Ten Steps to a More Sustainable School

Ten Steps to a More Sustainable School

Guest blog by Henry Greenwood – Green Schools Project

Teaching Maths at Kingsmead School in Enfield I was frustrated by the lack of awareness of environmental issues, and the lack of opportunities for students to understand the simple steps that they could take to improve the impact that they had on the environment.

Supported by my Headteacher, I developed the as yet un-created role of Sustainability Coordinator, assembled a group of enthusiastic students, and three years later we had saved the school £37,000 in energy bills, had 91% of forms taking part in our recycling programme, grown and sold potatoes, onions and carrots to staff, held Walk to School Weeks which improved the number of students walking to school from 32% to 50%, installed solar panels on the roof of the gym and raised the profile of action environmental action and sustainability in the whole school community.

Here’s a brief outline of how you too could achieve this:

  1. Become the Eco-Coordinator at your school, if this is not currently a role, make it one!
  2. Set up an Eco-team. Any year group that you think would be enthusiastic and willing to go into assemblies to spread the word can form an effective team.
  3. Draw up an Action Plan. Energy should be on there, other good projects to start off with are recycling and growing vegetables.
  4. Collect data on energy usage from past bills. Work with the eco-team to plan a strategy on reducing electricity and gas use.
  5. Get the Eco-team to present assemblies to the whole school. This will raise awareness and gather support for your projects from all the staff and students.
  6. Get your message out there! Get active on social media, create a noticeboard, put messages in the bulletin, get students to write articles for the newsletter and get a page on the school website.
  7. Concentrate on 2 or 3 projects each year, always keeping students as involved as possible.
  8. Measure the outcomes of all your projects – track your energy usage to see how much money you are saving, collect data on recycling, travel to school and any other projects you run so that you can monitor your impact.
  9. Report all the successes widely, keep people informed, and keep the campaigns visible.
  10. Keep going! It’s easy to lose momentum if a project doesn’t go to plan, if students lose focus or a key member of staff leaves the school. The benefits becomegreater the longer the projects run and they become part of daily school life.

This was the most rewarding experience I had in 12 years of teaching, and I’d thoroughly recommend doing it. If it sounds like a daunting project to take on or you are struggling to find time to do all this when you are already busy with everything else that being a teacher involves then there is help for you.

Based on this experience I set up Green Schools Project which provides guides, resources and templates that will take all the time and effort out of achieving this along with visits, tailored energy saving support for your school, and a student login to the website where they can see tasks, upload evidence and compete against other schools. We can also provide a student volunteer from a local university who can help with meetings, motivate the students and support with the projects. Have a look at www.greenschoolsproject.org.uk for more information and get in touch!

Polli:Nation; helping homeless and hungry pollinating insects

Polli:Nation; helping homeless and hungry pollinating insects

Guest blog by Mary Jackson, Learning through Landscapes Projects Manager

Flower-visiting insects play a vital role in the pollination of agricultural crops and wild flowers. The ‘ecosystem service’ they provide through crop pollination is estimated at over £400m per annum in the UK (UK National Ecosystem Assessment, 2011). But these insects are at risk. Polli:Nation is a project that focuses on conserving and restoring habitats for pollinators in an around schools across the UK so that these insects have homes to live in and food to eat.

Did you know that two thirds of our moths and 71% of our butterflies are in long-term decline or that two bumblebee species have become extinct in the last 80 years and other have declined dramatically? This is a worrying situation but we can help.

Polli:Nation is a partnership project led by Learning through Landscapes that is aiming to make a difference. With its partners OPAL (Open Air Laboratories), the Bumblebee Conservation Trust, Butterfly Conservation, Buglife, TVC, FSE and Stirling University we are helping schools find out which pollinating insects are visiting or living in their grounds, or near by, and then conserve or create new habitats and food sources to encourage more to visit.

To date over 26,000 pupils in 260 schools have been part of the project but we want even more to help us. The OPAL survey is the place to start to find out what are already visiting your grounds, or a site near by. You can download this from the project website – www.polli-nation.co.uk and click on ‘take the survey’. The best time to undertake the survey is March to September as that is when the insects are out and about. You then upload the data onto the OPAL site from where it will be analysed along with everyone else’s information. Reports of the analysis will then be uploaded onto the Polli:nation website.

As well as finding out what it is the grounds already schools are encouraged to create new habitats and food sources for the insects. There are lots of ideas of what you can do on the website, from creating a wildflower meadow to having a bee hive. The survey can then be repeated to see if more insects are visiting the site after the work has been completed in the grounds.

Areas of the curriculum that Polli:Nation links to range from science to the arts at both primary and secondary level. Resources that help you make those links can also be found on the website.

The more people get involved in Polli:Nation the more chance we have of helping feed and house those hungry and homeless insects – insects that ensure we have food and flowers for everyone.

Email; pollination@ltl.org.uk
Website; www.polli-nation.co.uk
Twitter; @LTL_Pollination

Learning through Landscapes’ vision is that every child benefits from stimulating outdoor learning and play in their education.

We do this through three avenues:

  • advocating the benefits of outdoor learning and play at school and pre school.
  • inspiring and enabling the design and development of outdoor environments to support children’s development.
  • inspiring and enabling teachers and early years practitioners to develop the confidence, ideas and skills they need to make better use of outdoor spaces.

Email: enquiries@ltl.org.uk
Website; www.ltl.org.uk
Twitter; @LTL_OUtdoors

 

 

RSPB Big Schools’ Birdwatch 2018

RSPB Big Schools’ Birdwatch 2018

Guest blog by Rebecca Kerfoot, RSPB.

School children across the UK will be setting up bird feeders, turning classrooms into bird hides and excitedly getting into position, to watch and count the birds in their school grounds for the 2018 RSPB Big Schools’ Birdwatch.

The survey, which takes place during the first half of spring term (2 January – 23 February), is the biggest wildlife survey in schools. Children are asked to spend just one hour watching and recording the birds in their outdoor space, then send their results to the RSPB.

73,000 school children and teachers took part in the birdwatch in 2017 counting more than 100,000 birds. Now in its 16th year, the survey helps to track numbers of birds in school grounds, providing an insight into which species are doing well or not so well and brings children closer to nature.

The blackbird remained the most common playground visitor for the ninth year in succession with over 88% schools spotting at least one. The top three was rounded off by starling and woodpigeon.

Big Schools’ Birdwatch is a fun and educational activity and is free to every school in the UK. It’s flexible enough to fit into a lesson or during lunchtime and links well to the curriculum or project work. It provides valuable information on how some of our familiar birds are doing.

It also gives children an opportunity to get outside, experience and learn about the nature local to them. The decline in children’s access to nature in the last three generations is well evidenced. And yet research shows that when children are connected to nature it has a positive impact on their education, physical health, emotional wellbeing, and their personal and social skills.

The Birdwatch takes just one hour and teachers can pick any day during the first half of spring term to take part. It works across a wide age and ability range and there’s plenty of flexibility to run it as simply as teachers would like either as the centrepiece of cross-curricular studies, project work, or a way to improve their outdoor space.

Everything schools need to take part is available to download from the RSPB website www.rspb.org.uk/schoolswatch

 

 

ESD pathway at the Association of Science Education Conference, Jan 2018

ESD pathway at the Association of Science Education Conference, Jan 2018

By Margret Fleming

The Association for Science Education Annual Conference 3-6 January 2018

At the University of Liverpool – now free to GLP schools.

This four-day conference brings together over 350 sessions exploring all aspects of science education

A strengthening focus within the conference is Education for Sustainable Development (ESD); you can now select a tailored programme to develop your skills and knowledge in this dynamic field. While few schools formally support the role of sustainability co-ordinator, we recognise this is an area of passion and interest to many teachers and students so aim to offer you the chance to meet practitioners from across the world to share ideas and resources.

The ASE is a contributor to the Global Learning Programme (GLP), ‘which supports teachers to enable students to learn about the challenges our world faces and think critically about how to deal with issues such as climate change and sustainability’. Discussion of these global themes plays a key part in this year’s   International Day, Wednesday 3rd January. Last year we had a description of the ASE work in the GLP and an important keynote by Professor Justin Dillon on the links to ‘Citizen science and ethics’. This year we have a focus on Practical work – John Holman. Both topics of international importance. The ASE Annual Conference is part of the Global Learning Programme, so you can now attend free, using e-credits, if your school is a Partner in the programme. The programme has been extended so schools which have used their £500 eCredits. They can still apply if this is a new type of CPD, Details here. http://glp.globaldimension.org.uk/calendar/course/11329

Attendees can use the ASE Annual Conference to find out more about integrating sustainability issues into day- to-day teaching and link this to a whole-school approach to ESD. They will also be able to find out about funding for projects in your school and how to develop approaches to embedding sustainability issues within science teaching.

The whole programme is online at https://aseannualconference2018.sched.com/ and the filters mean you can select the Conference Theme – Education for Sustainable Development to see all the sessions of particular interest. SEEd and the Sustainable Schools Alliance have recently launched a new Sustainable Schools Doorway on Nature & Biodiversity, and will be using the ASE conference to describe this in a workshop on Friday 5th January. ‘Using the Sustainable Schools Doorways’   See here for further details of the initiative on this website.

Others include:

‘Trashed World’, ‘Transforming STEM Education: Air Quality as a powerful theme for integration’ and ‘ Get your School to Go Green!’ on Wednesday 3 January.

‘Archaeoschool for the Future’, ‘Frontier Science: Artificial Photosynthesis – making fuels from air, water and light’, ‘How to Reduce the Effects of Climate Change’ and ‘Citizen Science: Sharing knowledge. Inspiring action. Valuing nature’ on Thursday 4 January.

‘Environmental Education in Secondary Science’, ‘Going Bananas for Food Security’, ‘Reaching a Zero Carbon Future’, ‘Polar Explorer Programme’, and ‘Science & the World Around Us: Science and Global Learning’ on Friday 5 January

‘Power for the World: Investigation for understanding and application’, ‘Frontier Science: Oceanography – From Microbes to Global Climate’ and ‘Forest School & Science’ on Saturday 6 January.

Joining the ASE has many benefits alongside cheaper entry to events and our brilliant journals. See here. Members can find an article in May 2017’s Education in Science describing last year’s ESD themes entitled ‘Science sustainability and wicked problems’ here This included  a summary of the talk  by Justin Dillon (see above) which set the scene for last year’s conference. These themes have been also been explored by Justin in another SSA blog here. International members can also access this article, as one of their many benefits.

 

Finally news of a new EU project ‘Urban science’ I am pleased to be working on this project with Wild Awake . It aims to meet the needs of an urban Europe, where scientists of the future will need the skills and knowledge to create healthy and sustainable cities. Urban Science focuses on how science can develop solutions to urban issues, so motivating pupils to view the positive benefits of science to the urban environment. Urban Science is supporting teachers with exciting and innovative ways to teach science that has real life meaning for their pupils. It also meets the needs of pupils to be competitive in a rapidly changing world where scientific understanding is vital. Look out for us at future SSA, SEEd and ASE events.

 

NSSC 17 – an inspiring ‘now’ & hope for the future

NSSC 17 – an inspiring ‘now’ & hope for the future

Education Matters because…

‘it is the most powerful tool we can give future generations’ Georgina, 16

Sustainability Matters because…
‘it ensures a future for everyone, all life – even those that don’t have a voice’ Olivia, 16

‘Why can’t we have untested lessons that allow us to explore and emotionally grow. We have to expand our horizons and allow ourselves to be educated

These are just a few quotes from young people who attended the National Sustainable Schools Conference (NSSC) 2017 that can offer reassurance and pride to all of those involved in learning for sustainability, environmental education and global learning; encouragement that young people are listening and thinking critically about the issues of today and the future.

The NSSC, which gathered organisations involved in educating and inspiring people to take action on all aspects sustainability, has been described as ‘a great way to learn from each other and almost more importantly, to support and encourage each other’. Vikki Pendry, Curriculum Foundation.

A big Thank You goes out from SEEd and the Sustainable Schools Alliance to everybody who was involved in making the day a success.

With special appreciation to our opening speakers, James Murray from Business Green and Georgian Stevens with Finn the Tiger Shark.

The conference sponsor Think Global were very busy running Supply Cha!nge workshops all day with;
Fairtrade Foundation, Joanna Mills
Co-op Food, Amy Morris
Marine Stewardship Council, Kate Jones
You can read more about their workshops on the Think Global blog here.

Participating organisations which shared their projects and resources, much off which can also be found on their websites were:

Woodland Trust,
Ashden – LESS CO2
Centre for Alternative Technologies,
Thames Boat Project,
Thames Water,
Cob Oven Man,
Eco Action Games,
Future We Want,
Target for Green,
Being Animal,
School Energy Efficiency,
Queen Katharine Academy,
Blooming Minds

The refreshingly varied and motivating workshops were led by:

Vikki Pendry,- Curriculum Foundation,
Dr David Dixon,
Bobbie Harvey – FACE,
Henry Greenwood – Green Schools Project,
Helen Cox plus students from Sir John Lawes School,
Mary Jackson, Learning through Landscapes
Phillipa Slater, City of London Open Space programme
Traci Lewis, Catalyse Change 
Ann Finalyson, SEEd

Many workshop leaders have kindly shared their presentations and other information. You can find them in a shared open access folder here.

Thanks to everyone who made it an inspiring day.

Making a Supply Cha!nge –  National Sustainable Schools Conference 2017

Making a Supply Cha!nge – National Sustainable Schools Conference 2017

This year, Think Global is delighted to be supporting the SSA participation in the National Sustainable Schools Conference through our EU-funded Supply Cha!nge project!

Collaborating with 28 partners across Europe, we’re helping to achieve SDG 12 by raising awareness and encouraging action around responsible consumption and production. There is a particular focus on supermarkets – the products we buy there, and where they come from. What are supermarkets doing to ensure fair working conditions along their supply chains, and achieve sustainable production that protects, rather than damages our environment?

Partners

We’re very excited that Co-op Food, as well as Fairtrade Foundation and the Marine Stewardship Council will be at the conference on Monday 13th November to discuss the work they are each doing to achieve ethical and sustainable supply chains. This is a unique opportunity for young people to ask these organisations their questions, and to think critically about the action they can take as consumers, and in their future careers!

If you’d like to find out more about Supply Cha!nge project, check out our project webpage. Following Chocolate Week, you might be interested in the webinar we held with Professor Christopher Tankou from the University of Dschang, Cameroon, about the social and environmental impacts of the global demand for chocolate. Or, if you’re involved in the World’s Largest Lesson with its focus this year on food choices, order a free copy of Think Global’s 2017-2018 wallplanner and check out the accompanying teaching resource around ethical and sustainable consumption.

Finally, take a look at our DoNation campaign, and make your own pledge for sustainability. We look forward to seeing you at the conference!

Catherine Richardson, Think Global

Inspiring the next generation to help create a low-carbon world

Inspiring the next generation to help create a low-carbon world

Guest Blog From Ashden – a Sustainable Schools Alliance member

Ashden’s LESS CO2 programme is a free energy efficiency programme available to any UK school and is not only helping to create more sustainable schools, but also galvanising young people to join the movement for a low-carbon world.

The programme runs over the course of a school year in a series of four half-day workshops, and includes expert advice and resources for staff as well as the opportunity to ask questions, discuss ideas, and brainstorm solutions. The workshops cover various aspects of energy saving, from recording meter readings to monitoring energy use, behaviour change for staff and students, and how to incorporate sustainability into the curriculum.

Local schools work together in geographic clusters of up to 15, sharing information, experiences and advice on how best to tackle energy usage and reduce energy bills.  The chance to learn from other schools is one of the reasons the LESS CO2 programme, which is supported by Bank of America Merrill Lynch, is proving so popular.

Top Tips from a Devonshire School

We asked one of our recent graduating clusters to share some of their advice to schools that are just starting out on their own energy management journey. Here are our Devon schools’ tips to making sustainability a success:

  • Get as much data as you can at the beginning of the process and learn how to calculate savings and payback times. This makes it easier to demonstrate the impact your work will have, and to support any funding requests you make.
  • Start measuring and monitoring what you are currently using in terms of energy.
  • Create short, medium and long-term actions to ensure that you are looking at quick and easy wins, as well as being ambitious with your bigger plans.
  • Don’t underestimate how much time you will need to do this – speaking to other members of staff, reviewing energy data and contacting energy suppliers all takes time. It’s worth investing time in speaking to staff in all departments in your school. Plan in this time.
  • Involve teaching members of staff early on. It’s good to have support from all corners. Help staff understand the cost of energy use at school by putting it into comparative figures they can relate to. For example, the cost of support staff hours in relation to the cost of leaving computers on overnight.
  • Link the building management staff with the teaching staff to ensure that they are working together to save energy in the school.
  • Get students involved – this is a great learning experience for them which they can take into their future education and careers. They are also great at encouraging/nagging staff to switch off their lighting and equipment!

On average, schools that take part in the LESS CO2 programme save 14% of their energy spend in addition to lowering their CO2 emissions.  In the coming year, the programme is looking to recruit more schools in areas of social and economic deprivation.  In order to really embed best practice in energy saving, Ashden is aiming to deliver the programme to 3000 schools by 2021.  Find out more at www.lessco2.org.uk and follow us on Twitter @LESSCO2

STEM club members make a presentation at the Okehampton Primary School assemby – one of the 11 feeder Primary schools the College has worked with to introduce sustainable energy. The school has just had PV solar panels installed and the theme will be ‘not to waste the energy they are now making for themselves’.Okenhampton College, Devon.

Raising the status of Biodiversity in the Sustainable Schools Framework

Raising the status of Biodiversity in the Sustainable Schools Framework

Experiencing nature is being increasingly recognised as a critical element of young people’s time at school. The organisations which make up the Sustainable Schools Alliance are motivated by this positive direction and believe it needs to be tied into fostering an understanding and respect for broader but interconnected sustainability issues.

The SSA first met in October 2016 to discuss the scope of producing a new doorway on Nature and Biodiversity for the Sustainable Schools Framework. Members had noted that although wildlife and nature come under the ‘biodiversity cross-cutting theme’ they could easily be overlooked within the current framework which doesn’t offer teachers clear routes into exploring those subjects.

The fifteen SSA members are bringing their varied expertise to this collaborative piece of work for the first time, with RSPB, OASES North East and SEEd taking on particular roles. It was quickly clear that this new doorway is an opportunity to give the framework format a makeover.  If this one is successful the SSA are keen review other doorways; their relevance, how to update and present them in a teacher-friendly manner.

It was exciting to recently reach the stage of holding a workshop and consultation which allowed teachers and educators to trail and feedback on the proposed new design. Read more about that here in a SEEd blog post by Ann Finlayson. The event was supported by many SSA members including Centre for Alternative Technologies, Association for Science Education and North Yorkshire County Council as well as many SEEd members and school teachers.
The Sustainable Development Goals (SDG’s) which most clearly relate to nature and biodiversity were identified. This generated insightful discussion how they are being taught and acted upon, or not, in UK schools and therefore whether a Sustainable Schools Framework should be linked to SDG’s?

Important conversations were held around not just how nature and biodiversity is highlighted yet embedded into learning but about how it can be monitored and seen as integral across the three C’s of curriculum, campus and community. SSA member Bluewave Education presented its online school improvement management software which could include a quality framework designed for SDG’s, or another set of aspects chosen to monitor this new doorway.  The software allows schools to clearly see that making achievements in this framework also contributes to reaching targets and quality standards in other assessments and monitoring they must undertake.

The SSA members are looking forward to trailing this new doorway content and design with different groups over the coming months, taking on board feedback and officially launching it at the National Sustainable Schools Conference in October.

Beyond COP21 Symposium as a Strategy for Promoting Change

Beyond COP21 Symposium as a Strategy for Promoting Change

This guest blog is from Peter Milne, Founder/Director of Target 4 Green and Sustainable Schools Alliance member.

You can read the full article published in the International Teacher Magazine

Peter Milne shares a  full overview of a Beyond COP21 Symposium here.

Strategy for promoting change

The basic aim of ‘Education for Sustainable Development’ is to nurture an individual who is able to solve environmental challenges facing the world and promote the formation of a sustainable society.

The change needed to implement ESD effectively can be broken down into three elements:

  1. The need for physical change: looking at how schools, households and businesses can reduce their waste, water and energy and focus on more sustainable resources in general.
  2. The mindset change: this is all about raising environmental understanding, awareness and action programmes throughout the school and business communities through workshops, cross-curricular activities and presentations, so that everybody is on the ‘same page’, as well as giving students and employees a voice. This leads to a fundamental change in attitudes and the choices people make.
  3. Learning to respect others and appreciate the environment, as well as giving back to society: this is focused around the opportunities to learn beyond the workplace and home, and connect to nature, as well as helping communities in need. In a nutshell, it about being more caring.

Partnerships and action-orientated behaviour, within all three aspects, are crucially important to their success. Environmental awareness in itself is not enough because awareness without meaningful action and behaviour change goes nowhere. This approach can be illustrated in the Beyond COP21 Symposium series, currently running globally with the support of Eco-Schools Global and Jane Goodall’s Roots & Shoots. (“COP 21” refers to the 2015 Paris Summit at which a number of crucial climate action targets were agreed)

A symposium consists of themed high impact presentations from, and discussions with, guest speakers on the SDGs (Sustainable Development Goals) Agenda 2030 and climate negotiations in and beyond the Paris It also involves individual & community action, pledge-making and practical activities/workshops. Local sustainable companies and organisations are invited to showcase their initiatives and engage with students from a variety of schools, both local and expat, in each city or region.

Successfully run in Dubai twice, in the UK once and most recently in Jordan, at the Ahliyyah School for Girls, a 2018 event, to be held at the Tanglin Trust School in Singapore, is now in preparation. Further interest has also come from schools in Malaysia, Laos, Sri Lanka, UAE and Jordan.

Read the full article published in the International Teacher Magazine here.

 

Modeshift STARS Awards

Modeshift STARS Awards

It is a pleasure to be providing this week’s Sustainable Schools Alliance blog post. As a national membership organisation ourselves, Modeshift exists to share best practice in promotion and delivery of sustainable travel. We do this through a number of mechanisms but at the forefront of our delivery is the Modeshift STARS scheme.

Modeshift STARS is the national* schools awards scheme that has been established to recognise schools that have demonstrated excellence in supporting cycling, walking and other forms of sustainable travel. The scheme works with schools and local authorities throughout the country and the great news is it is FREE for schools to use.

The scheme was launched nationwide in September 2012 and was created to support the development of School Travel Plans and reward schools over three levels (Bronze, Silver and Gold) for achieving a shift to sustainable modes of travel. STARS received the backing of the Department for Transport in November 2014 and is now recognised as the National School Travel Awards with 64 local authorities and almost 2,800 schools currently participating in the scheme.

At Modeshift we are very fortunate in that we get to see the unique and creative ways that schools are embedding a culture of sustainable travel across the school community. The benefits of which range far and wide including improvements in physical activity levels, boosting local air quality, reducing congestion, enhancing road safety, and contributing to improved health and social wellbeing for pupils, parents, staff and the wider community.

The highlight of our year is the National STARS School Travel Awards where we get to see the very best of our STARS schools come together to share their experiences and best practice. Our seven STARS Schools of the Region came together at the Houses of Parliament for the 2017 National Modeshift STARS School Travel Awards Reception in April this year to find out which schools would be named National STARS School of the Year.

Ladycross Infant School from Derbyshire and The Grammar School at Leeds received the Awards which were presented by Andrew Jones MP, Parliamentary-under-Secretary of State for Transport.

Read on to see why our schools really are STARS!

 

National STARS Primary School of the Year – Ladycross Infant School, Derbyshire, The Midlands

Working closely with Derbyshire County Council’s Travel Smart programme, the school have demonstrated a 59% decrease in car use over the last 3-years from 27% in 2013/14 to just 16% in 2015/16. 5% of children now cycle to school and 15% are scooting. As well as participating in local and national travel campaigns, they also hold their own Healthy Week each year that focuses on safe and active travel. They publicise their activities via Twitter, sharing ideas and best practice to other schools in the County via the Learning Teaching Schools Alliance. They also work in partnership with parents and the local police Safer Neighbourhoods Team to engage and enthuse children to travel safely and actively to school, facilitating bike and scooter security marking and encouraging interaction from parents on their Twitter account to show their support for campaigns.  As the first school to achieve Gold STARS in Derbyshire, their action and activities are the basis by which other schools follow to achieve the same.

 

National STARS Secondary School of the Year – The Grammar School at Leeds, Yorkshire & The Humber

The Grammar School at Leeds is a large independent through school with approximately 2,000 pupils aged 3-18. They have reduced car use by 18% over the last four academic years from 61% in 2012/13 to 52% in 2015/16. They have done this by using an innovative approach in creating GSAL Transport Limited, providing an in-house bus service that travels up to 30-miles for students to use on their journeys to school. The school now operate 11 routes and the names that are displayed on each of the buses were chosen following a competition among pupils who were asked to draw a picture of their perfect school bus. Over 250 entries were received!

Modeshift STARS is not about telling schools and individuals what they should and should not to do. Instead it is focussed on supporting schools to put together a unique package of measures that best suits the individual circumstances of the school and the community that is serves. We find that many schools are already delivering a significant amount of activity in this area and just need to record the information on the STARS portal in order to be recognised with national accreditation. The scheme is delivered through an online portal that schools and local authorities use to track the activity that is delivered and measure progress towards achieving national accreditation for their efforts.

The next deadline for you to get accredited is the 31st Julyso there is still plenty of time to complete your application. We would welcome any schools wanting to join the STARS family so if you are interested in taking part then please visit www.modeshiftstars.org or email starscomms@modeshift.org.uk.

 

*National = England (excluding London). Schools in London should refer to https://stars.tfl.gov.uk/