ST MARYS HIGH SCHOOL
FORMAL ENVIRONMENTAL REVIEW
School:
St Mary’s High School, Newry
Date of Review:
March 2015
Carried out by:
The Eco Committee
Formal Environmental Review
Page 1 of 20
ENERGY
Is there someone in your school who has special responsibility for monitoring the
consumption of energy (electricity, heating etc.) in the school?
If there is, who is it?
Are the energy meters (e.g. electricity meters) easily visible to pupils?
Are pupils involved in taking and displaying readings?
Yes
Energy usage is
monitored by the Head of
Technology and pupils
are regularly involved in
reading the meters.
Graphs are regularly
emailed to staff to keep
them informed of energy
usage
Yes
No
Energy meters are not
accessible to the pupils
unless accompanied by
an adult.
Yes
Has your school taken any of the following low-cost steps to reduce heat loss
through windows?
Draught excluding strips
Solar reflecting film is located in designated areas such as the Principal’s
Office
No
No
Yes
No
Yes
No
The school has recently
been granted funding for
solar panels.
Yes
No
Responsible class window monitors
Teachers are sent regular
reminders to close their
windowns. School
cleaners monitor the
closure of windows on a
daily basis. The Building
Supervisors also patrol
the grounds of the
building looking for any
open windows before
closing up for the night.
Do the school windows have double glazing, triple glazing or energy-saving glass?
If Yes, then in how many rooms? (If all, write all)
Are any external (outside) doors self-closing?
If Yes, then how many doors are self-closing? (If all, write all)
Are any internal (inside) doors self-closing?
If Yes, then how many doors are self-closing? (If all, write all)
Yes
No
All windows in the school
are double glazed
Yes
No
19 external doors in the
school are self-closing
Yes
No
75 internal doors are selfclosing
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Are low-energy light bulbs and fluorescent tubes used in school?
If Yes, then in how many rooms?
Yes
(If all, write all)
No
Low energy light bulbs
and fluorescent tubes are
used in ALL classrooms
and ALL areas of the
school.
Does each classroom have its own heating thermostat?
Yes
If No, then how many rooms have a thermostat? (If none, write none)
No
14 rooms in the school
have a thermostat
The heating is centrally controlled and monitored by the Building Supervisors. This
thermostat is adjusted depending on the time of year (summer or winter)
Are lights and electrical items turned off when not in use?
Yes
No
Sometimes
Our energy monitors
patrol corridors every
day. Regular emails and
whole school assemblies
mean that awareness has
been raised about this
issue. It is now rare that
electrical equipment is left
on in unused rooms.
Does the school have any of the following sources of renewable energy?
Wind generator
Solar water PV heating panels
We have recently been awarded funding from DE to fund 12
photovoltaic solar panels. These are estimated to save approximately £1300
annually on heating costs.
Wood fuel boiler
Ground source heat pump
Any further comments on energy:
Energy continues to be a major topic for Eco-Schools in St Mary’s. We are confident that all reasonable
measures are now in place to keep our energy use at a sustainable level. Energy Monitors are responsible for
issuing “sad” and “happy” badges to classrooms when they are either conserving or wasting energy. Teachers
are regularly awarded with certificates for outstanding efforts in conserving energy in their classrooms. Our
teachers are proud of these are display them in their room. We are delighted to have been awarded funding from
DE for 12 new solar panels in the school which will undoubtedly contribute to reduced energy bills in the future
thus making St Mary’s High School more sustainable (approximately £1300 annual saving)
Formal Environmental Review
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LITTER
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
The grounds are more or less litter free
Does your school have a clear anti-litter policy?
Yes
No
Yes
No
Anti-Litter Policy is available to download from the Eco-Schools Section of the
Schools website and has been sent to all staff.
Are there litter bins inside the school buildings?
How many of these are:
Full – overflowing
None
About half full
Some
Less than a quarter full
Some
Are there any areas inside the school buildings that are littered where there are no
bins?
Yes
No
Are there enough litter bins in the school’s grounds?
Yes
No
How many of these are:
Full – overflowing
None
About half full
Some
Less than a quarter full
Some
Are there any areas in the school grounds that are littered where there are no bins?
Yes
No
Big enough
Yes
No
Correct design (holding in litter when windy)
Yes
No
Clean
Yes
No
Are litter bins generally:
There continues to be bins located in the school grounds that on very windy days
can eject litter. This only occurs on days with extreme high winds and when this
happens, the litter monitors collect any litter which has escaped from the bins. Ideally
we would like to buy new bins but funding does not allow this at present.
Any further comments on litter bins / location of litter:
Our litter monitors operate on a Rota system whereby two students are on duty every morning and every
lunchtime to collect litter. Litter monitor are also released from class every Friday afternoon to empty the paper
recycling bins in the school classrooms. The bags of paper collected are then placed deposited for disposal by
the building supervisors in the recycling bins at the back of the school.
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WASTE MINIMISATION / RECYCLING
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
Yes, control of these materials is very strict
Does the school buy stationery products (paper, pencils, pens etc.) made from
recycled content?
Yes (where possible)
Sometimes
No
Yes
Some
No
Are hand towels and other disposable paper products purchased with recycled
content?
If some, note which products are and which aren’t
Departments are encouraged to buy recycling products (where possible) during
requisition time in April every year. Department do try to comply with this although
this can sometimes be dependent upon the quality of the goods being purchased.
Does the school recycle any of the following items of school waste?
paper
inkjet cartridges
cardboard
vending machine cups
plastic
other
We have a book bank on site which accepts books, mobile phones and CD’s. We did recycle all our inkjet and
laser cartridges until the company was closed in march 2015.
What proportion of school food waste is composted?
None
1% – 25%
26% – 50%
51% – 75%
75% - 100%
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
No
Yes
No
Yes
No
Our art department has taken part in a project called “Junk Couture” last year
whereby students had the opportunity to design clothing from recycled materials.
Many of these products are on display in the school art department.
The Parents Association has plans in place to create a uniform bank where old
uniforms will be donated for parents to buy at reduced costs. These uniforms will be
washed and recycled.
Does the school encourage reuse of materials, e.g. water bottles?
Our SNAG Team, PE Dept and staff all model good practice by reusing old water
bottles.
Does the school have any policies to reduce waste?
Yes St Mary’s has an active Waste Policy which outlines our intentions. This is
downloadable from the Eco-Schools section of the school website.
Formal Environmental Review
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Any further comments on waste minimisation / recycling:
Each student has allocated printer credits. These are set and can only be changed by a teacher. This prevents
over printing and unnecessary printing. This has not only reduced the amount of printing being carried out in
school but also cut down dramatically on the amount the school spends on printer ink cartridges and the amount
of paper being purchased.
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WATER
Is there a water meter to record water use in school?
Yes
No
Is the meter easily visible to pupils?
Yes
No
Are pupils involved in taking and displaying readings?
Yes
No
Are the toilets designed to reduce water loss e.g. low-volume flush, flush on demand
urinals etc.?
Yes
No
All toilets have self-stopping taps which conserve water.
If YES, then how many of the toilets are fitted with such devices? (list, or state All)
Are hand-basin taps of the push-on or self-stopping type?
If YES, then how many? (list, or state All)
Are taps left running?
At present only the boys
toilets have such devices
Yes
No
ALL
Always
Sometimes
Never
Are dripping taps and other leaks fixed quickly?
Yes
If NO, then approximately how long do repairs take?(circle)
2 – 3 days
No
4 – 7 days
more than 7 days
How often does the school run water-saving campaigns?
Regularly
Occasionally
Never
Any further comments on water:
Water has not yet been a major or minor topic for St Mary’s Eco-Committee but measures are in place to reduce
water wastage as far as possible.
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TRANSPORT
Do you monitor how pupils travel to school?
Yes
No
If yes, how many pupils use the following transport to or from school – note total count of pupils
walk
bus
Cycle
share a taxi
share a car
travel as a single passenger in car
Has this data been mapped?
Yes
No
Does the school have dry and secure cycle storage?
Yes
No
Yes
No
Does the school offer cycle instruction?
Yes
No
If Yes, does it include on-road training?
Yes
No
If Yes, does it meet the national standard
Yes
No
Does the school have a network of ‘safe routes’ to walk or cycle?
Yes
No
Walking bus scheme
Yes
No
Cycle train
Yes
No
Park and stride
Yes
No
Other similar scheme
Yes
No
Does the school organise regular ‘walk to school’ or ‘cycle to school’ events?
Yes
No
Do any of the school transport vehicles (buses, taxis etc.) run on alternative fuels
such as electricity, land-fill gas or vegetable-derived oils?
Yes
No
Does the school have a school travel plan?
Yes
No
Does the school have a pedestrian and cycle entrance that is separate from vehicle
access?
Yes
No
If Yes, is there sufficient space for all users?
Does the school have any of the following:
Yes the school have a side pedestrian entrance wich is safe for pupils to enter the
school grounds. Parents are not permitted to drive their cars into the school grounds
in the morning or afternoon and our Building Supervisors patrol the grounds in the
morning and afternoon to ensure this does not occur where pupils could be put
potentially at risk.
Any further comments on transport:
Transport was a topic we intended to focus on this year but we have so far been unable to progress with this due
to so many other things going on in Eco-Schools this year. The Junior Council has been taking part in a Road
Safety Awareness” Project this year but we hope to extend this out next year to transport.
Formal Environmental Review
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HEALTHY LIVING
Does the school provide and promote healthier food at break times and lunchtimes?
Yes
No
Does the school include education on healthier eating and basic food safety practice
in the taught curriculum?
Yes
No
Is there a system for monitoring whether children eat a balanced lunchtime diet over
the week?
Yes
No
Yes
No
Is there a whole school approach to the promotion of physical activity?
Yes
No
Does the school offer all pupils a minimum of 2 hours physical activity a week within
and outside the National Curriculum?
Yes
No
Does the school have a no-smoking policy for staff?
Although the school does not have a non-smoking policy, all staff agree and accept
that this behavior is not acceptable. The SNAG team and Pastoral Curriculum
highlight the dangers and risks associated with smoking through whole school
assemblies and the wider curriculum
Yes
No
Yes
No
Can classroom and other windows be opened to improve ventilation?
Yes
No
Are there green plants growing in pots in any classrooms?
Yes
No
Our canteen follows strict National Guidelines agreed by National Standards in the
SELB. 65% of our school body eats regularly in the canteen. In 2004, we sought
funding to begin our highly successful and popular salad bar. The introduction of the
S.N.A.G Group (Schools Nutritional Action Group) has placed healthy living at the
forefront of school. They have initiated “Fruity Friday” and “The Better Breaks
Initiative”
The school has invested in a biometric fingerprint identification system which
enables us to monitor the eating habits of students. We hope to work more efficiently
with this data next year.
Does the school have drinking water easily available throughout the day?
Children are encouraged to bring drinking water to school and water fountains are
freely accessible around the school.
If Yes, is this followed by all staff including carers, parents and staff?
If Yes, in which classrooms?
Yes, science and technology have plants growing in their departments. All
throughout the school we have growing plants. These are watered by the EcoMonitors on a weekly basis.
Which of the following are commonly used by teachers?
chalk
water based markers
solvent based markers
a mixture
Does the school use environmentally friendly cleaning products?
interactive whiteboard
Yes
No
However these are not
used everywhere.
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Do the school toilets have:
Locks
Hot water
Toilet paper
Paper towels
Sanitary disposal facilities
Sanitary product dispensers
Any further comments on healthy living:
The appointment of our Health Education Coordinator means this area is being fully addressed. The coordinator
develops an action plan every year with achievable targets set and met. The S.N.A.G group has been formed
(Schools Nutritional Action Group) and meetings have taken place between the Coordinator and the canteen
supervisors. Healthy living is actively promoted by Governors, staff, parents and the catering staff through regular
assemblies and awareness raising campaigns. The Staff are all encouraged to monitor their classes eating habits
at break time and reinforce “The Better Breaks Initiative”.
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BIODIVERSITY
Do the school grounds staff use chemical pesticides and herbicides?
Often
Occasionally
Never
Does the school have any plants in containers, pots or beds in the school
grounds?
Yes, lots
Yes, some
No
The creation of the Rose Garden to celebrate our 50th Anniversary and past
Principals. We have created a wild flower and butterfly garden area in the
front of the school. Hanging baskets and tubs are placed throughout the
grounds. These are watered and maintained by both the school gardener
and the Eco-Committee.
Does the school have a wildlife, or conservation area?
Yes
No
Yes
No
Yes, we have just recently planted a butterfly garden where we have planted flowers
which are known to attract butterflies.
If Yes, is the area protected by fences or school rules, or both?
Careful consideration was undertaken to locate the garden so pupils do not have foot
access to the area.
Does the school maintain any of the following?
Bat boxes
Bird boxes
Bird baths
Woodland area
Squirrel feeders
Butterfly-friendly plants
Species records
Bird feeders
Pond
Log piles for invertebrates
If any of the above are ticked Yes, are pupils involved in looking after them?
Yes
No
Since the creation of our wild flower garden and butterfly garden areas our Eco-Committee members
regularly weed this area and ensure it is litter free.
We have plans in place to put a bird-feeder in each garden area. These will be made by the father of
one of our students.
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Yes
Does the school have links with any local or national environmental
organisations?
If Yes, then with whom? (list)
Killowen Outdoor Education Centre – Year 11 & 13 fieldwork in Geography
Tidy NI – we actively seek to take part in any events taking place
Down District Council – annually take part in Calendar and EYS
Competitions
Newry and Mourne Enterprise Agency
The Ocean Trust
Kilbroney Park for Physical Education
Any further comments on biodiversity:
None
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No
SCHOOL GROUNDS
What proportion (percentage) of the school’s grounds are?
Grass playing field, short grass
Woodland
Conservation or wildlife area
Water or wetland area
Activity play area
20%
0%
5%
0%
20%
Shrubery
5%
Tarmac/paths/roads
30%
Flower/vegetable beds 10%
Seating area
10%
Other
What proportion (percentage) of the school boundaries are……..?
Hedges and trees 0%
Wire or railing 100%
Open 0%
Does the school recycle garden or fruit/vegetable waste in a composter or
wormery?
Always
Occasionally
Rarely
Never
Do you ever hold lessons or part of lessons outside?
In summer PE lessons are held outside. The science block has a door
leading outside and classes are regularly held outside in summer term.
Yes
No
Yes
No
Year 8 conduct a microclimate study of the school grounds in the summer
term.
Have pupils looked into the heritage of the school grounds?
Yes
Any further comments on school grounds:
Our Building Supervisors and auxiliary staff work hard to keep the grounds tidy and litter free. In spring
and summer, we have flower containers around the grounds.
Rose garden to commemorate past Principals and Golden Jubilee Year
Wild Flower Areas
Butterfly Garden
Birdfeeders to come
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GLOBAL PERSPECTIVE
Do pupils consider how actions taken within the school affect people and the
environment locally and globally?
If so, please give examples:
Local Action
Local Effect
Reduced emmissions
No
Fair Trade Products are
used in the Home
Economics Department
Global Effect
Yes
Buy recycled products
Yes
Reduced greenhouse
effect
All Year 9 students
engaged in a Fair Trade
Project.
This
was
introduced through a
whole school assembly
in April 2014.
Buying fair trade
products
Product price
Fair price for products
made overseas
Fair Trade promotion
assemblies and
drama
Raised awareness
among students and
staff
Raised awareness of
how trade affects
development globally
Support for our Link
School in Africa
“African Schools
Project”. This involves
supporting the school
through fundraising
and teacher
exchanges to share
good practice.
Improvement in levels
of learning and
teaching within our
link school
Through this project
and other fund-raising
efforts £20,000 was
raised for our link
school
in
Papiri,
Nigeria. Pupils have
therefore an increased
awareness
to
help
others around the world
access their rights.
Year 8 pupils
research the link to
school through a
connected learning
project involving a
range of subjects.
(Art, English,
Geography, Home
Economics, English)
Care for fellow pupils
They also explore the
UNCRC and how we
can help to promote
the rights of children
throughout the world.
The funds from the
connected
learning
project were used to
purchase
educational
supplies to support
teaching and learning
and
models
rights
respecting
behavior.
There is now greater
awareness
of
the
UNCRC articles and the
actions needed to be
taken
to
promote
human rights.
Whole school
fundraising for
Zambian Street
Children
Care for fellow man
Helps street children
in Zambia
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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
If so, please give examples:
Some exploration has
taken place but needs
developed.
Eco-Schools topic
Location(s) looked at
ENERGY
China HEP / Water Shortages
LITTER
Waste dumps in India
WASTE
As above
HEALTHY LIVING
Lack of food in African Countries
GLOBAL PERSPECTIVE
Nigeria, Africa / Chinese and french E-Pals
Are the opportunities for considering global environmental issues maximised
through the curriculum?
Yes
No
We try to incorporate as many Eco-Schools topics into the school curriculum
as possible. We are confident that Eco-School is fully embedded right across
the curriculum.
Yes
No
Has the school made use of materials from other organisations to help with
this topic?
UNICEF resources are
used to support the
citizenship programme
in KS3.
St Mary’s won the
“Airtricity” Competition
in May 2012
UNICEF
TIDY NI
ENERGIA
AIRTRICITY
OXFAM
NEWRY & MOURNE DISTRICT COUNCIL
KILLOWEN OUTDOOR EDUCATION CENTRE
CRAGRATS “Bin it” Campaign
GCE & GCSE
Fieldwork is help in
Killowen Field Centre
annually.
Enter annual EYS with
Newry Council (except
2014 as it clashed with
in house Public
Speaking Contest)
Have the pupils considered other issues, such as Human rights and
ethics?
Yes
No
Yes
No
Yes
No
As a UNICEF Rights Respecting School we promote the rights of others
through learning and teaching, assemblies, drama, art and learning projects
undertaken by the pupils. The students explore how their actions can
promote the rights of others. As a Rights Respecting School the area of
Human Rights and respecting others is lived throughout the school, from the
school aims to learning and teaching in the classroom.
Fair Trade?
The area of Fair Trade is explored at whole school assemblies and also
through a connected learning project in Year 9. A range of subjects are
involved including; History, Home Economics, English and RE.
Conflict Resolution?
As a Rights Respecting School the area of conflict resolution is present in the
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behaviour policy and the actions taken to promote positive relationships in
the school.
Any further comments on global issues:
As the only one of 2 schools in Northern Ireland to have achieved Level 2 RRS (Rights Respecting
Schools Award) we feel this is an area of strength in St Mary’s. Our Geography department contributes
to this topic in obvious ways but we are also very conscious of involving other departments and hence
the idea for a collaborative project came to light. UNICEF resources and Oxfam resources in particular
have been very useful in the delivery of this topic as have our community partners.
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PUPIL PARTICIPATION
Yes
Do any of the issues considered in this environmental review feature in
school assemblies?
No
If Yes, then list those in the last term, detailing the topic covered.
We have held a number of assemblies relating to many of the Eco-Schools
topics.
Assembly One
14th September 2014
Presentation of cheque for £25000 to father Donal O’Caitlin for the building
Programme in our link African school – St Mary’s Papiri, Nigeria
Assembly Two
4th November 2014
“Fruitie Frenzy” – highlighting the importance of choosing health options for
snacks
Assembly Three
22nd November 2015
“Zambian Street Children” assembly and fundraising campaign
Assembly Three
19th January 2015
Certificates awarded to all those pupils who entered the Down District
Council Environmental Calendar Competition.
Assembly Four
10th February 2015
Students who took part in Down District Council Environmental Youth Speak
read their speeches at assembly.
Assembly Five
10th March 2015
The Eco-Litter Monitors were presented with their high-vis jackets during
morning assembly. They also got their picture in the paper.
Assembly Six
March 2015
“Don’t be a litter piggy” – reminder assembly about dropping litter in the
school grounds
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Are special environment-related lessons or visits undertaken by classes or
groups e.g. paper making, visits to environmental venues etc?
Yes
No
Yes
No
If Yes, then list those in the last term, detailing the topic covered.
STAFF MEETING
Staff were given an overview of energy usage across the past 4 years. All
staff were issued with colour coded graphs illustrating this.
A-LEVEL STUDENTS
Made and modeled recycled dresses for “Junk Couture”
“Bin it”
Assembly held on chewing gum litter
CONNECTED LEARNING PROJECT
Year 8 with Geography, Home Economics, Science
“Don’t Be A Litter Piggy” Campaign
Whole School Assembly held on the dangers of litter to animals
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:
1. The Eco-Committee offered to clean-up litter in the grounds of Newry
hospice and also to carry out some light weeding
2. Eco-Committee Monitors took part in a Community Clean-Up Project
along the towpath in Newry collecting litter and disposing of this
appropriately
3. Link with St Mary’s in Nigeria – global perspective
4. Link with Chinese pupils via email – E-Pals
5. Link with French pupils
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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
 Continue to monitor meter readings and monitor the impact of the photovoltaic
panels – Mr Morgan
 Keep close contact with Energia – electricity provider
 Continue with “Switch off Campaign”
 Continue to praise the work of the Energy Monitors and encourage teachers to
support them
 Carry out a follow-up teacher and pupil survey
 See the mathematics department about carrying out a lesson on analyzing the
energy data gathered over the past 4 years.
Litter
 Continue litter campaign
 Continue to encourage the waste monitors and reward their good work through an
end of year trip
 Consider replacement of the outside bins as litter can blow out on windy days
Waste Minimisation / Recycling
 Continue with efforts to reduce our carbon footprint and waste to landfill
 Consider advertising the book bank in the school library
 Encourage the use of reusable water bottles
 Parents Association to start the uniform bank of recycled uniforms
Water
 Continue to take water meter readings and make more effective use of this data
with this data
 Hold a water saving campaign
Transport
 Encourage students to walk to school in the summer term
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Healthy Living
 Continue to work closely with the Health Education Coordinator in the school.
 Make effective use of the biometric system for monitoring the eating habits of
students at lunchtime.
Biodiversity
 Liaise with science to increase wildlife habitats
 See technology on the possibility of making bird feeders
 Strengthen links with the school gardener
School Grounds
 Plants trees in the grounds
 Increase the number of beds and borders
 Consider possibility of forming a “Horticultural Group”
Global Perspectives
 Strengthen Links with St Mary’s In Nigeria
 Continue to raise awareness of global issues through assemblies and curriculum
work
 Eco Committee and RRS Committee need to work more closely on common
projects
Pupil Participation
 Increase pupil participation in projects and encourage new projects through surveys
and questionnaires
 Value comments
 Encourage Committee members to take on more responsibility
 Increase level of curriculum work and display this in newsletters and website.
 Encourage KS4 & 5 ICT students to take more ownership of the website
 Make further use of the twitter and Facebook accounts.
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