Eco-Schools
Formal Environmental Review (template)
Prepared by: Jennifer Organ (August 2010)
Eco-Schools Officer
London Borough of Sutton
0208 770 4195
Page 11 of 11
Simple Environmental Review (August 2010)
Formal Environmental Review (template)
Date carried out:
The best Review is one that is specific to your school. It is not suggested that you answer every question, but that you use the ones that you feel are most appropriate for your circumstances.
GENERAL POINTS/ PUPIL PARTICIPATIONYes/ No / Notes
Is there an Eco-Schools notice board in a prominent position?
Does the main entrance hall have a welcoming feel?
Are corridors used for special design projects such as murals?
Are there comfortable places to sit in corridors and common spaces?
Do rooms have features or decorations designed and made by the class or tutor group?
Do environmental issues feature in school assemblies?
If yes, list those in the last term, detailing the topic covered.
Are special environment-related lessons or visits undertaken by classes or groups e.g. paper-making, visits to environmental centres etc?
If yes, list those in the last term, detailing the topic covered.
Are pupils involved with local waste/ recycling/ conservation projects etc. outside school time or via links with school abroad?
If yes, then list some examples.
Any further comments on pupil participation:
BIODIVERSITY / Yes/ No / Notes
Is there a specific teacher responsible for the wildlife/ biodiversity in the school grounds?
Does the school have a wildlife or conservation area?
Does the school maintain any of the following:
· Bat boxes
· Bird boxes
· Bird feeders
· Bird baths
· Woodland area
· Are of long grass to provide habitats
· Meadow
· Pond
· Squirrel feeders
· Butterfly-friendly plants/ butterfly garden
· Log piles for invertebrates (mini beasts)
· Species records
· Other
If any of the above are ticked ‘yes’, are pupils involved in looking after them?
Does the school have trees, hedgerows or shrubs?
Does the school have any plants in containers, pots or beds in the school grounds?
Are the school grounds managed as ‘wildlife friendly’ e.g. no pesticides, herbicides or peat?
Do the school grounds offer quiet places where you can watch, study and enjoy nature?
Are the wildlife features incorporated into teaching the National Curriculum?
Do the teachers take pupils outdoors regularly to observe/ experience nature and wildlife?
Are the school grounds used for long-term monitoring of habitats and/or wildlife?
Does the school have links with any local or national environmental organisations?
Any further comments on biodiversity:
ENERGY / Yes/ No / Notes
Is there someone in your school who has special responsibility for monitoring the consumption of energy (electricity, heating etc.) in the school?
Are the energy meters (e.g. electricity meters) easily visible to pupils?
Are pupils involved in taking readings?
Do the school windows have double glazing, triple glazing, draught-excluding strips and/or solar reflecting film?
Are windows and doors free from draughts?
Are well-fitting blinds or curtains fitted at the windows?
Are the curtains/ blinds closed at night?
Do all outside and inside doors close automatically?
Are the lights left on in classrooms when people aren’t in them?
Are lights turned off when there is enough daylight?
Are low-energy light bulbs and fluorescent tubes used in school?
Are electrical items turned off when not in use (e.g. projectors, computers, monitors, televisions, videos, photocopiers and whiteboards)?
Do computer networks automatically go to standby?
Does each classroom have its own heating thermostat?
Is it sometimes too hot in classrooms and the heating cannot be turned down?
Are the windows and doors kept closed during cold weather and open when needed in hot weather?
Do you have responsible class window monitors?
Are hot water pipes and tanks properly insulated?
Does your school use any sources of renewable energy and/or receive ‘Green Energy’?
Are rooms carpeted to insulate floors?
Does water heat up quickly when the tap is turned on?
Any further comments on energy:
GLOBAL PERSPECTIVES / Yes/ No / Notes
Do you support/ fundraise for charities in the developing world?
Does the school have links with any schools in other countries?
Of the Eco-Schools topics that you may have looked at, have you explored how these issues might be approached in other parts of the world? If so, please give examples e.g. water use in Kenya
Do pupils consider how actions taken within the school affect people and the environment locally and globally?
If so, please give examples e.g. how energy saving affects climate change
Are the opportunities for considering global environmental issues maximised through the curriculum?
Has the school made use of materials from other organisations for help with this topic e.g. Oxfam?
Have the pupils considered other issues, such as:
· Human rights and ethics?
· Fair trade?
· Conflict resolution?
Does the school have ‘Fair Trade’ status or are you working towards it?
Does the school take part in student exchange visits?
Does the school have or is it working towards the International School Award?
Any further comments on global issues:
HEALTHY LIVING / Yes/ No / Notes
Is the school a ‘Healthy School’?
Does the school include education on healthier eating and basic food safety practice in the taught curriculum?
Does the school provide and promote healthier food at break times and lunchtimes?
Does the school have a policy of only permitting fresh fruit as a snack at break time?
Does the school have drinking water easily available throughout the day?
Are healthy options encouraged for school dinners?
Is there a system for monitoring whether children eat a balanced lunchtime diet over the week?
Many pupils have a packed lunch. Do most contain two pieces of fresh fruit or vegetables?
Do all pupils have the experience of planting and growing food at school, and then eating it?
Do all pupils have the experience of visiting a farm?
Is there a whole school approach to the promotion of physical activity?
Does the school offer all pupils a minimum of two hours physical activity per week within and outside the National Curriculum?
Are there green plants growing in pots in any classrooms? If yes, in which classrooms?
Does the school use environmentally-friendly cleaning products?
Doe the school have an effective anti-bullying policy and/or ‘buddy’ system?
Are school meals prepared on-site from fresh, raw ingredients?
Is fish available at least one day a week?
Does the school canteen always have a salad option?
If your school has a fizzy drinks machine, is it next to a drinking water fountain?
Are the cultural, religious, special health and dietary needs of pupils taken into account?
Any further comments on healthy living:
LITTER / Yes/ No / Notes
Does your school have a litter problem?
Does your school have a clear anti-litter policy?
Does your school have organised litter-picking sessions?
Are there enough litter bins inside the school buildings?
Are there enough litter bins in the school’s grounds?
Are the bins full, overflowing, about half full or less than half full?
Are there any areas inside or outside the school buildings that have litter where there are no bins?
Are there bins outside the school where parents wait at the end of the day?
Any further comments on litter:
SCHOOL GROUNDS / Yes/ No / Notes
Estimate, what of the proportion (percentage) of the school’s grounds are:
· Grass playing field
· Short grass
· Long grass
· Woodland
· Tarmac/ paths/ roads
· Conservation or wildlife area
· Flower/ vegetable beds
· Water or wetland area
· Seating area
· Activity play area
· Other
Are there enough places for pupils to sit at playtime?
Are there plenty of things for climbing and balancing on and jumping/ swinging from?
Are the quiet, shaded places to sit and talk?
Are there lots of different surfaces and materials to feel, touch and explore?
Are there games painted on the playground?
Are there murals, mosaics or other artworks in the school grounds?
Does the school have a growing area?
Does the school recycle garden or fruit/ vegetable waste in a composter or wormery?
Do you ever hold lessons or part of lessons outside?
Does the school have an ‘outside classroom’?
Have pupils looked into the heritage of the school grounds?
Any further comments on school grounds:
TRANSPORT / Yes/ No / Notes
Does the school have a school travel plan?
Do you monitor how pupils travel to school?
If yes, how many pupils use the following transport to or from school – not total number:
· Walk
· Bus
· Cycle/ scooter
· Share a taxi
· Share a car
· Travel as a single passenger in a car
If no, do staff and pupils mostly walk, cycle or take the bus to school?
Is it possible for most pupils to walk/ cycle to school or take public transport?
Does the school have a pedestrian or cycle entrance that is separate from vehicle access?
Is there a problem with cars outside school before school and at home time?
Does the school have any of the following or similar:
· Walking bus scheme
· Cycle train
· Park and stride
Does the school have a network of ‘safe routes’ to walk or cycle to school?
Does the school provide cycle instruction for pupils?
If yes, does it include on-road training?
Does the school organise regular ‘walk to school’ or ‘cycle to school’ events?
Do any of the school transport vehicles (buses, taxis etc) run on alternative fuels such as electricity, LPG, Biodiesel?
Does the school provide information on travel arrangements in its prospectus?
Any further comments on transport:
WASTE / Yes/ No / Notes
Does the school recycle any of the following items of school waste?
· Paper
· Cardboard
· Plastic
· Inkjet cartridges
· Vending machine cups
· Other
Does the school host or use recycling facilities?
Does the school have any policies to reduce waste?
Does the school try to buy goods made from recycled materials e.g. paper, hand towels, exercise books etc
Are materials bought in large packs to avoid excessive packaging?
Do you run any other recycling schemes to raise money for the school and/ or involve the local community e.g. mobile phones, jumble sales?
Does the school encourage reuse of materials e.g. envelopes, water bottles, paper?
Are letters sent home using a siblings list?
Does the school have email addresses for families?
Does the school carefully control the use of resources such as paper, pencils, ink cartridges, pens, envelopes etc?
1. No, there seems to be little control
2. Yes, but control is not very tight
3. Yes, control of these materials is very strict
Does the school have compost bins? Are they regularly added to, turned and/or used?
Does the school compost its waste fruit, vegetables and/or weeds?
Do school lunches avoid throwaway materials?
Any further comments on waste minimisation/ recycling:
WATER / Yes/ No / Notes
Is there a water meter to record water use in school?
Is the meter easily visible to pupils?
Are pupils involved in taking and displaying readings?
Is the water pressure too hard?
Are push taps installed?
Are low volume spray taps installed?
Are taps left running?
Are there any dripping taps?
Are dripping taps repaired quickly?
Are the toilets designed to reduce water loss e.g. low-volume flush, water saving urinals?
If not, have water hippos (bags that reduce the amount of water flushed) been installed?
Is rainwater collected for watering plants?
Are there posters reminding pupils and staff to turn taps off?
How often does the school run water-saving campaigns?
Any further comment on water:
Page 11 of 11
Simple Environmental Review (August 2010)