Our commitment to a greener future
We recognise the urgent need to respond to the climate crisis. This plan sets out how we will reduce our environmental impact, embed sustainability into learning and operations, and inspire climate‑conscious behaviours across our community.
1. Introduction
Whole‑schoolAt Yateley School, we recognise the urgent need to respond to the global climate crisis and to lead by example in building a more sustainable future. As educators, we have a responsibility not only to prepare our students academically but also to equip them with the knowledge, values, and skills needed to address the environmental challenges facing their generation.
This Climate & Sustainability Action Plan outlines our commitment to reducing our environmental impact, embedding sustainability into our curriculum and operations, and inspiring climate‑conscious behaviour throughout our school community. Guided by national and international frameworks, including the UK government’s net zero targets, our plan reflects a whole‑school approach—engaging students, staff, families, and local partners.
To make this vision a reality, we have set clear, achievable goals across four key pillars: Decarbonisation, Adaptation & Resilience, Biodiversity, and Climate Education & Green Careers.
2. The four pillars of our plan
Overview2.1 Decarbonisation
Reduce emissions from energy & utilities, purchasing & services, transport, food, waste and water.
- Build on existing successes (solar, LEDs, optimised heating).
- Invest in low‑carbon infrastructure and behaviours.
2.2 Adaptation & Resilience
Prepare buildings, systems and people for climate impacts (heat, flooding, extreme weather) and support wellbeing.
- Reduce overheating/flood risk; maintain learning continuity.
- Support staff and learners, acknowledging eco‑anxiety.
2.3 Biodiversity
Protect and enhance nature, improve air quality and increase access to green spaces.
- Use the school as a living lab; create habitats and citizen science.
- Enable students to care for their environment.
2.4 Climate Education & Green Careers
Embed climate education, develop green skills, empower student action and pathways to green careers.
“Employment in an activity that contributes to protecting or restoring the environment, including those that mitigate or adapt to climate change.” — UK Department for Education (2022)
Decarbonisation
Pillar 1Our vision: lead by example in creating a low‑carbon future—reducing our environmental impact through sustainable choices, inspiring our community, and preparing students to be responsible stewards of the planet.
What we’ve achieved so far
| Action | Benefit / Impact |
|---|---|
| Installed 400 solar panels across A Block, C Block and Sports Hall | ~146,230 kWh/year generation; ~37.4 tCO₂ saved annually. |
| New condensing boilers in A Block | On ~400,000 kWh/year consumption, ~13.5 tCO₂ saved annually. |
| LED lighting replacement programme | ~66,000 kWh/year saved ⇒ ~15.3 tCO₂ reduction. |
| Turning off fridges/freezers in school holidays | ~833 kWh/year saved ⇒ ~0.194 tCO₂ reduction. |
| Updated heating controls for manual/optimised schedules | ~200,000 kWh/year saved ⇒ ~6.7 tCO₂ reduction. |
Action plan
| Action | Responsibility & Stakeholders | Timescale | Resources required | Target / Measure | Reporting |
|---|---|---|---|---|---|
| Install EV charging points; explore community access | Business Manager & Headteacher | Autumn 2025 | Partner EV provider; 4 chargers; electricity refund & profit‑share | Charging available for staff & community | FGB approval; usage updates |
| Food waste & recycling bins; introduce composting (non‑cooked) | All staff | Autumn 2025 | Purchase bins; posters & communications | 50% of food waste collected by Summer 2026 | Whole school, SLT, governors, parents, LA, Environment Agency |
| Sensor lighting to complement LED upgrades | Site Manager & Business Manager | Autumn 2025 | Electrical contractor; equipment | Energy savings; greener estate | Whole school, SLT & governors |
| Travel activity audit & carbon footprint with pledges | Sustainability Lead / SLT | Spring 2025 | Microsoft Form; incentives for lift‑share & public transport | Assembly share; student & staff pledges | Students, staff, governors, community & county |
| Student Energy Monitors; house competition | Sustainability Lead / Green Team | Autumn 2025 | Recruit volunteers; launch competition | Reduced out‑of‑use energy consumption | Students, staff, governors, community & county |
| Create student‑friendly menus; add Meat‑Free Monday; reduce UPFs | Catering Manager | Autumn 2025 | Menu development; surveys of students & parents | New menus; engagement feedback; termly review | Students, staff, governors & parents |
| Annual travel survey & review of overseas trips | Sustainability Lead | Spring 2026 | Use carbon survey data (trips ≈27% footprint); consider alternatives | Plan agreed; CO₂ savings reported (if applicable) | Students, staff, governors, community & county |
| Reduce paper use; default to electronic comms & trip processes | Sustainability Lead | Spring 2026 | Leverage Papercut data; departmental targets | Further reduction beyond secure‑print & usage savings | Whole school, parents & community |
| Promote pre‑loved uniform donations (house points linked) | Sustainability Lead | Spring 2026 | Admin for points; storage & processing; social media campaign | Expanded reuse scheme across year groups | Students, staff, governors, community & county |
Adaptation & Resilience
Pillar 2Our vision: build an environment and community that can adapt to a changing climate—protecting wellbeing, safeguarding learning and strengthening our capacity to thrive.
Five steps to a climate‑resilient school
- Investigate & Assess: Map grounds; assess overheating/flood risk; baseline surveys.
- Interpret & Research: Analyse findings; identify priorities; explore solutions.
- Plan & Design Actions: Clear goals, roles, timelines and resources.
- Implement & Involve: Operational and physical changes; engage the community.
- Monitor, Reflect & Share: Review impact; report; iterate.
Action plan
| Action | Responsibility & Stakeholders | Timescale | Resources required | Target / Measure | Reporting |
|---|---|---|---|---|---|
| Rainwater collection (water butts) for planting & food growing | Sustainability Lead / Green Team | Autumn 2025 | Purchase/donate butts; seek grants | Reduced water bills | Staff, students, community, governors & county |
| Canopy/shade outside areas; potential outdoor teaching space | Site Manager & Business Manager | Aug 2025, then ongoing review | Contractor delivery; site survey for further areas | Increased shade & usage; development plan | Whole school, parents & governors |
| Plant trees/hedgerows for shade and habitat | Green Team | Autumn 2025 | Trees & hedgerow stock; planting days | Staff/student engagement; phased plan | Students, staff, community, governors & county |
| Install blinds & window film; adjust rooming on hot days | Site Manager & Business Manager | Summer 2026 | Materials; advance cover/rooming plan | Upgrade plan and transparent comms | Whole school, parents & governors |
| Review moving Sports Day to cooler period | Head of PE & Headteacher | Spring 2026 | SLT discussions; risk assessments; communications | Date confirmed; mitigations in place | Whole school, parents & governors |
| Increase water fountains to reduce single‑use plastics | Business Manager & Site Manager | Autumn 2025 | Lease & maintain units; distribution survey | Sufficient access in each block | Students, staff, governors & county |
Biodiversity
Pillar 3Our vision: protect and enhance the natural world within and beyond our school—creating thriving spaces for wildlife, enriching learning through nature and fostering respect for the ecosystems that sustain life.
Five‑step process (living lab approach)
| Step | Description |
|---|---|
| 1. Investigate & Assess | Map school grounds; conduct biodiversity/habitat surveys; establish baseline. |
| 2. Interpret & Research | Analyse data; prioritise areas; research enhancements and threats. |
| 3. Plan & Design Actions | Set goals, timelines and roles; examples include nest boxes, native wildflowers, log piles and minibeast hotels. |
| 4. Implement & Involve | Hands‑on activities; engage the wider community to build ownership. |
| 5. Monitor, Reflect & Share | Re‑survey; reflect; share findings; integrate into curriculum; iterate. |
Action plan
| Action | Responsibility & Stakeholders | Timescale | Resources required | Target / Measure | Reporting |
|---|---|---|---|---|---|
| Restore wildlife pond behind A Block; assign upkeep | Sustainability Lead & Green Team | Spring 2026 | Clarify ownership; tools & kit; ongoing budget | Pond safely in use; maintenance plan | Whole school, parents & governors |
| No‑mow areas in May (behind G Block) | Site Manager | Spring 2026 | Mark/fence areas; contractor brief | Annual plan; awareness for staff & students | Students, staff, community, governors & county |
| Whole‑school litter reduction (student wardens; tutor‑time focus) | Whole School | Autumn 2025 | Litter pickers; assemblies; student voice recruitment | Site remains largely litter‑free | SLT & student committees |
| Nature/gardening clubs; allotment between D6 and E Block; grow for canteen | Head of Food Tech & Green Team | Autumn 2025 (ongoing) | Donated materials; seeds & tools from staff/community | Seasonal yields; reduced food miles; learning outcomes | Students, staff, community, governors & county |
| Green walls & roofs—long‑term feasibility and phased installation | Sustainability Lead | Summer 2026 | Site survey of orientation/exposure; feasibility study | Feasibility approved; installation plan | Students, staff, community, governors & county |
| Create Environmental Ambassadors; wildlife camera & reporting | Sustainability Lead | Spring 2026 | Recruit team; define remit; comms via displays/newsletter | Regular meetings; updates to SLT; visible outputs | Whole school, parents & community |
Climate Education & Green Careers
Pillar 4Our vision: empower every student with the knowledge, skills and values to understand climate change, drive sustainable solutions and shape a greener, fairer future.
- Embed climate education across the curriculum and enable cross‑disciplinary projects.
- Develop green skills for learners and staff; empower and equip students to take action.
- Provide experiences and pathways that support future green careers.
Action plan
| Action | Responsibility & Stakeholders | Timescale | Resources required | Target / Measure | Reporting |
|---|---|---|---|---|---|
| Appoint Sustainability Lead; integrate remit across leadership | Headteacher | Autumn 2025 | Staff comms; potential small team | Lead in post; remit agreed | Headteacher & governors |
| Create a student Green Team to lead projects and report to governors | Sustainability Lead | From Sept 2025; ongoing | Recruitment; role descriptions; meeting cadence | Green Team active across 2025–26 | Students, staff, governors, community & county |
| Curriculum audit of sustainability & climate change content | Curriculum Lead | Autumn 2025 | Review and report to SLT | Documented evidence of sufficient content | Students, staff, governors, community & county |
| Include climate education in the School Improvement Plan | SLT | Spring 2025 | SLT review; recommendations to Headteacher | Next SIP update references the plan | Staff & governors |
| Upcycling projects and circular‑economy focus (e.g. Dragons’ Den in Business Week) | SLT | Summer 2026 | Integration into Business Week; success criteria | Event delivered; learning outcomes captured | Students, staff & governors |
| Communicate energy data; link to carbon storage in maths; empower Energy Monitors | Business Manager | Autumn 2025 | Data sharing with monitors; targets and challenges | Regular challenge and improved understanding of consumption | Students, staff, governors, community & county |
Reporting & Governance
TransparencyProgress will be shared through assemblies, newsletters, displays and an annual sustainability report. Formal updates will be provided to SLT, governors and the wider community. Where targets involve external stakeholders (e.g. local authority or Environment Agency), reporting lines will reflect those requirements.
- Ownership: Named leads for each action ensure accountability.
- Review cycle: Termly progress checks; annual review and refresh.
- Data: Energy, travel and waste metrics underpin targets and evaluation.
For queries about this plan, please contact the school office and ask for the Sustainability Lead.