1. Sustainable schools by 2020?
Joyce Hallam Hawkshead Esthwaite Primary
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National Framework

3. The eight doorways explained
The National Framework introduces eight ‘doorways’ through which schools may choose to initiate or extend their sustainable school activity. It focuses on ways in which sustainable development can be embedded into whole-school management practices and provides practical guidance to help schools operate in a more sustainable way.
Each doorway may be approached individually or as part of a whole school action plan, though undoubtedly schools will find that many of the doorways are actually interconnected. For example, an interest in food and drink may see schools start growing their own fruit and vegetables in the grounds, which ties in to composting and conservation, both of which are features of the buildings and grounds component. This, in turn, may spark an interest in other activities such as waste and recycling (relevant to consumption and waste) or collecting rain water and renewable energy watering systems (the energy and water component).
While a collective, whole-school approach is recommended, either track offers opportunities for improvement across the school’s curriculum and in its relationship with the local community.

4. Why is it important?
The benefits
Schools have an important role to play in imparting sustainable values to the next generation, particularly as young people will be the decision makers of the future, both in their personal and professional lives. As such, they need to learn to live in ways that maintain their own and other people’s quality of life without eroding the Earth’s resources at a faster rate than they can regenerate.
This alone should provide a strong incentive for governing bodies and senior management teams to take an interest in sustainable development.
Many schools are already some way toward becoming sustainable schools. It is implicit in their core business of raising achievement as well as in their contribution to the personal development of pupils, and to the wider concerns of healthy living, community cohesion, the environment and global citizenship.
Supporting the sustainable agenda provides valuable evidence for the school SEF. If you are really keen…………a voluntary self evaluation form (An S3) with specific criteria to grade yourself against the National Framework for Sustainable schools is available on line from the DCSF. Any work completed in this can be copied directly into the SEF!

5. Audit – much of current good practice in schools is covering this agenda
Many of the goals of sustainable development are shared with other existing Government programmes such as Every Child Matters, Sustainable Communities and the Building Schools for the Future Programme, meaning sustainable development is a way to meet existing expectations.
If you have achieved any of the following awards or are actively working towards them you are covering much of the agenda for sustainable schools….
1.7 million children from schools took part in Walk to School activities in 2005
schools have registered their interest in Growing Schools
8 000 schools have achieved Healthy School status
Over schools are registered with the Eco-Schools Award Scheme with over 650 of these obtaining its top green flag award
Over 500 schools have received an International School Award for their work on the global dimension.