Sustainable Schools

Schools have a special role to play in securing the future for young people.  Not only can they prepare young people for a lifetime of learning and sustainable living, helping them be part of the solution to the world’s big challenges, rather than part of the problem.  Schools can also demonstrate sustainable practices that will inspire parents and carers, businesses and others to take similar action.

The Government has recognised this in stating its desire for all schools to become models of sustainable development for their communities - in the UK sustainable development strategy, Securing the Future.

What does Sustainable Development mean?

It is about finding ways to improve people’s quality of life without damaging the environment or storing up problems for the future, or transferring them to other parts of the world.  It also supports school improvement as it contributes to achievement-raising, behaviour improvement and cost savings, as well as providing means to engage, staff, parents and the wider community in the life of the school.

What is a Sustainable School?

A sustainable school is guided by the principle of care: for oneself, care for each other (across cultures, distances and time) and care for the environment (far and near).

• Care breeds responsibility. For instance, schools that have involved pupils in the design of playing areas have experienced reduced incidents of bad behaviour.
• Little is wasted in a sustainable school. Surplus items are recycled, composted or donated.
• Health is taken seriously. Quality food and drink are sourced from local suppliers where possible, and pupils are encouraged to come to school by foot or bike.
• Diversity in the community is celebrated and everyone is respected and valued.

The Governments Approach to Sustainable Schools

In response to the Government's sustainable development strategy, the DfES has produced a Sustainable Development Action Plan for schools.  Although many schools are already some way down the path to sustainable development, the plan asks schools to consider how they can extend their commitment to sustainable development in relation to the three main areas of schools life:

• Curriculum - teaching provision and learning: Sustainable development can stimulate curriculum and teaching innovation through focusing on issues that matter to young people and using practical activities in the school’s buildings, grounds and local area.
• Campus - values and ways of working: The whole school can be a medium for acquiring positive, sustainable habits. For example, better catering means better pupil health, concentration and learning outcomes. Greener travel means safer, fitter, more alert pupils. Efficiently managed school buildings mean lower energy and water bills.
• Community - wider influence and partnerships: Through contact with parents and carers, suppliers and local organisations, schools can advance an extensive well-being agenda among local people. Sustainable schools are not only beacons of public-spirited behaviour; they are efficient, high-performing institutions, respected by the communities they serve.

by reviewing them against 8 key areas or 'doorways'.

The Doorways

• Doorway 1: Food and drink – By 2020 the DfES would like all schools to all schools to be models of healthy, local and sustainable food and drink produced or prepared on site (where possible), with strong commitments to the environment, social responsibility and animal welfare, and with increased opportunity to involve local suppliers.
• Doorway 2: Energy and water - By 2020 the DfES would like all schools to be models of energy efficiency and renewable energy, showcasing wind, solar and bio-fuel sources in their communities, and maximising their use of rainwater and wastewater resources.
• Doorway 3: Travel and traffic - By 2020 the DfES would like all schools to be models of sustainable travel where vehicles are used only when absolutely necessary and facilities for healthier, less polluting or less dangerous modes of transport are exemplary.
• Doorway 4: Purchasing and waste - By 2020 the DfES would like all schools to be models of resource efficiency, using low impact goods that minimise (or eliminate) disposable packaging from local suppliers with high environmental and ethical standards, and recycling, repairing and reusing as much as possible.
• Doorway 5: Buildings and grounds - By 2020 the DfES would like all schools to be regarded as living, learning places where pupils see what a sustainable lifestyle means through their involvement in the improvement of school buildings, grounds and the natural environment.
• Doorway 6: Inclusion and participation - By 2020 the DfES would like all schools to be models of social inclusion, enabling all pupils to participate fully in school life while instilling a long-lasting respect for human rights, freedoms and creative expression.
• Doorway 7: Local well-being - By 2020 the DfES would like all schools to be models of good corporate citizenship within their local areas, enriching their educational mission with active support for the well-being of the local community and environment.
• Doorway 8: Global dimension - By 2020 the DfES would like all schools to be models of good global citizenship, enriching their educational mission with active support for the well-being of the global environment and community.

Further Information

The DfES are planning to launch a variety of tools to assist schools.  These include:

• The Framework – A Clear Statement of expectations across the eight sustainability themes, with pointers on how to achieve them.
• A Sustainable Schools Web Service- a place for schools to share best practice.
• A Self Evaluation Tool – for schools to access their level of progress and next steps across each of the eight themes, structured around Ofsted’s self –evaluation headings.

You can download and view a copy of the DfES guidance on Sustainable School from the Related Documents panel below.

Related Documents

Sustainable Schools - DfES Executive Summary

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