Environmental Sustainability Audit

THE SIX C’S

A whole school approach to environmental sustainability should encompass all aspects of school life, learning and management. This can be explained via the Six Cs model:

1. CULTURE: THE WAY THINGS ARE DONE

The way things are done at all levels of a school/trust is reflective of your vision and values. If environmental sustainability sits within this, your everyday practices and larger decisions will demonstrate care and respect for the environment.

As a starting point, you could ask your school leader at the relevant governing board meeting:

• Do we have an eco-council/team to listen to our pupil’s views on environmental sustainability?
• What happens at school level on a day-to-day basis that encourages environmental sustainability? For example, have environmental considerations been applied to food provision, including use of local produce and initiatives such as ‘meat-free Mondays’.
• How does our school/trust frame environmental sustainability – do we foster a sense of hope?

Other considerations that relate to culture include:

• Inclusivity – initiatives should be inclusive to all pupils in terms of cost and accessibility. For example, providing access to pre-loved uniform in a stigma-free way.
• Modelling – it’s important for teachers and leaders to demonstrate these positive cultures.
• Small steps – making small changes are important in cultural shift.

2. CURRICULUM: TEACHING AND LEARNING

Treating environmental sustainability as a core value should lead to governing boards taking a keen interest in how this is covered in the curriculum. As climate change affects many aspects of daily life, climate education should extend beyond science and geography.

As a starting point, you could ask:

• What and when do pupils learn about environmental sustainability?
• Have pupils been consulted on their experience of the curriculum and teaching and learning on environmental sustainability?
• Do pupils have opportunities to learn outdoors (forest school, local visits or residential trips, for example)?

Other considerations that relate to curriculum include:

• Collaboration – teachers should be encouraged to share ideas and information
• Local, national, global – different contexts should be examined in the curriculum
• Extra-curricular clubs and awards can incorporate green skills and knowledge

3. COMMUNITY: WORKING TOGETHER INSIDE AND OUTSIDE SCHOOL

Community refers to how the school fosters a united approach to environmental sustainability, both within the local community and the school community itself.

As a starting point, you could ask:

• Do any governors/trustees or staff members have sustainability credentials that could help in this area, and is this considered when recruiting?
• How are children travelling to school? How is this actively facilitated by the school/trust?
• Does the school’s work with the local community include any sustainability-focused activities?

Other considerations that relate to the community include:

• Communication with pupils and parents – is this framed as positive and open?
• Expertise – the community could hold specialist knowledge and donate their time/resource

4. CAMPUS: BUILDINGS, ENERGY AND GROUNDS

This encompasses all aspects of school buildings and grounds. Energy usage will likely already have been considered, but there are other aspects which can positively benefit your school/trust.

Procurement can offer a route into exploring sustainability by adding it as a necessary criterion for suppliers. The DfE supports this by including sustainability in their procurement frameworks.

As a starting point, you could ask:

• Is our energy and water use monitored and if not, how can we start to do this?
• How do we use our outdoor space? Could we improve biodiversity or grow our own food?
• What waste is recycled or composted?
• Are sustainable procurement choices our first option?

Other considerations that relate to campus include:

• Finances may limit what action can be taken; explore grants and other funding streams
• Mental health – outdoor green spaces can positively impact mental health and wellbeing
• Investment – consider what is needed to improve buildings, such as solar panels, LED lighting, and insulation

5. CAREERS: QUALIFICATIONS AND WORK EXPERIENCE

Supporting young people to make informed choices about their future is an important responsibility for schools and their governing boards. With future green careers on the horizon, this is an area both primary and secondary schools should prioritise.

As a starting point, you could ask:

• Do we incorporate green careers into our careers advice/programme?
• Do we offer GCSEs or apprenticeships that include environmental sustainability content?
• Have we consulted with our pupils on what they see as their future green careers?

Other considerations include:

• Inviting speakers on green careers, particularly if green qualifications are not yet available
• Work experience – could you source experience in green industries?
• Lessons – how can green careers be included in lessons?

6. CPD: STAFF AND GOVERNING BOARD KNOWLEDGE

Governing boards, senior leaders and teachers need to be equipped with the skills to deliver on improving environmental sustainability. This includes providing the capacity and budget to do so.

NGA’s CPD guidance provides advice on how boards can establish a culture where staff development is valued and prioritised.

As a starting point, you could ask:

• Have staff received any CPD relevant to environmental sustainability?
• Have staff been given the capacity to carry out CPD?
• Have governors/trustees received any CPD relevant to environmental sustainability?

Other considerations include:

• Budget – allocate budget for CPD and consider e-learning as a cost effective option
• Precedent – investing in staff and governors sets a precedent for the whole school/trust
• Sustainability lead – allocating responsibility is crucial in driving work forward

The tool consists of a series of questions and guidance to help schools and trusts interested in developing sustainability to ask themselves relevant questions and focus their efforts on pertinent actions.  Having the tool online means it is easily accessible to all stakeholders, who can be viewers and/or contributors.

Those having an input can answer the questions and add supporting comments and documents.

All stakeholders have a single view of the state of play in the form of overview dashboards for, along with the ability to drill down into the detail of each question. When sufficient data is available, it will be possible to make comparisons such as previous submission and average across all schools.

Another advantage of the tool is that it allows for extensive collaboration across the school, trust and wider communities, this means like-minded schools can share ideas and experiences.