Here are examples of how 8 primary schools in Bolton have improved their schools using the Sustainable Schools Doorways
Buildings & Grounds - deep learning outside the classroom
Johnson Fold CP has modified part of its grounds to be used as a Forest School site. This has had a clear impact for many children taking part. Children who might benefit from Forest School are targeted and the Boxall profiling tool is used to identify how they might benefit and track impact. The programme is adult-intensive, but 30% of Johnson Fold's pupils have already received 10 x ½ day sessions (and the school now plans to deliver it to the majority of pupils).
Impact: There have been increases in deep learning and improved attitudes to learning from pupils that had traditionally struggled in school. The school can evidence that Forest School offers a proven method of teaching with opportunities for observation of children and their progress.
Energy & water - cutting CO2 and saving money
St Mary's RC Horwich Primary's Eco Club has monitored their school's energy use and seen significant reductions in energy and water use over 1 year. The Eco Club implemented simple saving measures including "switch it off" stickers on switches, push taps in all toilets and reminders around the school. They rate every class's electricity use by awarding smiley/sad faces. The Eco Club collect the results and rewards the classes with the highest number of smileys at special assemblies. They also produce energy & water graphs to show the effect of the changes to the rest of the school.
Impact: In 1 year, the school has saved 8 000 KWH of electricity - a 16% drop. This is the equivalent of 4 000Kg of CO2. Their water use has dropped by 80m3 or 12%, which has saved 658 Kg of greenhouse gases.
Food & Drink - practical learning and good food
The Forwards Centre primary Pupil Referral Unit (PRU) has developed an organic food growing project. This has become a self-sustaining social enterprise.
Impact: profits from sales of excess fruit and vegetables (£150 - £200 per year) goes towards buying new tools, seeds and extending the amount of cultivated land. Participation among pupils is high - all pupils take part in aspects of growing as well as selling, building new beds and other facilities. In school, children have learned new technical language and new skills Behaviour has improved too. They have monitored fewer incidents of unacceptable behaviour, as the children learn to garden under instruction and become better self-managers. Many children have used their skills at home, helping their families to grow their own food. The children comment that "gardening.. it's been exciting" and that the work is physical and mental ("I like to work, help and dig, but you've got to think too").
Global perspective - a Fairtrade enterprise
Clarendon CP is working towards becoming a Fairtrade School. Fairtrade in-school trading (in partnership with Justicia - Bolton's Fair World shop), links with Bangladesh school, links with school's after-school Eco Club.
Impact: In the first month, £270 of sales from 1 playtime per week. They've measured pupil recognition of Fairtrade logo - it's risen from 15 % to 100% of pupils. Use of 1st hand links with the Bangladeshi school through teacher and school has formal links (including teacher exchanges) with schools in Sri Lanka, France and Wigan... . Also, they've made cultural links - including introducing African dancing, which all Year 1 to Year 6 pupils have had chance to experience.
Inclusion & Participation - getting everyone involved...
All Saints, Farnworth "Eco Warriors" have been very successful at involving all pupils, staff and many parents/carers in their sustainable plans. 100% of pupils and staff have made "green pledges" about individual actions which they will take - and these are displayed prominently. The Eco Warriors meetings are open to all (rather than just a committee) and 25+ regularly attend.
Impact: They've had great success in recruiting children volunteers for practical extra-curricular activities (e.g. improving school grounds). 70% of children have taken part and the school has to limit numbers - 60 volunteers are often recruited within 1 hour!). They have concentrated on good communication - including a prominent "interactive" notice board on a busy route through school, assemblies and regular action plans which the children write. The school has increased the involvement of parents by getting them actively involved - e.g. by sending home seedlings they've increased the number of families growing at home. There have been measurable changes to staff behaviour too. More staff reuse and recycle and by gaining food growing skills are more likely to share these with their classes.
Local Wellbeing - creating a welcoming environment
Castle Hill Primary School has parents/carers and children involved in growing/art/community projects. The school has improved its outside and indoor environment by involving families. A largely concrete playground is transforming into a more welcoming, colourful and natural area - designed by pupils and created by joint adult/child efforts.
Impact: It has always been a challenge to ensure school is seen as a place where parents can feel fully involved. Now, at least 20 parents and children regularly attend growing activities and there has been a large increase in attendance at class assemblies and the newly implemented school coffee mornings (to an average of 20 over 2 terms).
Additionally, the school has used Philosophy for Children (P4C) in Key Stage 2 to recognise the importance of all children feeling valued. Children have increased their ability to talk freely and articulate their thoughts and feelings in an atmosphere of respect.
Impact: A continued reduction of fixed term exclusions and in pupils needing time out beyond the classroom, through school.
Purchasing & Waste - reducing landfill and saving money
Lostock CP has taken some simple but very effective steps to reduce waste and increase recycling rates.
Impact: In 5 years, they've reduced the amount of waste going to landfill from 4 to 1 x 1100m3 bin. The children and Caretaker worked together - with a green bin system in all classes. Since 2004 the cost to the school of waste collection has reduced from £1 500 to £428. They now recycle almost all paper and cardboard as well as most kitchen packaging and waste. For children and adults, handling waste sustainably has now become "second nature".
Travel & Traffic - making walking "cool"
St Teresa's, Little Lever has seen large increases in the number of pupils walking to school.
Impact: In their first year of promoting sustainable travel, they increased the number of children walking by 7%. Since then, they've begun 2 walking buses from either end of Little Lever and they consistently have 40 children walking to school. They have also recruited 4 new adult volunteers who previously had not volunteered. They actively promote independent travel with children through cycling proficiency and allowing mobile phones in school only for walking children. Pupils (especially older ones) now see car travel as "uncool". This has resulted in an increase in Year 6 pupils walking home from school from 10% to 50%. Unexpected outcomes of the walking bus include an increase in friendships, a love of the bus's trendy jackets and singing on the way to school!
Impact evidence and Ofsted
In the time scale of this evidence, 4 of the schools have received Ofsted inspections. Each inspection has specifically mentioned the school's work on Sustainability. Here are extracts from their Inspection reports:
"...a high quality and well used outside area for the children to learn in. They are provided with a good variety of activities that meet the requirements of the curriculum and the interests of the pupils. Standards in the Early Years Foundation Stage have risen considerably since the last inspection as a consequence of sound investment in this area."
"Pupils are very well informed of environmental issues. There is an extremely active eco-club of which a high proportion of pupils are members and they meet regularly... "
"Pupils make a good contribution to the life of the centre through the active centre council and through working collaboratively together on the gardening project... Pupils enjoy the after-school club and practical subjects such as the gardening project and cookery lessons. Activities such as these contribute well to pupils developing a range of functional skills which place them in good stead for adult life... "
"The pupils with this responsibility, alongside those responsible for monitoring environmental issues, called 'Eco-Friendly Warriors', take their roles very seriously... "
"Attendance has improved as a result of the school's strenuous efforts to forge links with parents and carers. ...The outdoor learning environment has improved well... The school council has made some good suggestions for school improvement, especially to the outdoor environment... "
STOP PRESS: Ofsted report on impact of schools delivering Sustainability Education
Ofsted continually monitor schools about what they do to promote Sustainability. Ofsted also recently produced the report: Education for sustainable development
Improving schools - improving lives
The result of a 3 year study, one of its findings was: Pupils responded particularly well to education for sustainability when it gave them the opportunity to take part in practical activities within and outside the classroom and enabled them to research, plan and implement projects that made a clear difference to the school and the local community (pp. 5-6)
If you want to read more: click here
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 all the schools that helped Steve with this report
Thanks also to: Sylvia Cunliffe (PSHCE Consultant)
DCSF Guidance on SEFs
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