMS, STATIONERY
5
What proportion of school food waste is composted?
None:
1 - 25%:
26 - 50%:
51-75%:
75 – 100%:
X
6
Do you run any other recycling schemes to raise money for the school and / or
involve the local community, e.g. mobile phones, jumble sales?
YES X
NO
7
Does the school encourage reuse of materials, e.g. water bottles?
YES X
NO
8
Does the school have any policies to reduce waste?
YES
NO X
ANY FURTHER COMMENTS ON WASTE / RECYCLING
We receive points based on the weight of clothing and shoes that we recycle. We spend these points buying
equipment for play at dinnertime.
We also collect points for the collection of writing materials. This becomes money that is donated to charity.
Environmental Review
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Eco-Schools England -
WATER
1
Is there a water meter to record water use in school?
YES X
NO
2
Is the meter easily visible to pupils?
YES
NO X
3
Are pupils involved in taking and displaying readings?
YES
NO X
4
Are the toilets designed to reduce water loss e.g. low-volume flush, flush on
demand urinals etc.?
YES X
NO
If yes, then how many toilets are fitted with such devices (If all Write ALL)
5
ALL
Are hand-basin taps of the push-on or self-stopping type?
YES X
If yes, then how many (If all Write ALL)
6
All except 7 taps
Are taps left running?
Yes
7
NO
No
Sometimes
Are dripping taps and other leaks fixed quickly?
X
YES X
NO
If NO, then approximately how long do repairs take?
2 – 3 Days:
8
4 – 7 Days:
More than 7 Days:
How often does the school run water-saving campaigns?
Regularly:
X
Occasionally:
Never:
ANY FURTHER COMMENTS ON WATER
We run water saving campaigns annually. This year we shall be taking meter readings and we will also be working
closely with the counties in our commenius project this year – Italy, Turkey, Spain and Hungary
Environmental Review
Page 6 of 14
Eco-Schools England -
TRANSPORT
1
Do you monitor how pupils travel to school?
YES
NO X
If Yes, how many pupils use the following transport to or from school – note total
count of pupils
Walk:
____________
Bus: ____________
Share taxi:
____________
Share a car ____________
TOTAL: _______________
2
Cycle: ____________
Car single passenger
Has this data been mapped?
YES
NO
YES X
NO
YES X
NO
YES X
NO
If Yes, does it include on-road training?
YES X
NO
If Yes, does it meet the national standard
YES X
NO
YES X
NO
Does the school have dry and secure cycle storage?
If Yes, is there sufficient space for all users?
3
__________
Does the school offer cycle instruction?
4
Does the school have a network of ‘safe routes’ to walk or cycle?
5
Does the school have any of the following:
Walking Bus Scheme?: YES
NO
Cycle Train: YES
Park & Ride?: YES
NO
Other Similar Scheme: YES
NO
X
NO
6
Does the school organise regular ‘walk to school’ or ‘cycle to school’ events?
YES X
NO
7
Do any of the school transport vehicles (buses, taxis etc.) run on alternative fuels
such as electricity, land-fill gas or vegetable-derived oils? NA
YES
NO
8
Does the school have a school travel plan?
YES X
NO
9
Does the school have a pedestrian and cycle entrance that is separate from
vehicle access?
YES X
NO
ANY FURTHER COMMENTS ON TRANSPORT
Pupils take part in cycling proficiency.
Environmental Review
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Eco-Schools England -
HEALTHY LIVING
1
Does the school provide and promote healthier food at break times and
lunchtimes?
YES X
NO
2
Does the school include education on healthier eating and basic food safety
practice in the taught curriculum?
YES X
NO
3
Is there a system for monitoring whether children eat a balanced lunchtime diet
over the week?
YES X
NO
4
Does the school have drinking water easily available throughout the day?
YES X
NO
5
Does the school offer all pupils a minimum of 2 hours physical activity a week
within and outside the National Curriculum?
6
Does the school have a no-smoking policy for staff?
If Yes, is this followed by all staff including carers, parents and staff?
7
Can classroom and other windows be opened to improve ventilation?
8
Are there green plants growing in pots in any classrooms?
NO
YES X
NO
YES X
NO
YES X
NO
YES X
If Yes, in which classrooms? (If all Write ALL)
9
YES X
NO
-------------------------------
Which of the following are commonly used by teachers?
Chalk:
Water Based Markers:
Solvent Based Markers:
A Mixture:
X
Interactive Whiteboard:
X
10
Does the school use environmentally friendly cleaning products?
YES X
NO
11
Do the school toilets have:
YES
NO
Locks:
Hot Water: X
X
Toilet Paper:
X
Paper Towels: X
Sanitary Disposal Facilities:
X
Sanitary Product Dispensers:
ANY FURTHER COMMENTS ON HEALTHY LIVING
Environmental Review
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Eco-Schools England -
BIODIVERSITY
1
Do the school grounds staff use chemical pesticides and herbicides?
Often
2
Never
X
Yes Some:
No:
Does the school have a wildlife, or conservation area?
If Yes, is the area protected by fences or school rules, or both?
4
X
Does the school have any plants in containers, pots or beds in the school
grounds?
Yes Lots:
3
Occasionally
YES X
NO
YES X
NO
Does the School have any of the following
Bat Boxes:
Bird Feeders:
Bird Boxes:
X
Log Piles for Invertebrates:
X
Bird Baths:
Woodland Areas:
X
Pond:
Butterfly Friendly Plants:
X
Squirrel Feeders:
X
Species Record:
5
If any of the above are ticked Yes, are pupils involved in looking after them ?
YES X
NO
Does the school have links with any local or national environmental organisations?
YESX
NO
If Yes, then with Whom? (List) VEOLIA WATER, THE POD, WATERWORKS
ANY FURTHER COMMENTS ON BIODIVERSITY
Last year we hatched ducklings in incubators in Nursery, Reception, Y1, Y2 and Y3. The children were privileged to
see the ducklings hatching, feed them and cuddle them. The previous year we had chickens. Every year we learn
the life cycle of butterflies which are then released into the science garden by the nursery and reception classes.
Last year we introduced three fish tanks.
Environmental Review
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Eco-Schools England -
SCHOOL GROUNDS
1
What proportion (percentage) of the school’s grounds are?
Grass Playing Field / Short Grass:
___30%____
Conservation or Wildlife Area:
___none__
Tarmac / Path / Roads
Other:
__None_
_None____
Seating Areas:
_10___________
___10%_________ Activity Play Area:
__20%________
____________
What proportion (percentage) of the school’s boundaries are?
Hedges & Trees: ___________
3
Woodland:
___30%_____
Flower / Vegetable Beds:
2
Long Grass
Wire or Railing
ALL
Open ___________
Does the school recycle garden or fruit/vegetable waste in a composter or
wormery?
Always::
X
Rarely:
4
Do you ever hold lessons or part of lessons outside?
5
Have pupils looked into the heritage of the school grounds?
Occasionally:
Never:
YES X
YES
NO
NO X
ANY FURTHER COMMENTS ON SCHOOL GROUNDS
Children go into the science garden for science lessons. They use the playground for maths lessons as play
equipment lends itself to rotation, degrees, anti-clockwise etc. Our lining-up spaces have shapes. There is a
hundred square and the chess board also lends itself to co-ordinates. The staff use the sheltered areas for reading
and intervention groups.
Environmental Review
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Eco-Schools England -
GLOBAL PERSPECTIVE
1
Do pupils consider how actions taken within the school affect people and the
environment locally and globally?
YES X
NO
If so please give examples
Local Action
Order Fairtrade products
Energy wasted
Big Tidy up
2
Local Effect
Global Effect
Supporting international farmers
and ensuring a better life for them
Supporting local farmers
Bills up. Ruduce these bills
through informing pupils and
parents
Local community get
involved – tidier local
community
Global warming reduced
Share information abroad
Of the Eco-Schools topics that you may have looked at in the past, have you
explored how these issues might be approached in other parts of the world?
YES
NO X
If so please give examples
Eco-Schools Topic
3
4
Location(s) Looked at
Are the opportunities for considering global environmental issues maximised
through the curriculum?
YESX
NO
Has the school made use of materials from other organisations to help with this
topic?
YESX
NO
YES
NO
YES X
NO
YES
NO
Have the pupils considered other issues, such as
Human Rights and Ethics
Fair Trade
Conflict resolution
ANY FURTHER COMMENTS ON GLOBAL PERSPECTIVE
Environmental Review
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Eco-Schools England -
PUPIL PARTICIPATION
1
Do any of the issues considered in this environmental review feature in school
assemblies?
YES X
NO
YES X
NO
YES
NO X
If so then list those in the last term, detailing the topic covered
In our last assembly we discussed the consumption of energy and how the
temperature of the earth is warming. We discussed global warming. We also
discussed how we can work together to reduce energy consumption in school as
well as at home.
Armistice day assembly
Harvest festival Assembly
I can make Tiverton a better place by…….PSHE Assembly
2
Are special environment-related lessons or visits undertaken by classes or groups
e.g. paper making, visits to environmental venues etc?
If so then list those in the last term, detailing the topic covered
Gardening on Get Your Grown-ups Growing Day
Assembly for Armistice day and follow-up lessons linked to that.
Pupils wrote on leaves to create a tree of wishes – how to make Tiverton a better
place.
Pupil had an energy focus day in class and designed posters on how to save
electricity. They wrote pamphlets about global warming and reducing or carbon
footprint. They selected light monitors, etc
3
Are pupils involved with local waste/recycling/conservation etc. projects outside
school time or via links with schools abroad etc ?
If yes then list some examples
This will start this year with our Comenius links
Environmental Review
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Eco-Schools England -
COMMENTS / NOTES FOR ACTION
On completion of the Environmental Review fill in the following boxes with any comments relating to each topic and list
possible actions that could be taken. Some of these actions can then be used in your Action Plan
Energy
Now that we have new, more efficient radiators with thermostats, the eco team is able
to monitor settings more closely and compare monthly readings to previous years to
monitor our progress. We shall continue to be habit hunters and wattage watchers
(The Eco team’s favourite activity) so that we can support classes that have not yet
mastered the skill of switching off. We shall continue to plot meter readings on a
graph and share the results with staff and children.
Litter
We shall continue to get involved in the Big Tidy Up but we shall register officially and record
our findings so that we are able to celebrate the outcome.
We shall continue with the litter picking rota as it is working well and gives many children the
opportunity to get involved.
Waste Minimisation / Recycling
This year we shall monitor how much paper is being recycled that is clean on one
side. We shall encourage classes to reduce their waste by keeping this paper and
using it.
We shall design new recycling boxes for stationery as the current ones are old. We
shall have a focus on recycling on the GYGGD (Get Your Grown-Ups Growing Day)in
May and work with Italy, Spain and Hungary on the same topic. We shall share photos
and work samples of what we achieve.
Water
This year we need to begin to measure our water consumption, record it and have water
reducing activities for the GYGGD in February. We shall share the results from these
activities with our Comenius countries.
Transport
This year we shall carry out a survey of the transport methods and record them for display.
We shall also count the number of bicycles in the bicycle shed to see whether there is a
change.
There will be cycling proficiency in the summer term.
We shall have ‘Walk to school’ schemes to encourage children to walk to school.
Environmental Review
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Eco-Schools England -
Healthy Living
From January we shall have a new catering service. We shall continue to survey the children
to find out whether they are enjoying the healthier options.
We shall have our planned Anti-Bullying week and healthy living lessons.
We shall monitor the number of children who attend the Cheerleading, football, basketball
and multi-sports club to see whether pupils attend regularly for sustained periods.
Biodiversity
This is an ongoing topic linked to our science garden project
School Grounds
We are developing our science garden further to include displays along the boundary walls
so that children will be able to display their work and create a science trail. We plan to
remove the temporary garden beds, now that the terraced gardens are complete, and create
a larger outdoor classroom for learning. There will also be a safe path around the boundary
so that children are able to access the displays. This will be a buggy and wheelchair safe
path.
Global Perspectives
We shall work with the countries in our Comenius team to work on topics (electricity, water
and waste) together.
We plan to continue with fairtrade.
Pupil Participation
The eco team is oversubscribed and many children are eager to take part. As a result, many
children are involved in activities on GYGGD.
The children collect the recycle boxes from classrooms weekly and take them to the site
manager to be emptied. The eco team collect recycled stationery, box it up and are escorted
to the post office where they are posted off. The eco team love spying on the classrooms and
monitoring how much energy is or is not wasted. The eco team are encouraged to bring a
friend to the gardening club to maximize the number of children who get involved. The
children are really good at discussing improvements and sharing suggestions.
Environmental Review
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