Hobbayne Primary School Environment Policy

1. The Aims and Objectives At Hobbayne Primary School, we aim to foster a positive environment through setting a thoughtful, progressive environmental agenda, by involving pupils in environmental management schemes and in creating and maintaining a tidy, cared-for place in which to reach their potential. In order to achieve this we • • • •

support pupils through the curriculum to develop an awareness of sustainability issues locally, nationally and globally encourage pupils to take responsibility for their own and others property. develop creative, imaginative and interactive displays reflecting our curriculum coverage and our children’s best achievements. involve pupils in the creation and maintenance of an interesting and natural outdoor environment.

2. Reduce, Re-Use, Re-Cycle, Restore, Respect It is important for the Hobbayne Primary School’s community to have an awareness and understanding of the effects of our actions upon the environment in which we live, work and relax. In order to do this, we need to take responsibility for our own actions and have a sense of duty and care for the world we live in. Our school motto of Caring, Sharing and Learning encapsulates this philosophy with its focus on caring for ourselves, each other and the environment. The ways in which we strive towards this goal is to Reduce the amount of materials we use and the amount of waste we produce; Re–Cycle used material; Re-use materials wherever possible; Restore what is deemed to have been destroyed and Respect our neighbours and our environment.

Reduce Energy • We will switch off lights when they are not in use. We have signs next to every light switch reminding everyone to do this and eco-monitors with the responsibility of ensuring lights are switched off in empty rooms over break times and lunchtimes. • We will keep outside doors shut in cold weather. • We will make sure we turn off taps when they are no longer needed. • We have secured £12,000 of funding this year towards installing solar

panels on a southsouth-facing roof of the school to achieve in excess of 10% savings on energy bills. The school will match the funding for a £25,000 solar PV array of 32 panels to be installed in June 2011. • Paper We will reduce the amount of paper we use in our classrooms by: • Writing and printing on both side of the paper whenever possible.

Filing photocopies for use at a later date. Using email where possible. Filing records and learning materials electronically where possible Offices and each class having a waste paper box enabling us to re-cycle our paper, which are collected by paper monitors on a weekly basis. Transport • We will continue to promote walking to school. • We will continue to take part in the cycling proficiency scheme to encourage safe cycling. • We will encourage staff to share transport when going on courses etc. • • • •

Re-use Fruit • We are part of the Fruit for Schools scheme and ensure that all fruit and vegetables are allocated to classrooms and used. In addition, many children bring their own fruit. We have compost containers in classrooms with monitors to collect and compost the contents in our food recycling area. Gardening • Gardening waste is put into the school compost bins. Paper • Paper will be re-used within the classroom. Each class will has a tray of partially used/scrap paper that can be used again. • Display paper will be taken down carefully and re-used wherever possible. • Paper will be used on both sides wherever possible. Uniform • Second-hand and nearly-new uniform is offered for sale by our PTA at regular sales.

Recycle At Hobbayne Primary School, we recycle a range of materials on a regular basis. •

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Paper is collected in boxes in every class room and office area and put into our paper recycling storage area on a regular basis by monitors for removal from the site. We are part of a local authority pilot where all cardboard and all lunchtime food waste is recycled. Food waste goes to an Anaerobic Digester in Milton Keynes. We have applied this year for funding to install solar panels on a south-facing roof of the school to achieve in excess of 10% savings on energy bills. We were awarded the Development Grant and have now submitted a bid for £47,000 of matched funding through a Capital Grant application. We have a link with TRAID so the community can recycle unwanted clothes.

Restore

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School habitats such as the wildlife garden, pond, trees and hedges etc are used by children to study flora and fauna and their habitat. Children will be encouraged to return all living creatures to their original habitat. Yeear 5 pupils have an annual residential experience at the Wilderness Centre in the Forest of Dean to help educate them on environmental sustainability. Areas disturbed by sport, by accident, or by malicious damage are restored to their original condition by our groundsperson. Children are encouraged to treat all school equipment with respect. Books and other equipment are repaired wherever possible.

Respect •

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Our motto of Caring, Sharing and Learning includes the premise that we will respect one another. This rule will permeate all we do whether it is discussing global issues, welcoming people of different races, faiths, abilities, or dealing on a daily basis with each other. We will extend this respect to the environment and all living creatures.

At Hobbayne Primary School we believe that the whole school environment plays a vital role in reflecting and developing the learning ethos of our school. We believe that this is achieved through the creation of bright, vibrant, stimulating and interactive environments throughout classrooms, corridors, playgrounds and gardens, thus encouraging all children to strive to achieve or exceed their potential. 3. Displays Displays are: • a vital part of the school’s environment • a reflection of our curriculum – innovate, creative, stimulating and excellent • a positive reflection of the work that the pupils are doing. • positively commented on and interacted with by the children Please refer to our Display Policy for expectations and guidelines on how displays should be created and maintained to ensure they are attractive and relevant. 4. The Outdoor Environment Outdoor environments are: • an integral part of our learning environment. • able to be used to develop pupils’ awareness of the environment; learning how to care for and maintain it. • a place of inspiration, stimulation and learning. • able to stimulate motivation and curiosity, encourage creativity and help children to develop a board range of skills, competencies, knowledge and understanding • a reflection of the pride, ownership and responsibility we all take in our school. grounds

Outdoor Learning Areas • The outdoor learning areas enable teachers in the Foundation Stage and KS1 to make learning as stimulating and practical as possible. Playgrounds • Our play areas are designed to enable children to use and develop their imagination, sporting skills and gross motor skills. There are a range of playtime games marked out as well as netball courts and football pitches. Physical activity is encouraged through climbing walls, raised trails and other associated equipment for traveling using arms and feet. Covered seating areas are provided in both KS1 and KS2 playgrounds. School Field The school field is used to support our children’s PE lessons and our sports provision. The children use the school field during the spring and summer months for playtimes and lunchtimes. Wildlife Garden Our wildlife garden and pond sustain a wide range of curriculum activities, primarily in science and art, as well as after-school gardening clubs. 5. Equal Opportunities We acknowledge the right of all pupils to have equal access to the creation, improvement and maintenance of the school environment. We will put into place the necessary strategies and resources to ensure that this occurs, fulfilling the requirements pf the school’s equal opportunities policy. We use our school council and class councils to ensure that all pupils can contribute to ideas to help the school to become greener and more sustainable. 6. Health and Safety This policy is developed to support the Health and Safety policy. For further information please refer to the Health and Safety policy. 7. Monitoring and Review We follow an informal but continuous cycle to ensure that procedures are maintained and followed. 8. Assessment • • • •

In 2010/11 our school is hoping to gain Eco-School awards as a result of the provision we have in place. Our annual parents’ survey has relevant questions as do the staff and children’s surveys. We take part in the Health-Related Behaviour Survey and analyse the data to feed into our school improvement priorities. Events such as assemblies and children’s work are other ways of measuring the effectiveness of this policy.

9. The Role of Parents Parents are actively encouraged to support the work of the school in improving the environment and we encourage the parents to share skills, gifts and talents with pupils and staff. 10. The Role of the Teaching Assistants We will ensure that our teaching assistants have a full and active part in supporting the school environment, through the assisting with the creation and production of displays They will be clear about what is required and consult with the relevant person as required. 11. The Role of the Co-ordinator We have an Environment and Energy Management Coordinator who is part of our school’s Leadership Team. This person ensures that relevant information regarding the maintenance and development of the school environment is communicated to staff. They monitor the school environment in line with this policy. 12. The Role of the Headteacher The Headteacher is ultimately responsible for the implementation of these guidelines and will monitor and ensure that they are carried out through observation and informal monitoring. 13. The Role of the Governors Governors will be informed of the policy and its developments through visits to the school and through feedback from the Headteacher through Head’s Reports and the School Improvement Plan. . Co-ordinator: Carolyn Boyland Policy Reviewed by: J Brown, Headteacher Date: March 2011 Next Review Date: March 2012