SELF EVALUATION FORMS (SEFs) and ESD

Including ESD in your school's Self Evaluation Form is one way of recognising the importance of sustainability improvements to the whole of your school's improvement planning. According to Ofsted they increasingly look for evidence of Sustainabilty in schools - especially where it involves a whole-school and pupil participation approach.
 
The document below shows how some Bolton schools have identified impact evidence that their work on sustainability education has produced. Perhaps their experience will be useful and might inspire your school to include your environmental improvements in your SEF...
 
There's further guidance from the Department for Children, Schools and Families (DCFS) at the end of this page.
 
Remember that Steve Harrold can advise on how to promote ESD within your school and has information about what local schools are currently doing.

Education for Sustainable Development
- how can it contribute to your school's SEF?

This has been divided into three sections:
 
- curriculum: the impact on what is taught/learned in school
- campus: the impact on the school buildings and grounds)
- community: the impact on the local and wider area
 
 The emphasis is on how ESD can be shown to have contributed to school improvement both quantifiably and qualitatively.
 
All examples are from Bolton schools.

Curriculum:
 
Links: ESD has links to Science, Geography, RE, PSHE & Citizenship. Schools have also found value in using ESD as a stimulus for language work (persuasive speaking and writing), maths/numeracy (correlating and evaluating data) as well as other links (art, drama, history and humanities, project-based work, enterprise education, business studies etc).
 
Examples of impact evidence: Some schools have monitored energy savings made as a result of measures put in place by their "Eco-Team/Committee". They've correlated data to show effectiveness. One primary school linked ESD to Science, using their improved school grounds for field studies which resulted in measurably increased knowledge of the natural world when assessed at the end of Key Stage 1.
 
Recognition: An Ofsted inspection of ESD in a primary school noted: "The quality of the curriculum for ESD is outstanding. The sustainability agenda permeates the taught curriculum...Involvement in ESD activities has made a significant contribution to the wider academic achievement and personal development of targeted groups of potential underachievers."
 
One school commented about the value of sustainability education on the curriculum: "Curriculum done in this way makes everyone think and want to find out and do something about it... children are more self-driven and work in groups to feedback and question together."

Campus:
 
Links: Through ESD schools have improved school grounds, and thereby increased biodiversity, created outdoor learning spaces, improved the air quality and created a more pleasant learning environment. Through recycling and reuse measures, schools can point to a measurable reduction of general waste, and increases in the amount of recycled waste collected. Schools have been able to show reduced energy use (electricity, gas and water) through making their buildings more energy-efficient. One primary school, for example, has seen an annual 20% reduction in water usage since water-saving measures were put in place 3 years ago.
 
Examples of impact evidence: One school has implemented recycling, composting, energy efficiency and food growing through a system of pupil "Eco Warriors" as well as a whole school international focus. It attributes annual increases in academic standards to an increase in pupils' awareness of their environment, locally and globally. It also believes its low turnover of staff is due to the positive learning atmosphere it has created.
Many schools have sustainable school travel plans. One school measured significant increases in children walking to school. They already had over half their pupils walking (53%) but in the first month they saw a further rise to 68%.
 
Recognition: An Ofsted report on a primary school noted: "Achievement is especially good in the areas of communication, language and literacy and knowledge and understanding of the world. ....There is also an Eco committee, made up of volunteers, which allows pupils to be very effectively involved in the appearance of the school grounds and the way that they are developed."
 
One primary pupil put the benefit like this: "We recycle and save a lot of the earth from being a whole dump"

Community:
 
Links: ESD has potential for many school-community links. Many Bolton schools have worked with parents and local communities to create more sustainable School Travel plans. Growing food in the school grounds involves volunteer helpers and a pupil referral unit has worked with local voluntary groups to grow (and sell) organic food. One secondary school identified pupils with low self-esteem and trained them to deliver global education lessons to its local "feeder" primary schools.
 
Examples of impact evidence: One special school has used local voluntary groups to help growing food and plants and link to the curriculum. Together with its healthy eating scheme, it has seen an 80% decrease in serious behavioural incidents. Pupils themselves identify the personal benefits of increased activity and healthier eating.
A secondary school has incorporated learning about Fairtrade business models into its business and enterprise studies. As well as the active learning that trading involves, sales of Fairtrade products to staff, pupils, parents and visitors over 4 years now totals £thousands and the enterprise made a £200 profit last year.
 
Recognition: In a Pupil Referral Unit, an Ofsted inspection noted: "Through the school's mini enterprise projects and links with the local community, the pupils learn about working life and begin to develop their economic awareness."
 
A Neighbourhood Renewal area manager has been a partner with local schools working on improving the local environment. He notes that "..a sustainable schools approach is a good way of delivering behavioural change. It's central to us sustaining the environmental improvements we're making."

Further information: if you want information about evidence of school improvement around the various themes and aspects of ESD, contact Steve Harrold. If you want to discuss how you might use ESD in your SEF, contact Sylvia Cunliffe - PSHCE Consultant, School Improvement Team Sylvia.Cunliffe@bolton.gov.uk
 
The Bolton ESD Network supports schools with advice, funding, resources and local information. A specific part of the Network's role is to support schools with SEFs. Membership is free to all educational groups. Further info: www.boltonesd.org.uk
 
Thanks to:
These schools helped Steve with the compilation of this document: All Saints, Blackrod Church, Bolton Parish, Chorley New Road, Eatock, Forwards Centre, Lever Park, Rivington & Blackrod High, Ss Peter & Paul's, St Mary's Horwich, St William of York, Thornleigh.
 
Thanks also to: Sylvia Cunliffe (PSHCE Consultant, School Improvement Team, Children's Services), John Pye (Great Lever Neighbourhood Management), Anne Mason (Energy Strategy Manager, Bolton Council) and Barry Simons (ex-Sustainable Development Team, Bolton Council)

DCSF Guidance on SEFs

Here's the link to the DCSF website "Ofsted's self-evaluation form & sustainable development": http://www.teachernet.gov.uk/sustainableschools/leadership/leadership_detail.cfm?id=14