1. Energy Cost Saving & Carbon Reduction Bedford Schools John Wade Carbon Trust Samantha Guy Bedford Borough Council

2. 09:45 – 10:00Arrival 10:00 – 10.50 Welcome, Overview and ObjectivesSamantha Guy Schools Energy in Context -Display Energy Certificates Summary -Benchmarks & Performance Indicators John Wade Energy Efficiency Opportunities in SchoolJohn Wade 10:50 – 11.00Break 11.00 – 12.05 Carbon Reduction Resources: Practical, Fast- Track, Whole School Savings Getting the Benefit from AMR Taking Control of Your Heating John Wade Pilot Schools Online ForumSamantha Guy 12:05 – 12.15Break 12:15 - 12:55 Schools Action Planning WorkshopSchools Next Steps and School Support John Wade Samantha Guy Questions and Answers John Wade Samantha Guy 12.55Close John Wade Samantha Guy Agenda

3. LA Introduction Bedford Borough Council will reduce its CO 2 emissions from its activities by 40% by March 2015, from its recorded baseline of 2009/10 CO 2 (tonnes)%Cost (£) Buildings and streetlights 24,95687 3,678,468 Transport 3,78013 1,720,085 28,736 tCO 2 100% £5,398,553

4. LA Introduction

5. Carbon VAS is 8,329 tonnes

6. LA Introduction Financial VAS is £2,263,945

7. Energy in Context John Wade, Carbon Trust

8. Impact of Carbon Driven Economy Depleting fossil fuels Climate change Energy supply/demand imbalance Volatile energy costs

9. Volatile Energy Costs

10. Energy Consumption in UK Schools Annual energy consumption in schools is approximately 21,000M kWh Largest single energy bill of all buildings sectors (Public Sector) Energy expenditure is approximately £700 million Utilities represent typically 1% of school budget, but can be 10% of controllable costs, after salaries excluded

11. Annual Energy Costs per Pupil SchoolGood PracticeTypical Primary£ 39£ 54 Secondary£ 60£ 80 (Based on 3p natural gas & 9p electricity)

12. Bedford Schools Annual (2010/11 figures) Schools Energy Costs £ 1.6 M Schools Carbon Emissions 10,986 tCO 2 Equivalent to 26,366 Barrels of oil

13. Bedford Council Lower and Middle Schools £/Pupil

14. Bedford Council Upper Schools £/Pupil

15. Management and good housekeeping measures Building and plant related Energy saving opportunities

16. Fuel Use in a Typical School Fuel used (kWh) Typical fuel pricesFuel costsFuel uses 75% Gas, OilRatio 1 50% Gas, Oil 38% Heating 7% Hot Water 8% Catering 50% Electricity 25% Lighting 25% Electricity Ratio 3 22% other Electrical

17. Poor Performing School £ / Month

18. Good Performing School £ / Month

19. Display Energy Certificates

20. Bedford Borough Council DEC Performance- Lower and Middle Schools

21. Bedford Borough Council DEC Performance- Upper Schools

22. Bedford Borough Council DEC Performance- All Schools- Lower and Middle

23. Bedford Borough Council DEC Performance- All Schools- Upper

24. Energy Efficiency Opportunities in Schools

25. Building Structure Building Insulation Building Infiltration

26. Door Closure

27. Pipework, Valve & Flange Insulation

28. Heating Overheating of 3 to 4º C is not unknown 18º C recommended for classrooms 15º C recommended for gymnasiums, corridors and circulating areas Over heating by 1º C can increase consumption by 10%

29. Blocked Radiators & Convectors Radiator boxed in Convector grille blocked by storage Don’t place obstructions in front of heaters Check fan convector filters are cleaned

30. Siting Thermostats/Sensors Thermostats should not be near heat sources (inside or outside) Avoid draughts/near windows etc. Locate internal optimum start sensors in coldest part of building/heating zone External sensors – north facing wall

31. Managing Heating Systems Define temperature requirements and check set points Define heating times and check time controls Check you are not heating unoccupied areas Reducing Heating time by 1 hour per day will save 10%

32. Hot Water Services Insulate all pipework Set control thermostats @ 60 o C Set time controls to switch off hot water heating as early as possible Hot water should be used up by end of day Consider reduced hot water storage volumes Decentralise from central boiler Local water heater for extended school hours

33. Schools Electricity Use

34. School Electricity Consumption Electricity can be largest energy cost Electricity use is rising with increasing levels of ICT in the classroom and increasing hours of occupancy Increasing pressure for air conditioning Lighting is often the major component

35. Energy Billing – Basic Units Energy Consumer kW – Power (rating) Utilisation h – hours operated Energy consumption kWh – units consumed Charge cost p/kWh – unit cost Cost £ - bill charge

36. Good Housekeeping Lighting Only use lights when daylight is inadequate Actively Label light switches Motivate users to switch off lights It is a myth that it is cheaper to leave fluorescent lights on

37. Switch-off & Rationalise IT Equipment Photocopiers Drink Dispensers/Vending Water Chillers Air Conditioning Electrical Heating Catering Equipment Services – pumps, fans, immersion heaters

38. Air Conditioning

39. A Whole School Approach Sustainable Schools A practical expression of environmental concern

40. Governors Parents Premises Manager Catering Support Staff Teachers Engage all Stakeholders Cleaners Community Use Pupils

41. Energy Team Board of Governors / School Board Head or Deputy Bursar Business Manager School Energy Manager Premises Manager Pupils/Students

42. Energy Management Matrix Allows a school to identify strengths and weaknesses Allows schools to prioritise and plan future strategy A school should aim to level out the profile and then move all areas up over time

44. Measuring consumption Identify meters and areas served Take regular meter readings –identify current energy use trends Record meter readings in whatever way suits the school Engage pupils reading, recording IT and analysis. Regular reporting on progress to school and governors

45. Conduct an Energy ‘Walk-Round’ To look for obvious waste To agree ‘good-housekeeping’ measures, room by room To produce a list of items needing attention To establish specific priorities for a rolling programme of investment

46. Curriculum Activity Encourage the involvement of pupils School buildings provide an accessible real-world setting for learning about energy and its efficient use. Energy activities provide engaging contexts for delivering National Curriculum objectives.

47. Evolving Campaign Autumn – draughts & doors Winter – heating timing, zoning Spring – temperature control/sensors Summer – lighting & hot water General - equipment

48. Whole School - Summary School Environmental Policy Energy Team Monitor energy consumption Energy walk-around survey Opportunities for curriculum/education Plan and assign responsibilities Set target savings and reporting structure Engage and raise awareness Carbon Trust – CTV037 Whole School Approach Whole School Approach, typically 10% Savings

49. 49 Carbon Reduction Resources Practical, Fast track, whole school Getting the benefit from AMR Taking control of your heating

50. Practical, Fast Track, Whole School Savings

51. Overview Practical methodology for fast track delivery of five key savings opportunities: –Active labelling of light switches (≈12% saving) –Lighting switch off (≈10% saving) –IT shut-down (≈5% saving) –Reduction of out-of-hours electrical load (≈20% saving) –Permanently sealing superfluous opening windows (≈15% saving) Designed to be used by the school’s Action Team (Whole school activities)

52. Structure For each opportunity the guidance provides: –An explanation of the opportunity –Practical methodology for implementation –Cost and carbon savings estimator

53. Active Labelling of Lighting Lighting controlled by multiple switches Not all lighting normally needs to be on Identify unnecessary rows Agree with class teacher Mark up switches

54. Practical Result

55. Lighting Switch Off Nominate lighting monitor Switch off lights when room vacated Assess amount of natural daylight regularly Switch off lights accordingly Ensure appropriate use of blinds Keep windows free from obstruction

56. IT Switch Off Identify all IT equipment Is it left on unnecessarily? Traffic Light Coding System –Green: anyone can switch off –Amber: check with user before switching off –Red: don’t touch Communicate –whole school to switch off

57. Reducing Your Out-of-Hours Electrical Load Check overnight load in kW Undertake survey – identify electrical items left on unnecessarily and use Traffic Light Coding System Switch off green and amber Calculate reduced kW load – subtract from original Maintain best practice level

58. Switch Off

59. Permanently Sealing Superfluous Opening Windows Some classrooms have windows that are never opened Many of these will be draughty Survey windows Determine which can be permanently sealed Apply silicone sealant Adopt safe practices and risk assessment

60. Getting the Benefit from AMR

61. Automatic meter reading (AMR) Uses ‘Smart’ meters, which record energy use in half-hourly chunks. This detailed consumption data is stored in the meter and then retrieved electronically by the energy supplier (via telephone line, or wirelessly). The data is presented graphically and is available to schools via a password protected website (typically ‘Day +1’ data).

62. AMR allows you to.. Identify potential areas of energy waste Demonstrate the effectiveness of energy saving initiatives

63. The resource Guidance for schools Aimed at electricity, gas and water meters Daily and weekly profile charts Part 1: Accessing your data Logging on to the website Selecting the right profile charts Part 2: Identifying common areas of energy waste Example profiles (with features highlighted) ‘Possible causes’ and ‘remedial action’ guidance

64. Daily electricity chart Unexpected increase in overnight consumption

65. Causes and remedial actions Possible CauseRemedial Action 1.Operation of security lighting (on presence detector). If frequent occurrence, check sensitivity of presence detector. 2. Operation of heating under “frost protection”. If frequent occurrence, or if temperatures have not dropped below freezing, get the operation of the frost protection controls checked. 3. Operation of craft or lab equipment under time switch control. Check validity of use. 4. Night storage electrical heating.Confirm time settings and omit operation on Friday and Saturday nights if appropriate.

66. Taking Control Of Your Heating

67. Overview A Common and Recurring Issue Different approach required Process Orientated Guidance Basic management document Non-technical

68. Key Steps 1.Appoint HCM or HCMs Who? 2.Understand How? Where? Which? 3.Check Times When? 4.Check Temperatures How High? 5.Monitor How Much?

69. School Action Planning Workshop