Education for Sustainable Development - a view from Ofsted. Bryan Davies 14 th June 2011 Raising standards, improving lives

is a broad, wide ranging aspect of the school curriculum which should be fundamental to everything we do prepares young people for the future enables children to make value judgements includes technical issues and science has a pragmatic as well as a morally sound basis Education for Sustainable Development

Is fit for purpose Flexible to meet future needs Achieves positive social, economic and environmental outcomes Incorporates environmental features and materials Is a tool to learn about sustainability issues Sustainable School Building Environment

Inspection, Sustainable Development and Improvement Ofsted’s role is to raise standards and improve the lives of children, young people and adult learners. Sustainable development is about improving people’s lives whilst living ethically and within environmental limits. Inspection and sustainable development are both improvement processes, working towards the same end goal – improving lives.

We evaluate the contribution providers make to a sustainable future by : ensuring our frameworks take account of sustainable development providing guidance and training for inspectors encouraging providers to consider sustainable development in their own self evaluation /assessment. Sustainable Development in inspection and regulation.

Ofsted Publications Schools and sustainability: A climate for change Education for sustainable development : Improving schools – improving lives (2009) Sustainable development - Briefing for section 5 inspectors (2010) To sustainability and beyond: inspecting and reporting sustainable development (2010)

 Environment  Recycling  Energy  Eco team/Warrior  School Grounds  Growing/Vegetables  Sustainable  Global  Travel Plan  Community  Healthy Analysis of School Inspection Reports ( unpublished)

Findings Higher profile in Primary schools Many schools have recycling initiatives Eco Warriors and green teams are a successful feature ECO and Green Flag awards

 Pupils’ environmental awareness is good  Global learning and awareness is strong  Many schools have good community links  Many schools have themed weeks  Pupil involvement is sometimes superficial Findings ( continued)

Building s and Ground s Children responsible for litter picking every day– taking pride in school Rain harvester installed – children use it to water garden, conserving and reusing Wild area included in schools grounds, providing a home for wildlife and project work Local companies pay for trees to be planted in school to help carbon offset Teach the children how to grow, harvest and cook vegetables – understanding the need to nurture living things Children in charge of monitoring and understanding electricity usage and the impact on the environment. Before and after surveys Reminders on all electrical appliances about waste and money. Class monitors to turn off electricity Children, parents and community enter school for Warwick In Bloom – taking pride in the local area. 1 St Place! Emscote Infant School - Sustainability and the environment in the Curriculum 2011

Ten Top Tips  Demonstrate commitment at Senior Management Level  Clear mission statement - sustainability at the heart of the school  Walk the talk - demonstrate high social and ethical values  Involve staff, develop capacity - provide training and support for staff  Involve pupils - really !  Involve the local community  Embed into curriculum and teaching and learning  Think global  Manage the school estate sustainably  Ensure quality practices and self evaluation incorporate sustainable development

How sustainable is your school? Curriculum  Is ESD a recognised aspect of the school ethos?  What is the impact on pupils’ attitudes, values and behaviour?  Are pupils getting involved, arguing from personal viewpoints and actions and making a positive difference ?  Does the teaching promote knowledge and understanding of the environment, the community and the natural surroundings?  Are teachers confident in handling controversial sustainable/ environmental issues?

How sustainable is your school - Leadership How effective are leadership and management in raising the profile of ESD in the school and supporting developments? Is an ESD component identified in the strategic planning? To what extent is ESD seen as a priority towards the drive for school improvement?

How sustainable is the school estate?  School construction and renovation?  School grounds improvement and design?  Sustainable procurement ?  Energy and resource management?  Transport and travel?  Waste management?  Local produce sourcing and promotion of fair trade products? (School dinner and food provision)?

 How is this reflected in your self evaluation?  What is the evidence?  How will you demonstrate this to inspectors?