How schools can decrease their carbon footprint.

Your school’s energy bills and carbon footprint go hand in hand with comfortable conditions for learning. It is possible to improve upon all three simultaneously whilst utilising your school premises itself as a teaching tool. This is just one of several services offered by our small, local business that may be of interest to you (do read on!).

1: Comfortable Classrooms Troubleshooter: is an assessment of classrooms / other spaces in your school which you regard as uncomfortable, with tailored suggestions for improvement. Heat and daylight are known to have a significant effect upon student wellbeing, mood and (hence) performance. We use computer modelling to assess and make maximum use of these precious resources.  

2: Building Changes for Climate Change -an audit of the school’s energy use/greenhouse gas performance with recommendations for reduction.  The benefit of this can be twofold: 1. the school fulfils (and is seen to be fulfilling) its obligations to the environment. 2. the school enjoys the consequential energy saving.  

3: Your School Building As A Learning Tool – your school building can be the ideal forum for real -life application of the Maths, Science, ICT or Geography syllibi, whilst also improving comfort/reducing greenhouse gas emissions. We work with your staff to devise and/or provide teaching plans and resources which will involve pupils in improving classroom comfort and/or energy performance (e.g. through the collection and analysis of data, letter writing, computer modelling). 

There are many sources of funding for improvements to school buildings which reduce greenhouse gas emissions or otherwise benefit the environment. Our services extend to locating these sources, selecting those appropriate to your school and preparation of any application(s) for funding. 

Our team collectively has over twenty years experience in the classroom and twice as much as building designers. In an effort to integrate better the two sectors, we have presented findings from pupils’ work at construction industry conferences (see page 23) to demonstrate how useful the data collected by pupils could be to the construction industry, which currently has trouble understanding why school buildings do not work as their designers intended.  

If you would like to discuss this further – with no obligation – do get in touch.