Creating a rain garden helps alleviate localised flooding.

A rain garden is designed to temporarily channel and contain rain water. Often on a slope it collects water run-off from roofs and hard surfaces into a depression in the ground. Like any garden the depression will be landscaped and planted according to the conditions.

1) Talk to senior leaders about your idea.

2) Consider the site and, if there is flooding, where the water comes from and runs to. Consider where a hole could be dug deep in order to be filled with materials that allow water to sit around them.

3) Bring in expertise to help you consider the need, its position and the costs.

Co-benefits

It keeps the air cooler, provides habitat and can look good.

If you want to see school rain garden there is a local garden at Moorlands Primary in Trafford, whilst the University of Salford have a demonstration rain garden on their campus called the Living Lab. Groundwork, City of Trees and the RHS have experience building rain gardens. Rain gardens can be expensive so it is worth exploring grants and getting quotations.

This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.

Teaching outside is good for young people's health, fitness and well-being.

An outdoor classroom is about defining an area where learning can occur. It can be as simple as using sawn logs to create a seating area, building a wooden  roofed structure or landscaping an amphitheatre. 

1) Consider the sites available and the kind of classroom you want to provide.

2) If it is forest school style it can be as simple as sourcing logs and an awning;

3) If you need a wooden structure or the area needs landscaping you will need to find a suitable organisation to deliver your goals.

Co-benefits

It is good for pupils to gain knowledge of local fauna and flora.

To create your own outdoor classroom you are likely to need sustainably sourced logs and woodchip. Treestation have a Community Benefit Scheme for their sustainably sourced wood-based products. There are also plenty of organisations that can help build structures or re-landscape an area. The Lancashire Wildlife Trust, Sow the City  can help create a forest school's area whilst Groundwork can also re-landscape.

This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.

A green roof absorbs heat, water and CO2.

A green roof is a covering of vegetation for a flat or elevated roof which has been planted over a waterproof membrane. They can be micro roofs, such as being on the roof of a bus stop or macro-roofs covering a whole building. 

1) Consider the site, whether its on a school outbuilding or the school roof.

2) Consider the different kinds of green roof planting you want.

3) Decide who will do the work: if you build your own make sure you have the right skills and equipment.

4) Otherwise contact a listed organisation who can advise and give you a quote.

Co-benefits

It also provides insulation to the building and so lowers energy bills. It provides new habitats.

Groundwork Greater Manchester have a resource on how to build your own green roof and Greater Manchester's Ignition project findings can help you understand the benefits of nature-based solutions. Organisations you can hire to build a green roof include Groundwork Greater Manchester and Sow the City.

This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.

Creating a rain garden helps alleviate localised flooding.

A rain garden is designed to temporarily channel and contain rain water. Often on a slope it collects water run-off from roofs and hard surfaces into a depression in the ground. Like any garden the depression will be landscaped and planted according to the conditions.

1) Talk to senior leaders about your idea.

2) Consider the site and, if there is flooding, where the water comes from and runs to. Consider where a hole could be dug deep in order to be filled with materials that allow water to sit around them.

3) Bring in expertise to help you consider the need, its position and the costs.

Co-benefits

It keeps the air cooler, provides habitat and can look good.

If you want to see school rain garden there is a local garden at Moorlands Primary in Trafford, whilst the University of Salford have a demonstration rain garden on their campus called the Living Lab. Groundwork, City of Trees and the RHS have experience building rain gardens. Rain gardens can be expensive so it is worth exploring grants and getting quotations.

This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.

Leaving an area of grass to grow is beneficial for biodiversity.

Leaving an area of grass to grow wild can simply mean not cutting the grass in the Spring. The grass will grow and wild flowers are likely to appear, but it will need cutting back in late Summer. 

1) Talk to senior leaders to contact and discuss the No Mow Plan with the grounds maintenance team.

2) Agree a new mowing regime depending on how you want to manage the area. Wild flowers will grow through the grass but it will not be a wild flower meadow as this needs the grass to be removed and the area seeded.

3) Work with the Eco team or classes to compare the biodiversity before the grass grows and when it is long.

Co-benefits:

Having wildlife in the grounds can be woven into a richer curriculum.

The No Mow May project advises that grass is not mown during the month of May. If you want to create a wild area go to The Wildlife Trust. If you want information on creating a wild flower meadow go to the RHS.

This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.

Trees absorb carbon dioxide and provide oxygen, improve air quality, retain water, cool air and  provide valuable habitat.

Planting trees implies buying, or sourcing,  small whips or larger trees and finding the right space in the school grounds where they can grow. But it could also mean creating a tree nursery and growing trees from seed.

1) Assess your site and consider the soil and how the trees will grow across their lifetime.

2) Consider if you want to bring in an organisation to support or,

3) Consider the equipment needed to plant the trees and whether they will need safe-guarding from being strimmed, trampled or eaten.

4) Consider who will help to plant them - the whole school, or a class, or the Eco team.

5) Consider how they will be maintained in the future. 

Co-benefits

They are proven to increase our sense of well-being.

City of Trees have a school tree planting programme and can organise a day's planting. The Woodland Trust will send schools free packs of small tree whips. Smaller trees easily get damaged so it might be better to find a programme where larger trees can be planted. 

This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.

Making compost reduces the amount of green and vegetable waste that needs to be recycled off site.

Schools produce plenty of fruit and vegetable waste, which if composted, can provide the means to refresh the school's growing area. It also offers opportunities to learn about decomposition.

1) Find a suitable site. Too much sun will dry it out but it needs some warmth to keep the microbes alive. Make sure it is on soil rather than a hard surface.

2) Buy a plastic bin or build one with the Eco team from pallet wood.

3) Make sure the Eco team take fruit and vegetable waste out each day and check it is not too wet or too dry.

4) Turn it occasionally.

Co-benefits

School makes its own compost to refresh beds and it is good for biodiversity.

If you want to build a pallet compost system using recycled wood there is an excellent film from GrowVeg showing you the whole process. The Wildlife Trust resource tells what to include and what not and gives advice about composting for wildlife. A plastic bin is easy to use but not if your grounds are plastic-free. Sow the City can provide support. MEEN's Save Our Soils project supports composting.

This action supports the key area of "our natural environment" which is part of the GMCA's 5 year environment plan.

Having more sustainable food options can significantly reduce the school's carbon footprint.

The provision of sustainable food implies eating less meat and dairy, buying local, seasonal and organic food, purchasing Fair Trade or Marine Stewardship Council fish, wasting less food, growing your own and maintaining a balanced diet.

1) Have discussions around food and climate change with pupils, kitchen staff, the business manager and senior leaders.

2) Discuss whether there is a particular programme the school could join.

3) Discuss whether changes can be made with your current food provider or needs to change.

4) Research alternative providers.

Co-benefits

More sustainable food is often healthier.

Food for Life is The Soil Association's school food programme. Joining costs but it will guide school to more sustainable eating practices. Peasplease is a campaign from the Food Foundation which can help food providers increase the vegetable use in cooking. Organic North is an organic wholesale cooperative. Bite Back is a youth lead campaign organisation.

This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.

Doing an audit can help a school cut its waste which helps save money.

Doing a recycling audit helps school find out what is already being recycled: this means you can explore whether more of these materials can be either refused, reused or recycled.

1) Work with the Eco team to find out what is already being recycled in school.

2) Do a waste audit. Are there materials in the bin that could be recycled? Are there materials that could be reused?

3) Organise a system for cutting waste materials and, where you can recycle more.

Co-benefits

The school's carbon emissions will be reduced.

Recycle for Greater Manchester's website has information about recycling and sites which schools can visit to learn about where our waste goes. WRAP's website has a lot of background information. MEEN has produced a waste audit resource.

This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.

Electric school buses will ensure cleaner air, reduce carbon emissions.

Find out if local school buses are electric if not campaign for your school buses to become electric. If your school has its own bus or a mini bus up-grade to an electric vehicle. 

1) Engage pupils in a letter writing campaign to ensure local council school buses are electric.

2) Talk to senior leaders about your school's bus.

3) Research the different EV minibuses to find one that is suitable for your school. 

Co-benefits

Electric vehicles make for a quieter environment.

The Energy Saving Trust provide information for those buying electric vehicles. If you want an electric bus look at The Low Emission Bus Guide. Electric minibuses are currently more expensive than a petrol/diesel minibus but they could be cheaper to run.

This action supports the key area of "our transport and travel" which is part of the GMCA's 5 year environment plan.

Electric vehicles charging points will reduce the school's travel carbon footprint and ensure cleaner air in the local community.

The installation of electric vehicle charging points on the school site provides for staff and visitors, and possibly the local community, with the infrastructure to use electric vehicles.

1) Assess the demand from school staff and visitors for EV.

2) Consider where the EV charging points might be situated.

3) Explore the Workplace Charging Scheme Guidance.

4) Talk to senior leaders.

Co-benefits

Less noise from vehicles in school.

Transport for Greater Manchester and the Energy Saving Trust give advice about EV whilst the Workplace Charging Scheme Guidance is helps you apply for funding for EV.

This action supports the key area of "our transport and travel" which is part of the GMCA's 5 year environment plan.

Well glazed windows reduce heat loss, money on energy bills and the school's carbon footprint. 

18% of a building's heat loss is through windows. If a school has single glazed windows upgrading them to double or triple glazing can make a big difference to energy costs. 

1) Examine the state of the school's windows with the Eco team. If they are single glazed or not shutting properly, can they be insulated or do they need to be replaced?

2) Talk to senior leaders about your assessment and what needs to happen next. 

Co-benefits

They will reduce external noise and condensation.

The Energy Saving Trust gives advice on window types. Refer to Salix for possible financial support.

This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.

Low energy lighting can reduce electricity bills and the school's carbon footprint.

In a typical school lighting makes up for nearly 50% of the electricity use. Replacing old lighting systems with more energy efficient ones, such as LEDs, can dramatically reduce electricity costs.

1) Talk to the site manager who will know about the current lighting.

2) Research which lights would best replace the current lights and consider potential savings over time. LED lights will be the most efficient.

3) Discuss your findings to senior leaders.

The Department for Education have some simple top tips and recommend improving glazing.

Refer to Salix for possible financial support.

This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.

Being able to control the temperature of school buildings can save money on heating bills and reduce the school's carbon footprint.

To reduce the school's heating it is necessary to consider how the heating system is run and how it can be improved. Measures could include small adjustments such as installing manual or thermostatic radiator valves (TRUs), to installing a building management system.

1) Find out who controls the heating in school.

2) Contact the heating controls service engineer to review, reset and advise on the current system and outline what improvements could be made. Ask the heating engineer to map the heating needs on a room by room basis and/or as a whole school.

3) Consult with the building users for their opinions.

4) Use the map and consultation to plan solutions.

Co-benefits

It can improve working conditions.

The Department for Education have produced a guide on energy and water saving for schools.

Refer to Salix for possible financial support.

This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.

If the school taps are drippy, leaking and difficult to turn on and off the likelihood is that water is being wasted. A school using water saving devices can reduce their water consumption by 50%. Replacing the old taps with timed taps is one device likely to help make savings.

1) Do a water audit to find out how much water you use and to discover where water is being wasted.

2) If the toilet taps are the problem research with the Eco team the costs of new taps against the costs of wasted water.

Co-benefits

It saves money and reduces clean water production which has a carbon footprint.

Waterwise provide water saving advice and Anglian Water have a good water audit. If you want to save water and energy remember that timed taps work on pressure whilst automatic taps need energy from a battery. 

This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.

Good insulation can make a big reductions to the school's carbon footprint.

Ensuring your school buildings are well insulated is key to becoming sustainable. Leaky buildings and unlagged pipes are responsible for wasting huge amounts of energy.

1) Work with the site manager to check the insulation in the school roof. If it is not at the recommended depth increase it.

2) Check whether the walls are insulated or could be insulated.

3) If you have a hot water tank make sure it is insulated.

4) Check any hot water pipes to make sure they are lagged.

Co-benefits

It can also reduce your energy bills and enable effective use of a ground source heat pump.

The Department for Education have specific advice for schools whilst The Energy Saving Trust have more general advice. Make sure that if the walls are insulated that they the material is sustainably sourced and safe from fire hazard.

Refer to Salix for financial support.

This action supports the key area of "our homes workplaces and public buildings" which is part of the GMCA's 5 year environment plan.

Ground source heat pumps do not replace gas boilers but can significantly reduce heating or air conditioning bills by using renewable energy from underground. This will reduce the school's carbon footprint.

Ground source heat pumps draw heat from pipes that have been laid underground. The pipes absorb heat which is then extracted and fed into radiators, water or into an air-heating system. They can also cool buildings by relaying hot air into the pipes underground.

1) Raise the issue with senior leaders.

2) Check Salix for funding opportunities.

3) Consider where the pipes could lie in the school grounds.

4) Employ an external consultant or renewable energy company who can advise on the suitability of installing a ground source heat pump. Ensure they are accredited by the Chartered Institution of Building Services Engineers.

A ground source heat pump system can be vertical or horizontal. Vertical systems are more expensive as a borehole needs to be drilled, whereas horizontal systems have piping buried in in trenches spread over a large area of land. Check out The Energy Saving Trust for advice.

Refer to Salix for grant opportunities.

This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.

Most heating systems are fired by methane (natural) gas: air source heat pumps provide the opportunity to generate heat from a renewable source cutting the school's carbon footprint

Air is drawn into the building by an electric pump and, like the back of a fridge warming up as the inside cools down, a process called heat exchange occurs. This means warm air is exchanged for cold air and can be used for heating or hot water in a building. The process can also work in reverse to provide cool air. However, in order to work well your building needs to be sufficiently insulated.

1) Raise the issue with senior leaders.

2) Check Salix funding opportunities.

3) Ensure your building is well insulated first.

4) Employ an external consultant or renewable energy company who can advise on the suitability of installing an air source heat pump in your school and ensure they are accredited by the Chartered Institution of Building Services Engineer.

Co-benefits:

Your school could gain air conditioning.

Refer to Salix for grant opportunities.

The fan on the air source heat pump needs electricity so the system is only as renewable as the electricity which runs it. Check out The Energy Saving Trust for advice.

This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.

Having solar panels will turn your school from an energy user into a renewable energy producer and immediately reduce the school's carbon emissions.

Solar photovoltaic panels convert the sun's energy into electricity. Putting solar panels on the school roof means your school is generating renewable electricity. Most panels are connected to the national grid which means any surplus can be sold back to the grid.

1) Talk to the site manager as you need to check the status of the school roof and its weight bearing capacity.

2) Decide whether school wants to own the solar array or allow another another organisation to use the space.

3) Research the financial and practical implications of each offer. The Eco team may be able to help.

4) Find the right solar installer who can meet the school's needs.

Co-benefits

Your solar array can become a teaching resource on energy.

Refer to Salix for grant opportunities.

Contact GMCR, a not-for-profit, who install solar on schools in Greater Manchester. The school uses the electricity whilst surplus is fed into the grid. GMCR also manage the solar panel array. 

Solar for Schools is a national organisation which helps schools raise the funds to install their own solar. Both offer climate change educational opportunities.

This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.

Changing the school's energy tariff to a renewable supply instantly reduces carbon emissions from electricity use.

The school's current energy tariff is likely to be the cheapest but could it also be the greenest? Purchasing renewable electricity is a quick win for reducing the school's footprint.

1) Find out who controls the school's energy supply and if changing supplier is an option.

2) Investigate renewable tariffs including the current supplier.

3) Consider forming a purchasing consortium with other schools to lower costs.

4) Work with pupils to calculate the financial and environmental implications and support them to communicate why change is necessary.

Co-benefits

Your school's reduction helps Greater Manchester work towards being Zero Carbon by 2038.

You may need to learn about the different kinds of green energy tariffs on offer. Some only offer renewable electricity whilst others work on a certificate system. The Energy Saving Trust explains this here. The renewables only option may cost more. Both Trafford, Manchester and Bolton schools can access advice from the Council's energy advisors. The Department of Education are providing advice from their online energy 'School Switch'.

This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.

By taking part in RSPB's Wild Challenge Award, your school will increase biodiversity in the school grounds to help insects and wildlife thrive. 

Co-benefits

Increases biodiversity and gets students out in nature which has a positive impact on wellbeing.

RSPB's Wild Challenge Award, not only provides schools awards for their efforts to increase biodiversity but, provides educators structure to follow which supports enriching curriculum delivery and builds children's lasting emotional connection to nature.

Coupled with actions to support nature, Wild Challenge Award has an equal number of experiencing nature activities which provide excellent creative stimulus and build time for children to reflect on the awe and wonder of nature. Wild Challenge helps to build children's sense of agency. They develop the passion to make change happen whilst feeling empowered by the impact their actions have on the nature around them.

Sign Up to Energy Sparks for free to access various energy activities for your school, one of which helps you to run an energy audit.

Co-benefits

Cost savings from energy bills, reduction in local air pollution from reduction in gas combustion.

Check out the various case studies from schools who have taken part in Energy Sparks.

The LESS CO2 sustainable schools programme is a free energy efficiency programme available to any UK school for teachers and non-teaching staff.

Through a series of 4 half day workshops spread through the year, peer mentoring, expert advice and resources, staff are empowered and equipped to make changes and improvements to their school.

Co-benefits

School staff feel inspired and empowered to reduce the schools CO2 emissions. As well as lowering CO2 emissions, the outcomes will also reduce energy usage and save money on bills.

Scroll down on the schools page of the LESS CO2 website to find out how Thornhill Primary School made big energy savings.

Over the past few years, the UK has experienced very changeable weather patterns; droughts, floods and really heavy rain for short periods of time, which when combined with fluctuating temperatures have made growing our own food much more difficult.

Co-benefits

It will increase biodiversity in your school and helps to get students outside.

Explore Anglian Water's Growing for the future pack where your pupils can create their own sustainable water gardens to grow their own fruit and veg. You'll be advised on what to plant and how to create a sustainable garden that needs little water.

Call for action from the government to support schools in being zero carbon.

Co-benefits

Join a movement of schools. The campaign calls for policy change and supports schools to reduce their carbon footprint. 

Let's Go Zero is a campaign demanding government backing for zero carbon schools. Every school that signs up is pledging to work towards a more sustainable future, while also urging the government to support this vital mission.

1) Provide electric vehicle charging points on site to encourage visitors to drive an electric vehicle

For journeys that can't be walked, cycled or taken on public transport, choosing to drive an electric vehicle will produce less air pollution than a petrol or diesel vehicle. By providing an electric vehicle charging point at school you can help the transition to electric vehicles.

2) Reduce air pollution from deliveries by reducing the number, arranging them to arrive at quieter times and opting for lower pollution delivery vehicles  

Reduce the number of delivery vehicles coming to your school by grouping deliveries together. Ask for deliveries to be made outside of peak hours to reduce congestion. And where possible choose providers that use cargo bikes or electric vans.

Co-benefits

Reducing the number of delivery vehicles, choosing lower emission providers and encouraging the use of electric vehicles can help reduce noise pollution and provide a safer environment for students.

Check out TfL's: Efficient Deliveries guidance on lower pollution deliveries.

Pod Point's Electric Schools Clean Air Campaign examines the role electric vehicles have to play in securing a clean air future.

1) Organise an air quality focused assembly for your school

An assembly is a great way to reach the whole school at once with information about air pollution. A class that has been learning about air quality could present their findings to the rest of the school. The assembly could also be used as a moment to launch other initiatives, such as a no-idling campaign.

2) Lead action-focused lessons on air pollution with students of all ages

Engage your students through activity kits, lesson plans, and tailored PowerPoint presentations.

Co-benefits

This is a good opportunity for students to gain confidence in presenting to a group. The 'ready to go' resources have been reviewed by teachers and link to the current curriculum, assisting teachers through lesson plans and multi-subject topics.

Clean Air Day's 'assembly pack' provides ideas and materials to help you run an air pollution assembly.

Browse our collection of curriculum-linked teaching resources that explore the topic of air pollution for different key stages. These include curriculum-based resources for subjects including PSHE, Geography, Maths, Science, Design, Art and English.

Clean Air Day schools resources have been designed specifically for students in Key Stages 1, 2 and 3.

Healthy Air offer creative and practical teaching activities for Key Stages 1 and 2 with links in to National Curriculum Science, Maths and English.

Greenpeace has created an air pollution teaching pack for Key Stage 2

Introduce your students to the topic of air pollution through this fun, Lego stop-motion video from Arup.

Grandma's Footsteps, and associated learning resources, is a story that encourages children to take note of changes in the environment around them, and to imagine what they want their own future to look like.

It takes 70% less energy to recycle paper than it does to make it new from raw materials. This lowers the school's carbon footprint.

Purchasing sustainably sourced recycled paper is good practice as it stops trees from being felled for paper and creates a market for recycled goods. It closes the loop between schools recycling their paper and buying back what has been recycled.

1) Working with the Eco team find out what kind of paper school currently buys. Is it 100% recycled fibre; does it have the FSC paper mark (a mark of stewardship for sustainable forestry), or better still both? Is it chlorine bleached paper or chlorine free?

2) Research the costs of different papers and make a proposal to the school administrator about what to purchase.

Co-benefits

Saving trees from the sawmill.

The cost of paper needs to be considered but bulk buying with other schools would reduce the cost. Green Matters discusses eco-friendly paper.

This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.

This can reduce plastic and other waste streams created by the school canteen.

School canteens can produce lots of non food waste such as throw away plates, cutlery, cups, drink cartons and various types of food wrapping. The simple question is can more sustainable options be found?

1) Working with the Eco team to organise a non-food waste audit with the kitchen.

2)Analyse the findings and create an action plan with the kitchen staff, pupils and the business manager to reduce waste. Consider whether compostable plates can be composted, if a dish washer would be better or if food could be stored better.

Co-benefits

This could reduce costs and the school's carbon footprint.

By joining Food for Life you can get support materials. Oxfordshire has provided a useful resource to help you think through non-food waste. 

This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.

Stopping food waste reduces the school's carbon footprint.

Working with pupils in the Eco team and the school kitchen devise a campaign to prevent food waste. Consider food wasted in the kitchen and food waste that is not eaten. 

1) Work with kitchen staff and the Eco team to organise food waste audits including food wasted in preparation, spoilage and from plates. It may be necessary to run the audit several times to identify trends.

2)Create an action plan to share your findings with the whole school and sets targets to reduce food waste for a certain period.

3) Organise how you will promote your campaign.

Co-benefits

It saves money on food purchasing and waste disposal.

WRAP's report on food waste in schools may be old but is still useful and can be found here.

Food Savvy have more information of how to reduce food waste in schools here.

Western Riverside Waste Authority (WRWA) have more information about how to reduce waste and recycle here.

This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.

Organising a TerraCycle Hub means school can help others recycle more difficult items which would otherwise go to landfill.

TerraCycle is a recycling scheme that asks you to collect hard to recycle waste, such as crisp packets, and remoulds the plastic into something new.

1) School needs to sign up to TerraCycle on-line and find out which waste stream would be most suitable to work with.

2) Decide if the school will become a hub or send materials to a local hub or both. 

Co-benefits

This can reduce your school's carbon footprint.

Hubs can earn points for recycling. One issue is that a stream may be specific to a particular company so difficult to collect. Working with other hubs could be mutually beneficial.

This action supports the key area of "our production and consumption of resources" which is part of the GMCA's 5 year environment plan.

Understanding the school's energy usage is an important step in identifying ways to save energy which will in turn reduce the school's carbon footprint.

An energy audit is a survey of the school's buildings and is the first step in identifying opportunities to reduce energy use and lower the school's carbon footprint. Do an audit and decide on three actions school needs to take to reduce energy use.

1) Work with pupils to do an energy audit. School users will understand school energy from experience, such as cold and hot spots and provide behavioural knowledge.

2) Employ a professional consultant to advise on energy efficiency and renewables. Look for a CIBSE accredited low carbon consultant.

3) Check if your local authority has an energy manager who could advise.

MEEN has created an energy audit based on 3 different investigations. Check if your local authority has an energy manager as they should be able to advise. 

This action supports the key area of "our energy supply" which is part of the GMCA's 5 year environment plan.

Understanding your own environmental footprint can help you understand how your students and school could also reduce their footprint. 

Giki Zero provides a personalized programme which helps people understand, track and reduce their carbon footprint and protect the environment. It’s a tool for everyone with over 100 steps, tailored for every lifestyle, priority and budget.

Empower students to lead a project on an environmental topic they care about. They will then be able to apply their learnings by taking action.

Co-benefits

Student's develop skills on leading their very own project that will have a positive impact on their local area.

The WildED workshop programme consists of a series of 3 two-hour workshops where Action for Conservation supports young people to take action on environmental issues that are interesting and relevant to them.

Students will develop an understanding of building environmental knowledge, project management and teamwork.

"Action for Conservation has not just inspired our students but has also given them practical ways of acting on their inspiration. Their staff were friendly, engaging and highly effective at communicating the urgency and relevance of environmental conservation"

Mr Jones, Brentside High School, Ealing

Goals for Good is a series of four, one-hour sessions to help young people explore how our values impact on our wellbeing and environment.

It draws from research into positive psychology and sustainability to consider what really does, and doesn’t, make us happy. Exploring feelings about what we own, and how we choose to spend our time, the course offers an approach to goal setting which cares about values, wellbeing and our planet.

Co-benefits

Students are able to reflect and recognise what they really care about and make positive decisions and goals going forward that are good for them and the planet.

Watch the following 90 second video to find out why Goals for Good was created.

Meet Paddy and Emily, previous participants of the programme, to hear what they thought of the programme. 

Cycle training helps to make bike journeys safe and enjoyable. Cycling training builds confidence and increases the likelihood of students cycling at an older age.

Co-benefits

Cycling is an important life skill and provides physical and mental health benefits.

The Bikeability training teaches cycle safety skills such as good road positioning, signaling and visibility.
Sustrans have resources available to help encourage children to cycle to school.

1) Hold a play street

Work with parents/carers and the council to close the road outside your school for a few hours, run fun activities and games using the space the road provides when there are no cars and experience traffic-free, cleaner air streets.

2) Close the road outside the school to cars permanently

Work with your local authority to permanently remove cars from the street outside your school. Modal filters still allow for bicycle, pedestrian and emergency vehicle access, and a bus gate can provide access to buses, taxis and those with mobility issues.

3) Organise a car free day

Work with the local authority to close the road outside the school to vehicles for the day to experience traffic-free, cleaner air streets. Use the space to encourage active play and collect feedback from your school community on the types of temporary and permanent road closures to see if a permanent road closure is possible.

4) Make your street a school street by adding traffic restrictions during school pick up and drop off times

A school street closes the road to traffic during drop off and pick up times to discourage the use of cars to get to and from school.

Co-benefits

A car free day can be a useful trial towards a more permanent road closure. Removing cars from your street will encourage families to use active travel to get to school. This will have physical and mental health benefits, as well as reducing noise pollution.

Playing Out: Play Streets provides heaps of useful guidance and tip on organising a play street.

Car Free Day and Clean Air Day are the perfect opportunities to hold a car free day.

School Streets Initiative provides accessible information and guidance to empower local communities who want to see School Street schemes implemented.

The 'Hackney School Streets Toolkit for professionals' is a detailed guide to setting up a school street scheme, ideal for working with local authorities.

The 'Living Streets School Streets toolkit' is a guide to creating car-free school streets, ideal for teachers and community members.

Check out our case study of a school tackling pavement parking with teddy bears in Newcastle.

1) Talk to your local authority about reducing speed limits on the streets around your school

Reducing speed limits and encouraging smooth driving on roads near the school can cut pollution and improve road safety.

2) Talk to your local authority about moving the bus stop away from the playground

In some cases, bus stops near the school may be a significant source of emissions with buses frequently braking and accelerating to and from the stop. This may also contribute to queuing traffic and congestion. Relocating the stop further away from the school may help to lessen these issues.

3) Ask the council to replace heavy polluting public buses with low emission alternatives

Public transport is a lower air pollution option than the car per passenger. However, older buses can still contribute significantly to air pollution. The good news is that low emission buses are available.

4) Ask your local authority to limit heavy weight vehicles from using the roads around the school

Introduce a weight restriction to prevent large polluting freight vehicles driving past the school.

5) Ask your local authority to introduce Ultra Low Emission Vehicle (ULEV)-only streets around the school

Take a look at the case study on page 19 of the Mayor of London's 'Toolkit of Measures to Improve Air Quality at Schools' for inspiration.

Co-benefits

Reducing speed limits will also improve road safety.

Encouraging ULEVs around the school will help with the transition away from petrol and diesel vehicles.

Request a speed limit reduction here.

The Low Emission Bus Guide provides advice on procuring new buses and retrofitting diesel buses.

Page 19 of the Mayor of London's 'Toolkit of Measures to Improve Air Quality at Schools' is an excellent source of inspiration for introducing an Ultra Low Emission Zone.

1) Allocate a location for a Park and Stride

A Park and Stride involves allocating a parking point for parents and carers away from the school (e.g. a public car park or supermarket or cinema car park) from where students can complete their journey on foot.

2) Promote car sharing for those who need to drive

Car clubs and car-share schemes can help reduce the number of cars on the road. Encourage staff and families who can't walk/cycle/scoot to school to share the school run with others.

3) Implement a no idling zone around your school

Make your school a no idling zone so that drivers always turn off their engines when stationary, and it is safe to do so.

Co-benefits:

Physical activity improves physical and mental health. There are also beneficial social outcomes. 

Car sharing can be cost-effective and sociable.  

Involving students in the campaign can provide opportunities for students to gain confidence in speaking and engagement.

Living Streets' 'Swap the whole ride for Park and Stride' is a guide to setting up a formal Park and Stride scheme as well as general guidance on encouraging walking to school.

Sustrans provide guidance on car clubs and car sharing.

Liftshare is car-share platform and includes advice on COVID-19 safe car sharing.

Clean Air Day's 'No idling pack and leaflet' can help you run a no idling campaign with your school community.

Take a look at our case study of a school campaigning against idling cars in Greater Manchester.