DCSF DELIVERY PLAN FOR SUSTAINABLE SCHOOLS
The aim of the Sustainable Schools strategy is for all schools to sustainable schools by 2020. This was restated in the Children's Plan in
December 2007 and the Department's Sustainable Development Action Plan - Brighter Future Greener Lives". The Sustainable Schools
strategy has 8 "doorways" for schools to embed sustainability in the curriculum (e.g. learning about key issues like climate change), campus
(e.g. reducing the energy and water usage of the school) and community (e.g. working with the community to improve local well-being).
The eight doorways are: food & drink, energy & water, travel & traffic, purchasing & waste, buildings & grounds, inclusion & participation, local
well-being, and the global dimension.
DCSF DELIVERY PLAN FOR SUSTAINABLE SCHOOLS
Commitments 2008/10
Team
How it will be delivered
Outcomes / Timing
Carbon reduction across the school system
Earlier work commissioned from the SDC has shown that the school system is responsible for 15% of public sector carbon
emissions and the main sources of these emissions are procurement (42%), heat and power in school buildings (41%) and
school travel and transport (17%). Schools acting alone could make reductions in these emissions, but the main gain will be
from a concerted response from the whole sector, local and regional authorities, energy suppliers, purchasing organisations,
public transport and local communities.
1
Consider publishing a report and
consultation on how the school
system can work to reduce carbon
emissions
Sustainable
Development
Unit (SDU)
2
Find new and better ways of
Design and
gathering and sharing information on Strategy Team
schools energy use to enable
SDC support and facilitation of thinking
with energy, procurement and travel
policy teams to scope the potential and
trajectories for reduction of carbon in the
school system
Submission to Ministers May 2009
Develop a structured approach to
gathering and sharing information of how
schools are performing in practice so that
Work with the Zero Carbon Task Force
and key stakeholders to identify steps
to achieve these objectives –end 09
schools and LAs to take action to
reduce carbon emissions
schools can learn from best practice.
Exploit the opportunities provided by the
introduction of Display Energy Certificates
by identifying which schools have the
lowest and highest carbon emissions, and
determining which solutions could most
commonly be applied to reduce emissions
Evaluating the performance of low carbon
solutions for schools within the Capital
Programme through structured post
occupancy evaluations, feeding back and
sharing information so that other projects
can benefit from the learning.
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Develop a roadmap to zero carbon
new school buildings by 2016.
Design and
Strategy Team
To achieve this we shall be prioritising
and implementing the recommendations
of the Zero Carbon Task Force, working
closely with OGDs in policy areas which
specifically seek to reduce carbon
emissions in schools, and developing a
strategy which pulls together the various
themes.
We will follow up prioritised
recommendations of the Zero Carbon
Task Force (which will consider the SDC
Carbon management strategy) ,
information gathered during the Call for
Evidence exercise, and the experience
and knowledge of the Zero Carbon Task
Force members and associates) taking
due account of wider government policies
and initiatives to reduce energy use in
buildings.
Work with Zero Carbon Task Force to
identify steps to achieve new buildings
that are zero carbon and scope
opportunities for existing schools.
Interim report of Task Force in January
2009 to be informed by SDC Carbon
Management Strategy, work by OGDs
on non domestic buildings, responses
to DCSF’s Call for Evidence, and
experience and collective knowledge of
Task Force members.
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Reduce carbon emissions in new
school buildings by 60%.
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Design and
Strategy Team
Capital funding to reduce carbon
emissions in new school buildings
Schools in BSF and the Academies
programme will receive additional funding
to implement measures to meet the
requirement. Compliance with the 60%
requirement, through application of the
calculator, will be monitored at design and
procurement stages of BSF.
£110 million has been made available
within the capital programme to reduce
carbon emissions by 60% for new school
buildings with BSF, Academies and One
School Pathfinder programmes.
We expect authorities to refer to the
carbon calculator when designing new
primary schools. We will follow up on a
representative sample to monitor
compliance.
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Publish results from One School
Pathfinder demonstration projects,
early 60% schools and any exemplar
projects identified through the Zero
Carbon Task Force, showing how
sustainable development outcomes
can inform school design.
In 2008-09, compliance monitored in
new schools planned for build in the
primary pathfinder areas.
Report setting out options (August
2009)
Commission work to scope the potential
for reducing carbon emissions during
refurbishment
Scope the potential for reducing
carbon emissions in refurbishment
projects.
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234 schools in BSF, One School
Pathfinders and Academies will
demonstrate compliance with the 60%
requirement April 08 – March 11
(earlier estimates suggested that about
35 schools would meet the requirement
in the first year)
Design and
Strategy Team
This work will build on that already done
to identify exemplar projects in the
sustainable design guide.
Interim findings from One School
Pathfinders – end July 2009.
£10m earmarked to fund a range of
exemplar building projects to test energy
efficiency measures
Case studies developed by Sept 2009.
Case study data gathered through range
of Task Force visits to exemplar projects
in UK and abroad.
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To work with CLG to ensure that
schools built in eco towns fulfil the
zero carbon expectations being set
for these developments, and meet
other DCSF objectives. To use
lessons learned from eco towns
developments to inform the work on
zero carbon and carbon emissions
reductions in schools.
The proposers of eco towns may not be
aware of the particular requirements we
have set for children’s services including
school buildings. We therefore need to
proactively promote our policies to
developers, and provide support to CLG
in the evaluation of eco town bids.
Hold DCSF-led briefing event for eco
towns developers and LAs to set out
our expectations for school design –
end June 08.
Input to the review of eco towns
applications to ensure DCSF priorities
are reflected – end 08.
Monitor eco towns development to
gather lessons learned. Ongoing.
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Include Post Occupancy Evaluations
as part of the Design Quality
Indicator for schools in BSF to
establish conformance with predicted
environmental performance
Design and
Strategy Team
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The DCSF is currently introducing
the OPEN e-procurement system,
and we will promote the use of
goods and services that meet the
terms of a sustainable procurement
charter setting out high ethical and
environmental standards, thus
making it straightforward for schools
to purchase sustainably without
specific expertise.
Supplier Strategy
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Commercial
Policy
POEs will be undertaken by schools and
the findings will be monitored by
Partnerships for Schools.
POE process already in place for
secondary schools within BSF and
Academies programmes and are being
implemented by our delivery partner –
Partnerships for Schools (PFS). First
evaluations to take place towards the
end of 2008.
We will work closely with schools, to
advise and guide them on what to look for
when undertaking ‘greener’ procurement.
We will work with suppliers on the most
practical and understandable way to
illustrate their sustainable credentials in
the context of their organisation and the
goods or services that they provide. we
will take this in the context of adhering to
competition laws and relevant
Commercial Policy and Skills Team will
provide guidance and advice to
Schools in collaboration with EPC
colleagues
LEPC colleagues will receive an
oversight of Sustainability in
Schools issues to provide them with
the context for their advice
procurement legislation.
We will collaborate with the Sustainable
Development Commission to develop
links with Local Authorities, schools and
suppliers to understand the most effective
way to support schools and suppliers
Actions:
Work with managed service provider for
OPEN to develop indicators of suppliers
sustainable status where appropriate.
Use questionnaire to establish extent of
work already underway in local public
sector procurement and determine
categories of spend most effectively
targeted.
Engage with Central Buying Consortium
Sustainability Group to develop lessons
learned from existing activity.
on procurement in Schools which will
include sustainability.
Initial discussions on technical capacity
by April 09. Technical enhancements
by October 2009
By July 2009
June 2009
July 2009
Develop Action plan to detail outputs from
consultation in short and medium term.
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Develop proposals to reduce the
carbon emissions from procurement
in the school sector
Supplier Strategy
SDC hosted workshop on Carbon
reduction strategy with Public sector
buying organisations, Local Authorities
and internal procurement staff. To
establish practical ways to reduce carbon
emissions.
Build in output to action plan (above)
March 2009
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Develop proposals for reducing the
carbon emissions from provision of
food in schools.
Supplier Strategy
DCSF’s School Food team will work with
the Sustainable Development Unit to
consider how best to meet carbon
reduction aims for schools with regard to
school food and drink.
Internal paper by July 2009
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Recognising the contribution that
school travel (and school-organised
transport) makes to climate change,
we shall review how to integrate
emissions reduction within the
school travel planning (STP) process
in line with the DCSF’s overall
carbon management aims.
Home to School
Travel and
Transport
Work with SDU to consider how we can
use the school travel planning process to
focus efforts on reducing carbon
emissions from school travel and
transport.
Briefing paper covering CDK; Link to Eco
schools and other awards; travel pollution
- NIs eg air quality; SDC/carbon
emissions work
SDC delivered a carbon management
workshop at the regional school travel
adviser meeting (Feb 2009) clarifying
thinking for the briefing paper for STAs
(now overdue)
As the TTSI project nears its last year STAs are beginning to move from the
outcome of completing school travel
plans to achieving modal shift and
therefore reducing carbon emissions.
Consider extending travel planning
grant scheme and advisory services
to Children’s Centres not already
covered by school travel plans.
Home to School
Travel and
Transport
Consider the long term role for STAs and
a more explicit contribution to sustainable
schools and children’s well being
The criteria for STPs is already set and
whilst stand alone Children Centres (CCs)
are not within scope, any school with a
CC attached should include its travel
patterns and issues within its plan.
Rolling out the project to encompass all
CCs is another suggestion the Project
Board will consider implementing postMarch 2010, but to introduce it now would
meet challenge from local authorities and
School Travel Advisers and place the
success of the current project at risk by
Proposals for school travel planning
post 2010 are being worked up with
colleagues from DfT which should
broaden the current remit. This may
include other travel journeys on the
school site (staff) as well as
including journeys to and from
Children's Centres. Aiming to put
proposals up to Ministers in the coming
weeks so should be able to say
something more certain on this in due
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extending an already stretching target.
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To consider how schools can
monitor their carbon emissions
SDU/Service
Improvement
Look at the possibility of carbon reduction
measures being aligned with financial
management in revised version of
schools’ FMSIS
Initial meeting Feb 2009
Guidance and support for sustainable schools
We have published a comprehensive suite of guidance for schools since the consultation on the National Framework for
sustainable schools in May 2006. We are keeping this material under review and adding to it in response to demand.
(www.teachernet.gov.uk/sustainableschools. However, more needs to be done to ensure that all schools understand the benefits of an
underpinning ethos which promotes sustainable development and more to encourage schools to use the guidance.
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DCSF cannot support sustainable
schools directly and depends on
local authorities (and others) to value
the impact of sustainable schools
and provide support to tackle local
issues.
SDU
We are supporting GOSE to produce
guidance for local authorities on how best
to support progress with sustainable
schools. This will look at the potential of
sustainable schools to (positively)
influence a range of National Indicators,
and will explore how local authorities can
best support schools in achieving this
aim.
Draft guidance is available on the web
and being tested by GOs with their
LAs. Responses to this consultative
stage expected by end February 2009.
To build regional networks to support
for sustainable schools, with a
particular focus in 2008/09 on:
 strategic link-up between
sustainable schools and
local sustainable community
strategies, championed by
regional and local leaders of
children’s services
 development of regional
websites
 improved local support /
SDU
Base funding of £25k pa per GO. DCSF
depends on GOs to make good use of the
funding by drawing in other sources and
focusing on scalable networks and
capacity building rather than short-term
activity.
GOs share their experience and ways
of working at bi-annual meetings.
Variable commitment from GOs, with
several delivering high quality strategic
support, but some yet to establish a
regional role.
GOs to report outcomes in relation to
business plan commitments at end of
year.
helpdesk functions for
schools.
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Improve the maintenance and future
development of the DCSF’s
TeacherNet website for sustainable
schools
Olympic
Coordination
Responsibility for the sustainable schools
website has been handed to a third party
to improve currency and effectiveness.
Contract for management of the site
awarded August 2008. Project is now
on-going and funding has been
secured for 2009-10.
Funding will be made available for
programmes which will encourage
and support schools to become
sustainable schools
Olympic
Coordination
A “Mainstreaming sustainable schools “
programme has been established to
communicate more effectively to schools
the benefits from becoming sustainable
schools and provide information and
support to embed sustainable
development as part of their ethos
Contract awarded and work now ongoing.
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National award to recognise good
practice in schools
SDU
Funding support to Teaching Awards
Trust for Teaching award for sustainable
schools.
Ministers agreed to continue funding
for 2 years (until next CSR): May 2009
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Support Natural Environment sector
through Manifesto for Learning
Outside the Classroom.
Curriculum Policy
Ongoing.
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Increase understanding and
proportion of sustainable
procurement in schools
Strategy Policy
Sector is represented on National
Advisory Group and Communications
Working Group. This enables them to (a)
represent the needs of the sector at
national level; (b) to keep up to date with
developments and communicate those to
the wider sector; (c) the Department
provides a small grant to enable them to
work together more closely to meet the
needs of schools.
More detailed guidance for school
business managers (building on Top
Tips).
Guidance to include advice on reducing
waste through preferring reduced
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Draft delayed, now intending to
produce by summer 2009.
packaging
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Practical, in-context sustainable
procurement guidance to be
incorporated within the interactive
schools procurement e-learning
resource (a basic introduction to the
procurement cycle) being developed
by EPC / CSD for use by all schools
The waste minimisation services
experienced by schools vary
considerably in scope and quality
across local authorities. Defra
published school waste minimisation
guidelines for local authorities in
autumn 2007.
Strategy Policy
An online upskilling resource – individual
users will register and work through
modules covering all key procurement
areas, including multiple choice Q&A to
test understanding
Resource should be online and fully
accessible by the end of July 2009
SDU
DCSF will work with Defra to establish
guidelines with local authorities and
schools on improving recycling
performance and reducing absolute waste
volumes.
Defra undertaking research into the size
of the problem for schools prior to
consultation on new Controlled Waste
Regulations
Ongoing improvement in waste
minimisation in schools.
Prepare Top Tips on School
Grounds for sustainability
Curriculum Policy
Working with Learning through
Landscapes
Draft October 2008. Working on final
version by July 2009.
Develop guidelines for schools on
offsetting carbon emissions from
their international visits and
exchanges. .
International
Schools
Programme
We recognise the educational benefits
that school visits and exchanges have in
increasing cultural understanding and
acceptance, and helping to create true
global citizens. It is important that these
visits and exchanges aim to be as carbon
friendly as possible. The guidelines will
help schools to understand why carbon
offsetting is an achievable way to reduce
carbon output, and provide a step-by-step
guide for schools to follow in order to
offset carbon emissions from their
international travel.
The guidelines will be published by end
June 2009.
This will include advice to consider
alternatives to flying and for schools to
think about reducing their carbon
emissions arising through all forms of
school transport including pupil and
staff travel on international exchanges.
Defra will share research outcomes
with DCSF June 20009 and we will
work with them on school aspects of
their proposed consultation.
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Building on a mapping exercise
commissioned by DCSF to explore
the links between the International
School Award (and other award
schemes) and its Sustainable
Schools strategy, we will work with
the British Council to ensure that the
ISA website, materials and criteria
are updated to reflect the scheme’s
important contribution to sustainable
development.
International
Schools
Programme
Advice and guidance for schools applying
or thinking of applying for the ISA, will
continue to promote the global dimension
doorway as a good way of bringing
together and developing international
work. We will work with the British
Council, which delivers the scheme on
our behalf, to further develop the links
between the ISA and sustainable schools
over the 2008/2009 academic year
Clear links established and publicised
on websites by July 2009.
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Identify and publicise the links
between the 2012 education
programme schedules for launch in
September 2008 and the sustainable
schools strategy, reflecting also on
how to maximise the opportunities
presented by the global dimension of
the event.
Olympic
Coordination
To work with LOCOG and stakeholders to
identify and communicate the ways young
people and schools can use the Games to
provide new learning opportunities about
sustainability.
Get Set 2012 Education programme
now live. Includes links to Sustainability
and Regeneration and International.
The Pod is first programme to go live
linked to S and R and International
programme and will be launched in
2010.
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Curriculum
Sustainable development has been included in the National Curriculum as part of Geography, Citizenship, Design and
Technology and Science for [many] years. The latest guidance from the QCA recommends teaching sustainable development
as a cross-cutting theme. Education for sustainable development (ESD) can be described as a vision of education that seeks to
balance human and economic well-being with cultural traditions and respect for the earth's natural resources. Proponents of
ESD consider it to have two sides. The first is the development of critical thinking about the state of society, and the
encouragement of a questioning approach. The second involves taking action to support sustainable development now to
develop confidence in sustainable behaviours.
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Take account of the Department’s
commitment to sustainability in
ongoing review and development of
the Curriculum, reflecting also
children’s views about the
importance of this priority.
Olympic
Coordination
Citizenship,
Work with Primary Curriculum Review
team to maximise opportunities to embed
sustainable development in the
curriculum.
Ongoing as opportunities arise. QCA
has produced curriculum planning
guidance for schools on sustainable
development in action in March 2009.
QCA to work with contractors for
History, RE
To work with QCA to ensure that
sustainable development is included in
the curriculum as an essential area of
skills and knowledge acquisition for young
people
Mainstreaming Sustainable Schools
and SS website to support work to
raise awareness of SD and embed in
curriculum.
Common voice
Schools cannot be sustainable schools without the support of their local communities and all agencies working with them.
These agencies need to be aware of the impact of their demands on schools and ensure that they are consistent in promoting
sustainable development.
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Supporting schools to adapt to
climate change – physical
infrastructure
Design and
Strategy/SDU
Investigate the need to develop specific
guidance for schools and LAs on
strategies for adaptation to climate
change.
Review published guidance after the
publication of the UK Climate Impacts
Programme update in June 2009
Updated/revised guidance if needed in
June 2009
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DCSF continues its close
cooperation with Defra around
climate change communications,
school waste and carbon reduction
in the schools estate.
SDU
Bi-monthly kits with Defra colleagues to
share issues and progress
Cooperation on issues of mutual
interest to ensure coherent
messages/support for schools. Eg
inclusion of schools in LAs’ CRC,
Waste regulations, Defra grant
schemes for work with young people.
SDU/Insepctions
Unit
We shall work with Ofsted to consider
how sustainable development is fully
integrated within the 2009 inspection
framework. This will include drafting an
article for “Schools and Inspection” and
making appropriate links into CAA and
Children’s Trust inspection.
Since September 2007, there have
been two questions about the National
Framework for Sustainable Schools in
the Self-Evaluation Form (SEF). We
have agreed with Ofsted that the
revised inspection framework will better
reflect the need for sustainable
development to be an underpinning
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Consider with Ofsted how best to
capitalise on their key role in
recognising and supporting
improvement in schools and how this
can promote sustainability.
ethos to schools.
Olympic
Coordination
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Work with TDA, NCSL and other
delivery partners to ensure their
work is perceived by those working
in schools to be in alignment with the
overall messages they are receiving
from Government and other sources.
That is to ensure that delivery of
their responsibilities includes
sustainable development as an
outcome.
SDU
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To take forward the proposals of the
mainstreamed Public Sector Food
Procurement Initiative, of
Procurement, Logistics, Demand
Management and Marketing.
Commercial
Group
We will continue to contribute to the
steering group for the Ofsted/DCSF
longitudinal study on children’s
understanding of SD
SD Unit will work with colleagues in the
NDPBs to ensure that work is coherent
with sustainable schools strategy:
 Inclusion of SD in the Secretary
of State’s remit letter to NDPB
 Encouragement to produce
SDAPs that align with objectives
in Brighter Futures Greener Lives
Report due in two parts, September
2008 and spring 2009.
The OGC Collaborative food procurement
programme, (sponsored and chaired by
DCSF) has now taken shape, with the
senior Food Category Board holding
regular meetings, and supported by the
Food Strategy Team and 6 work streams,
which include, Procurement, Demand
Management, NAO/PAC
recommendations, Communications,
Sustainability and Regional and Local.
The sustainability work stream will act as
a gate way for review of strategy
emerging from Demand Management and
Procurement work streams, and supports
the HFM agenda.
The legal situation in relation to shared
contracts on DCSF OPEN system from
NHSSC has now been confirmed by
DCSF, OGC and NHS lawyers, who
consider it unsafe to use NHSSC
contracts on OPEN. However, there
are opportunities to collaborate with
other public bodies, and recently a
frozen food tender was held in
collaboration with HMPS – NOMS, and
ESPO, SNUPI, and 5 LAs
Discussions with NDPBs on
sustainable schools are ongoing.
Evidence of complementary strategies
and messages from NDPBs.
During 2007/08 NCSL made
sustainable development a key
research and programme priority, with
excellent results: the Leading
Sustainable Schools research
publication, and a scheme supporting
communities of practice around
sustainable development in 55 schools
in England
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DCSF Food Project Programme
Board to set up a sub-group, in
partnership with RIEPs to explore
better matching of supply to demand
and more coordinated procurement
of food supplies, leading to more
efficient logistics and lower “food
miles”.
Commercial
Group
A Strategic Food Procurement plan has
been written and approved by the FCB,
and in turn there is a schools food
procurement strategy supporting the
overall Food Plan, and being directed by
the Procurement Work Stream, chaired by
DCSF.
The Procurement and Demand
Management work streams, as part of
the Food Strategy Team and Food
Category Board, with the exception of
Demand Management, (OGC) are all
DCSF chaired, and are now carrying
forward this work with the RIEPS, and
PRO5 Consortia. The GOs may take a
more active engagement as well
Improved training for school cooks
and caterers via new FEAST centres
to promote seasonal menus and
sustainable practices (including
waste management).
Food and Health
in Schools
Future plans to improve sustainable
practices in school catering include the
development and promotion of seasonal
menus will continue in 2008/09 in
partnership with catering companies and
Regions (especially North East and South
East); case studies promoting best
practice to be published on SFTs website.
A network of 26 School FEAST training
centres for school catering staff are up
and running and the SFT is now
working with partners to extend
coverage in London. DCSF is also
working with partners to promote take
up of qualifications and training. The
aim is to significantly improve the food
preparation and cooking skills of
caterers including making the best use
of ingredients. The Support Work in
Schools qualification also includes a
unit on the procurement of products
and services.
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Guidance for schools
Food and Health
in Schools
Produce a set of Top Tips for the Food
and Drink section of the Framework for
sustainable schools. To include advice
not to purchase bottled water because of
waste arising.
Draft by November 2008
Publication by July 2009
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Host a summit to achieve a more
strategic, joined-up approach to
school food procurement.
Commercial
Group
Conferences planned for 13/19
November. Agenda to include discussion
of sustainable food purchasing and NGOs
DCSF has sponsored a Collaborative
Food Procurement Conference at the
ICC for 24th March, to encourage
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with sustainability expertise to be invited
collaboration nationally as well as
regionally and locally. All public sector
food procurers and influencers are
being invited to attend across the LAs
and Central Government
Championing children’s environmental needs
Every Child’s Future Matters brought together convincing evidence of the impact of their environment on children’s well being.
The action that schools can take to encourage the young people in their care, their families and communities to protect and
preserve their environment, now and in the future, is a crucial contribution to sustainable development for the benefit of this
country and globally.
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Young activists for sustainable
development programme, lasting
September 2008 – March 2010
21st century schools
SDU
SDU/21 Century
Schools
4 NGO led projects will trial different
models of empowering young people in a
variety of locations and through ICT to
take action on sustainable development at
the local, national and international level.
Projects deliver according to agreed
outcomes and work together
collaboratively.
Consultation with wider group of NGOs on
plans for young people’s input to
Copenhagen Climate Change conference.
By 2010, the lessons learned from YA will
be fed into guidance on CYPPs or other
local hardwiring.
NGO event in March 2009 was
successful
Input into thinking for the White Paper on
21st century schools on the role of schools
in encouraging children and their
communities to embrace sustainable
development principles in current and
future lifestyles.
Discussions and draft advice mid
February.
Ongoing input as wp develops
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Discussions on how sustainable
development/ sustainable schools can
contribute to well being measures.
Further discussion on this issue with
interested NGOs with a view to producing
a better interpretation of the parallels
between sustainable development and
biodiversity and clear guidance on this for
schools.
Discussions and draft advice mid
February
Improve understanding of
importance of biodiversity and how
action to promote biodiversity
complements the sustainable
schools framework
SDU
No response received from NGOs by
January 2009.
Extended Schools can support their
local community and do more to
address local needs. In 2008/09 we
will ensure that this programme is
positioned as a contribution to local
sustainable development, and that
practitioners supporting its
implementation are made aware of
the importance of aligning the
programme to sustainable
development goals (and hence the
goal of sustainable communities as
embedded in the new local
government performance
framework).
SDU
We will discuss with TDA how to enable
Extended Schools Remodelling Advisers
(ESRAs) to deliver advice and guidance
to schools which supports sustainable
development.
Support TDA colleagues developing their
SDAP commitments.
Strategic conversations with TDA
initiated by September 2008 and
guidance has been made available to
ESRAs. The latest draft of the TDA
SDAP reflects progress in thinking but
does not reflect fully TDA’s potential to
support the sustainable schools
strategy.
Supporting schools to adapt to
climate change – planning for
extreme weather events
Pupil Safety and
School Security
Possibility of advice on emergency
planning and response, and on structure
of school year, and day, and school
attendance.
No discrete work is planned. We will
consider the case for references to this in
No immediate action
Agreed with Defra to discuss options
with the Education and Public
Understanding working group of the
England Biodiversity Strategy (May
2009)
any guidance on relevant issues.