ALSTON LANE CATHOLIC PRIMARY SCHOOL
Policy for Environmental and Sustainable Development
To develop the whole child, leading them towards reaching their full potential within a Catholic
Environment.
Principles
Alston Lane Catholic Primary School is committed to educating students about their impact on the
environment and how to minimise the negative effects of their actions during their daily lives both in and
out of school. Consequently, the school seeks to model behaviours in the way the organisation is run,
which reduce the negative impact it has on the environment.
Alston Lane School, its Governing Body, Leadership Team, staff and children are keen to improve the
environmental performance of the organisation in all aspects of our day to day operations.
Education
 Children will learn about human impact on the environment, about sustainability issues and the
global situation in terms of climate change. This education will be delivered in Citizenship,
Geography, Science and other areas of the curriculum in lessons and also in assemblies and
presentations by outside agencies.
 Children will be given the opportunity to take part in environmental sustainability activities outside
the curriculum, for example during Eco week.
 Children will learn about carbon emissions and calculating carbon foot-printing, in order to allow
them to make informed decisions about their and their families’ activities and decisions.
 Alston Lane School is committed to the eight doorways for Education for Sustainable Development
(see Appendix 1) and seeks to explain these to staff and children at all opportunities.
 Children will be encouraged to be further involved in ESD issues through such things as Gardening
Clubs, School Council, Energy Monitors, Composting monitors, walk to school days and through the
Eco School Committee.
 Children will learn about Fair Trade and its impact in farming communities around the world.
Premises
Alston Lane School’s buildings will be extended, improved and maintained to include environmental
sustainability aspects wherever possible within the constraints of the capital budget.
Catering
 We will seek to purchase foodstuffs from local producers wherever practicable.
 We will seek to use Fair Trade products when sourcing other foodstuffs from under-developed parts
of the world.
 We will provide recycling bins for composting and paper.
Operations
 We will minimise the amount of waste we produce by raising staff and children’s awareness,
through ‘Switch off this light / machine’ notices, by providing recycling bins to encourage the
recycling of office and classroom waste such as paper and ink cartridges and by reminding people
not to print emails. The Parish will be encouraged to use the recycling options available.
 We will promote a litter free school and encourage children to place unrecyclable items in the bins
provided.
 We will cut the amount of energy we consume by using energy-saving measures and by following
recognised guidelines and codes of practice in our property management, such as automatic shut
down of all computers at a given time.
 We will review the School Travel Plan annually.
 We will run an annual Safer Cycling training programme for Year 6 children.
 We will wherever practicable, source products from sustainable resources, products made from
recycled materials or designed to be easy to re-use or recycle.
 We will comply with all relevant environmental, health and safety regulations and legislation.
 We will report annually to the Governing Body, and therefore, publicly on our
 environmental management.
 We will have a named member of staff responsible for the action plan and monitoring ESD issues.
 Right Start Pedestrian Training will be used to educate infants about walking safely.
Appendix 1
The Department for Children, Schools and Families (DCSF) Sustainable Schools strategy comprises
eight sustainability ‘doorways’; each plays a role in the major areas of school life – the curriculum,
campus and community. Schools can come into sustainability via any of the doorways and every one
provides further opportunities for organisations to get involved.
Food and drink
An unhealthy diet contributes to obesity and poor health, as well as poor concentration and
performance. In contrast, a Sustainable School that procures healthy, ethically sourced food can offer
nutritional benefits, and improve pupils’ understanding of food and where it comes from, while also
protecting the environment and supporting local producers and suppliers.
Energy and water
The rising demand for energy and water across the planet is storing up problems for future generations.
Eco-efficiency measures can help schools to reduce their environmental impact. By reducing the
amount of energy and water they use schools can benefit from real cost savings. Money saved on
energy and water can be channelled back into the school to improve the quality of the children’s
surroundings. Sustainable Schools can showcase energy efficiency, renewable energy use and water
conservation to pupils and the whole community.
Travel and traffic
During term time cars on the school run account for 16 per cent of early morning traffic and a
measurable increase in pollutants near schools. Being driven to school decreases pupils’ independent
mobility, reduces their amount of daily exercise and detracts from their awareness of road safety.
Rising vehicle use also adds to congestion, road accidents and pollution. Car sharing and public
transportation help ease these concerns. Walking or cycling offer other sustainable alternatives, while
boosting fitness, increasing concentration and instilling positive habits for life.
Purchasing and waste
Waste, and the throw-away culture that encourages it, can be tackled through sustainable
consumption. By adopting a “reduce, reuse and recycle” approach, and using local goods and services
of high environmental standards, schools can reduce costs and support ethical markets in their
communities.
Buildings and grounds
The design and management of the school estate affect its environmental performance and its ability to
help pupils learn sustainable living. A well designed and cared for school provides an excellent teaching
and learning resource for staff and pupils. Sustainable design principles, sustainable technologies,
sustainable interior furnishings and sustainable environmental management provide working examples
of sustainable living, benefiting pupils’ well-being and behaviour.
Inclusion and participation
The ability of communities to live together peacefully depends on their capacity to value difference and
diversity. Inclusion and participation are important goals of sustainable development learning. Schools
can promote community cohesion by providing an inclusive, welcoming atmosphere that values
everyone’s participation and contribution, and challenges prejudice and injustice in all its forms and
sources, instilling pupils with a long-lasting respect for human rights, freedoms, cultures and creative
expression.
Local well-being
With their central locations, facilities and extensive networks schools can act as hubs of learning and
catalysts for change in their local communities. Focusing on local challenges and finding solutions to
them gives pupils the opportunity to learn and helps to strengthen local relationships. It also allows
them to experience how decisions are made at first hand, and to develop applied skills that complement
classroom study.
Global dimension
Growing interdependence between countries changes the way we view our world, including our own
culture. Schools can respond by developing a responsible, international outlook among their pupils on
global challenges such as poverty and climate change, helping young people to develop a responsible
international outlook.
To find out more, visit www.teachernet.gov.uk/sustainableschools