Name of school

Peel Park Primary School & Nursery

Sustainability lead name

Mrs Sharon Longmire

Date of last review

Created: September 2025

Organising the sustainability leadership team structure

Has a sustainability leadership team been structured?

Head, SBM, LJ

Eco-committee?

Has a single sustainability lead been nominated?

Yes

12.09.25

Sharon Longmire (SBM)

Are members of the sustainability leadership team clear on their duties?

Does the sustainability leadership team consist of both teaching and operational staff?

Yes

12.09.25

Does the sustainability leadership team include senior leaders?

Yes

12.09.25

Implementing a whole-school approach

Is the whole school involved and engaged in turning the school’s climate plan into action?

Whole School

Does the curriculum increase pupils’ practical knowledge of sustainability and climate change?

•          Staff meeting/ audit – subject leads / class teachers to highlight.

Teaching staff and subject leads (science, geog, DT, PSHE)

Audit and gathering needed to showcase what is already happening.

Are measures in place to give pupils a sense of agency where anxiety stems from climate concerns?

•          As above
•          School council to be included
•          Discussion needed with KN to discuss if this is addressed in the PSHE curriculum.
•          Science week / Great science share focus.
•          Assembly / class based assembly

Whole school

School council

Does the curriculum enable pupils to share their knowledge and enthusiasm with the local community?

•          Highlight where this is embedded in the science curriculum / enrichment calendar.
•          LD to make any adaptations to science curriculum where needed.
•          Staff to consider appropriate methods (e.g. Dojo, parent workshops delivered by children).

Whole school

Science after school club

School council

Eco warriors

Are parents and the wider community involved in the school’s approach to sustainability and climate change?

The Big Clean – local community group

Walk to school

Allotment

Fundraise for an environmental charity?

Litter picking

Highlight parent contributions?

Share sustainability updates on Dojo

Do governors and members of the SLT support and drive the school’s sustainable activity?

Share the Climate Action Plan with the GB

Ensure PSHE, science, geography, citizenship, and DT reflect real-world environmental challenges.

Upgrade to energy-efficient lighting, heating, and IT equipment.

Is the SLT embedding culture change where sustainability is a priority?

Make climate resilience part of school life

School events – eco fairs / switch off days

Food policies  eg waste reduction

Travel policies – walk to school / bike storage

uniform recycle

Outdoor development is a priorty

Does climate change and sustainability feature on the agenda at key meetings?

Has the site manager been involved in the school’s Climate Action Plan?

No

JL

Climate education

Is climate education embedded throughout the curriculum?

•          Highlight where this is embedded in the curriculum.
•          LD to make any adaptations to science curriculum where needed.

Subject leads (science, DT, geog, PSHE) and teaching staff

•          Clean air project
•          Growbag project

Are pupils eager to create a greener, sustainable world and tackle the causes and impact of climate change?

•          School council involvement
•          Assembly with children
•          Class based discussion
•          Picture news
•          Children questionnaires to establish baseline

Whole school

Clean Air project

Grow bag

School council

Are pupils empowered to become global citizens through a better understanding of climate change and a greater connection to nature.

•          Children questionnaires to establish baseline
•          Class to co-create classroom plan (eg. Lights, recycling )

LD

Teaching staff

Could be done in class-based assembly slot

Are pupils provided with practical opportunities to participate in activities that increase climate resilience, reduce carbon impact and enhance biodiversity?

•          Audit required of foundation subject lead teachers to highlight opportunities within their curriculum/ enrichment Calander  (staff meeting)
•          Focus of Science week / Science share (Register with National Education Nature Park to track biodiversity)
•          Apply for trees from the Woodland Trust

FC Stem lead teacher

LD

Teaching staff and subject leaders  (DT, science, Geography)

Clean air project (Yr4)

Growbag Yr 5

Science after school club y2

Careers week / challenge week

Eco warriors

Do pupils learn about nature, the causes and impacts of climate change and the importance of sustainability?

•          LD to highlight where this is embedded in the science curriculum.
•          Continue work with Clean Air Project (year 4)
•          LD to make any adaptations to curriculum where needed.
•          Staff meeting – other subject leads / class teachers to highlight in other subject areas (eg DT and Geography).

Subject leads and teaching staff

Forest schools

Opportunity: Guided reading

[EYFS only] Are children provided with opportunities to develop an understanding of the world and the natural environment?

Training for staff planned from LTL 24.03.25

EYFS – Gardening for Biodiversity

[Secondary schools only] Does the school have plans to teach the natural history GCSE that the government intends to introduce by 2025?

Are teachers able to access CPD to ensure pupils receive high-quality teaching on scientific facts about climate change and environmental degradation?

•          Access to Learning Through Landscapes resources shared.
•          AG and LD meet to share resources and plans for School Nature Grants
•          Learning through Landscapes webinars
•          Climate curriculum pack (Learning through landscapes)
•          LD to attend Climate Action event

AG

LD

Teaching staff

Staff training scheduled for Learning through Landscapes.

School Nature Grant

Do staff members make use of best practice advice which demonstrates how sustainability and climate change should be incorporated into teaching in an age-appropriate manner?

•          Curriculum audit
•          Staff questionnaire

Are relevant teaching resources from governmental departments utilised? e.g. from the Department for Environment, Food and Rural Affairs (DEFRA), Waste and Resources Action Programme (WRAP), and the Environment Agency?

•          LD to complete resources list to be shared through staff relating to each subject.
•          Audit as part of staff questionnaire.

Are teachers able to model sustainable practices in relation to their subject specialism?

Geography – Climate Change

Science – renewable energy

DT – materials

DT

Science

Goegraphy

General use of plastic / paper and photocopying.

Are all staff members able to build their understanding of climate change and sustainability by receiving shared literacy training through sustainability leads?

•          Following audits and questionnaires, create targeted bank of CPD opportunities (eg signpost resources).

Does the school offer extra curricula activities such as eco clubs or vegetable growing?

Yes

SL – FS Leader

LD – Science Lead

HH - DHT

•          Grow bag project
•          Forest school sessions
•          After school clubs
•          Clean Air Project
•          Nature Club

Are pupils given the opportunity to learn about sustainable food choices, recycling, adaptation projects or weather and energy monitoring?

•          Science Week – weather monitoring, recycling focus.
•          Great Science Share – Biodiversity

•          Clean air project

Are pupils given opportunities to learn outdoors?

Yes

•          Staff training to be delivered through the Learning through Landscapes (outdoor learning in maths, literacy and social/ emotional)

Whole school

•          Outdoor PE
•          Forest School sessions
•          Playtime and Lunchtime Outdoor play

Are leaders, teachers and pupils able to learn about energy efficiency, the circular economy, climate resilience and green careers?

•          Careers - LD to share “I’m a scientist” online chat resource with staff.

•          Careers – STEM careers week.
•          “I’m a scientist” online chat – Enrichment in Y4.

Does the school avoid presenting misinformation or unsubstantiated claims relating to the climate?

•          LD to update display to have a climate focus.

LD

Green skills and careers

Are pupils able to build green skills that will enable them to build careers and participate in the green industrial revolution?

Green Flag Award

Careers week – talks from professionals involved in renewable energy? Sustainable fashion? Recycling?

Join the school eco-committee – waste reduction, recycling, biodiversity

STEM competitions – environmental themes?

•          Grow bag project

[Secondary schools only] Are pupils provided with sufficient careers guidance including sustainable careers?

Does the school provide assembly information and interactive class exercises which enable pupils to see and learn about a wide range of green careers and skills in action?

•          Focus of Great science share / Science week

LD –Science

FC – STEM lead

•          Careers week
•          Picture news
•          I’m a scientist online chat Y4

Education estate and digital infrastructure

Are buildings within the school energy efficient?

Yes

JL - SM

SL - SBM

Does the school utilise smart meters and energy management systems to reduce usage and bills?

Yes

JL - SM

SL -SBM

Has the school implemented measures to alleviate poor air quality around the school premises?

Has the school been able to access the Public Sector Decarbonisation Scheme to support decarbonising the estate?

Does the school make use of best practice advice when investing money to reduce carbon emissions?

Does the school have regard to the ‘Good Estate Management for Schools’ guidance when making decisions regarding sustainable management of the estate, including energy and water efficiency, addressing ventilation and dealing with leaks?

Does the school have contingency plans in place in the event of adverse conditions such as increased heat, flood risk or water scarcity?

Does the school make use of any opportunities and advice to improve biodiversity, flood resilience and air quality?

Has the school conducted a survey of how resilient existing buildings are and how their environmental conditions can be improved, including their access to nature?

Has the school looked at ways in which to reduce indoor and outdoor air pollution, e.g. expanding anti-idling zones to reduce the impact of the school commute?

Has the school looked at delivering initiatives to increase active and safe travel to school, e.g. walking and cycling?

Yes

LC

•          Walking bus

Does the school take steps to protect and enhance wildlife and ecosystems in and around the school grounds?

Yes

•          Bird boxes
•          Bat houses
•          Bug hotels
•          Butterfly barns
•          Hedgehog highway
•          Re-wilding

Has the school considered heating solutions which do not utilise carbon intense fuels?

Has the school signed up to available weather and flood warnings?

Yes

SL – to check with Bradford Council

Has the school looked at how it can reduce water usage and improve efficiency?

Yes

JL – SM

SL - SBM

•          We have changed to automatic flushing and are quick to repair any leaks
•          Bill’s monitored by SBM, and any substanial increases in costs are investigated and addressed

Operations and supply chains

Does the school procure from companies that commit to achieving net zero by 2050 and have a plan in place which shows how they will meet this target?

 In part

Does the school buy from procurement frameworks that offer sustainable goods and services?

Yes

SL - SBM

•          We use an energy broker who monitors and sources our energy and finds us the best deals

Does the school provide nutritionally balanced, affordable and sustainable meal choices?

Yes

SL – SBM

AG

FM – Facilities Mgt

•          Menu decisions made between school and FM

Is there a whole-school approach to food which promotes accountability and transparency of school food arrangements?

Is consideration given to sustainable practice in relation to school food contracts, preparation and practice, with thought given to ingredients and their environmental impact?

Do FM have policies on sustainabilty?

Food waste reduction?

Food sources?

Packaging?

Does the school gather data and take action on food waste whilst making use of best practice advice for sustainable waste prevention and management?

No

Has the school moved away from single-use items and towards reusable alternatives where possible?

Somewhat

Water fountains

Less photocopied sheets – digital resources

Recycling of uniform

Refillable spray bottles / hand sanitiser, etc

Does the school reduce reliance on single-use items in favour of alternatives, e.g. second hand uniforms?

Yes

Pastoral team

•          Parents bring in old and reusable uniform.  This is kept in the Community room, and is easily acceptable for existing and new parents

Are any free period products provided to pupils sustainable?

Yes

SL - SBM

•          Stored in our First aid room and SBM office

Is food sourced locally where possible?

Yes

SL – SBM

FM – Facilities Mgt

•          Food in the school dinner kitchen is sourced through Facilities Mgt (Bradford Council).

Has the school invested in renewable and sustainable energy sources, e.g. solar panels and LED lightbulbs?

Yes

JL – SM

SL - SBM

•          School is replacing lighting for LED as the lighting fails

Does the school have arrangements in place for the correct recycling of glass, paper, card, plastic, metal and food waste?

Yes

SL - SBM

•          B & M Waste Mgt recycle all our waste

Has the school taken measures to reduce its use of paper?

Yes

SL - SBM

•          Papercut software monitors staff photocopier usage and how much this has had an enviromental impact (trees, C02 etc)

Summary of findings and actions

[Use this space to collate the findings and actions that have been entered into the template and note the main priority areas for action.]