In December 2014 the Higher Education Funding Council for England (HEFCE) published, ‘Sustainable development in higher education - HEFCE’s role to date and a framework for its future actions’, outlining some of the ways higher education can contribute to sustainable development. The document included a framework for HEFCE’s support for the sector, whilst encompassing their earlier policy statements on sustainable development and carbon reduction. This will also have a bearing on future funding. Key points from the document: Protecting and enhancing quality of life for current and future generations is central to sustainable development. There are social, environmental and economic dimensions to this, and the benefits and the challenges are considerable. Higher education is working to address these challenges from a unique position in society. Its institutions can play a substantial role through teaching and research, through influence on staff and students, through business operations, and through the sustainability of their campuses. We want sustainable development to be central to higher education. In 2010, HEFCE, Universities UK and GuildHE demonstrated co-leadership by publishing carbon reduction targets for higher education in England. These targets were based on extensive research and wide consultation. The overall sector target is reduction of Scope 1 and 2 carbon emissions by 34 per cent by 2020 and 80 per cent by 2050, against a 1990 baseline. The higher education sector has demonstrated strong commitment to these targets, with each higher education institution producing a carbon management plans which move the sector substantially towards the afore mentioned targets. Research published by HEFCE in 2010 showed that for the 45 universities with data for both years, emissions per full-time equivalent student were on average 39 per cent lower in 2005 than in 1990. Institutions have risen to the challenge of reducing environmental impacts by setting themselves stretching targets for carbon reduction. They have made significant investments and altered their ways of working, monitoring their progress with increasingly sophisticated systems whilst disseminating good practice and helping institutions learn from each other. Although these achievements are creditable, more needs to be done if the sector’s contribution to internationally agreed target carbon reductions is to be achieved. Sustainable Education provided the platform for discussion and dissemination of good practice whilst also highlighting the tools and systems in place to ensure your institution adheres to carbon reduction targets and becomes economically and environmentally sustainable.

1. Welcome to
Sustainability in
Education

2. Chair's Introduction
Dr Sharon George, Course
Director for MSc
Environmental Sustainability
and Green Technology, Keele
University

3. Welcome to CoRE
David Pierpoint, Chief
Executive, CoRE

4. The Story of CoRE and How CoRE Helps
Supports Better Refurbishment
Sustainability in Education Conference
CoRE, 9th July

5. FROM DERELICT EYESORE TO
WORLD-CLASS FACILITY
THE STORY OF CoRE

6. Enson Works in 2009:
A Grade II Listed Eyesore

7. RETROFIT EXEMPLAR AND
TRAINING FACILITY

8. Technologies / Measures
1. Solar Thermal Hot Water
2. Solar PV (8.5KW)
3. Ground Source Heat Pump
4. Air Source Heat Pump
5. Green Roof
6. Biomass Boiler
7. Grey Water Recycling
8. MVHR
9. Triple Glazed Passivhaus Windows
10. Internal Retrofit Insulation
11. External Retrofit Insulation
12. Sensor Controlled Windows
13. Sensor Controlled LED Lighting

9. CoRE’s Aims
CoRE aims to support the retrofit sector by working
collaboratively with and acting as the Hub for the industry:
• To establish and share best practice in retrofit
• To support the building of a reliable evidence and knowledge
base
• To inform better policy making, strategic planning and long-
term business decisions through sharing the evidence base
• To signpost to other organisations who provide
complimentary services and support

10. Stakeholders
Communities
NFP
Partners
Governmen
t
Professionals / SMEs
Training
Promotion
Expertise
Evidence
and Case
Studies
Sharing
Best
Practice

11. Deep Retrofit - Challenges
Skills and
Knowledge
Standards Heritage
Unintended
Consequences
Uncertain
Policy
Uncertain
Funding

12. What Goes Wrong?

13. © Colin King (BRE)
The Knock On Effect

14. Evidence from the Field

15. Which leaves us …..

16. Uncertain Policy / Funding

17. Deep Retrofit - Opportunities
 Volumetric, offsite WHR
 Large scale £10m+ ‘best practice’
investments
 Retrofit Coordinators
 Voluntary Code of Conduct
 Whole House Service Schedule
 Knowledge Base

18. Purchasing Consortia and
Frameworks
Karen Edmeads, CPC Regional
Procurement Advisor, (South
West/West Midlands)

19. Crescent Purchasing
Consortium
Sustainability in Education 2015
Purchasing Consortia & Frameworks

20. PRESENTER
Karen Edmeads MCIPS
Crescent Purchasing Consortium
Regional Procurement Advisor
Tel: 07765 241639
email: k.edmeads@salford.ac.uk

21. AGENDA
1. Procurement Legislation – what you need to be
aware of
2. Purchasing Consortia’s – how they can help you
3. How do I use a framework agreement?
4. Where do I go for further help with procurement?

22. What procurement legislation should I
be aware of?
They are law!
• EU
Procurement
Directives
• In the UK “ The
Public Contracts
Regulations
2015”
Fundamental
principles:
• Transparency
• Non-
discrimination
• Equal treatment
• Proportionality
• Mutual
recognition
Contracting
Authorities
MUST advertise
tender in OJEU
• and follow rules
concerning
specifications,
selection of
suppliers, award
criteria,
negotiation with
suppliers etc
Outcome of
tender exercise
must be
published in
OJEU
• Via publication
of a contract
award notice

23. When do the Regulations apply?
Thresholds
• Goods = £172,514
• Services = £172,514
• Works = £4,322,012
• LTR services = 750,000 Euros
Valuation
of contract
• Thresholds apply to the total contract
value (net of VAT)
• Including all possible extensions
• Aggregation required:
• Successive contracts of the same
type – estimate over 12 months
• No end date or contract value –
monthly payment *48

24. Below Threshold Regulations
EU Treaty Principles
• Equal treatment, Non discrimination, Transparency, Mutual Recognition and
Proportionality
• Advertising required if contract of cross border interest
• Factors – subject matter, value, place of performance, size & structure of market
Contracts above £25,000
• If advertised advert must be on Contracts Finder
• Contract documents must be available on the internet
• A pre qualification stage is prohibited
• A contract award notice must be published on Contracts Finder and include info on
whether winning supplier was an SME or VCSE
Payment of Undisputed Invoice Contract Clauses
• Contracts must contain suitable clauses for 30 day payment
• Report published each year on how well the college has complied with the 30 day
payment clause across all contracts

25. Why use purchasing consortia?
Savings through
combined
purchasing power
Suppliers financial
stability and
technical ability
vetted
Less onerous
competitive
procurement
process
Better service
levels – more at
stake for suppliers
Compliance with
Institution’s
Financial
Regulations
Suppliers
experienced within
the education
sector
Sharing of
expertise and
experience with
other institutions
Access to
professional
purchasing advice,
tools, policies &
news.
Use of frameworks
that have followed
best practice
procurement
protocols
EU procurement
regulation
compliance

26. How can the CPC help?
 Who are we and what do we do?
 How we can help with buying goods and services
 +/- 70 frameworks for a wide range of goods & services
 Financial & technical assessment of suppliers done for you
 Request for quote and tender competition tool
 Template specifications and award criteria
 Pre agreed terms and conditions of contract
 EU compliant frameworks
 All frameworks EU compliant
 All frameworks have been advertised so no need to advertise
or run your own tender
A framework is an ‘umbrella agreement’ that sets out the terms (particularly
relating to price and quality) under which individual purchases (call-offs) can be
made throughout the period of the agreement.

27. What frameworks are available?
Examples of popular frameworks:
 Catering – outsourced services, food, drink and equipment
 Cleaning – outsourced services, janitorial supplies, consumables
 Building maintenance (PPM), PAT & fixed wire testing
 Security services – outsourced, access control
 PPE and corporate clothing
 Multi functional devices (reprographics), stationery, paper, toners
 Printing
 Desktops, laptops, tablets, network infrastructure, software
 Insurance, audit, corporate software, payroll
 Hairdressing supplies and equipment
 Constructions supplies
 Library resources
 Sports equipment

28. How do members start using the
CPC frameworks?
Browse the
website to find
which framework
covers the goods
you require
View the
information on
the framework /
suppliers and
userguide
Then if terms are
sufficiently
specific, place an
order and go!
Order through
the supplier as
normal – tell
them you are a
CPC member
Direct Award

29. How do members start using the
CPC frameworks?
Run a further (“mini”) competition
• All capable suppliers on framework must be invited to quote
• The award criteria laid down in tender must be used
• Fairness / transparency / equal treatment
• Use quick quote tool or Intend via the CPC web site where
available
Using CPC framework agreements
If the terms are not ‘sufficiently specific’?

30. Where to go for help?
www.thecpc.ac.uk
CPC Helpdesk 0161 295
5354
• CPC Regional
Procurement Advisors –
assistance with using
framework or general
procurement advice.
www.crescentlearning.ac.uk
• FELP
• http://www.felp.ac.uk/cont
ent/sustainability-wlc
• http://www.felp.ac.uk/cont
ent/sustainability-useful-
web-links
• DfE Buyways
• Crown Commercial
Services EU Regulation
Training Resources
• Procurement training
sessions
• Procurement
Other resources
• Cabinet Office
Procurement Policy Notes
https://www.gov.uk/gover
nment/collections/procure
ment-policy-notes
• DfE Buying for Schools
guides
https://www.gov.uk/gover
nment/collections/buying-
for-schools

31. Championing Sustainability
within the education sector
Jen Strong, Senior Project
Officer, Green Impact, NUS

32. Championing Sustainability in the
Education Sector
Jen Strong
Senior Project Officer,
Sustainability Department, NUS

33. Overview
Why the NUS?
What we do and where we’ve come from
A closer look at Education for Sustainable
Development

34. 600 FE and
HE SUs
7m
students
Societies,
course reps,
trustees
National Union of Students
• 600 students’ unions
• 7 million students (2.3m in HE)
• 4,700 SU staff; 500 sabbatical
officers
• 220 NUS staff
Voices louder, lives better, futures brighter

35. What do students want
4 years of surveying across
the UK
Over 80% would like their
university to actively promote
sustainable development
Over 60% would like this to
be incorporated into
university courses
https://www.heacademy.ac.uk/node/10189

38. Our Programmes

39. Where have we come from

41. Skills for sustainable development
Critical
thinking
Analyse using
many subjects
Plan for the long
term as well as
the short term
Understand
people’s
relationship to
nature
Global
citizenship
perspectives
Use resources
efficiently
Consider the
ethical issues of
your subject
Systems
thinking

42. Aims
• Engaging students’ unions on ESD
• Developing new collaborative partnerships
• Building leadership and strategic capacity
• Securing high-level policy commitments
• Improving knowledge and understanding
• Legitimising and mainstreaming ESD
• Advancing ESD in the formal and informal
curriculum

43. The impact of our students
ESD allows colleges and universities to
multiply the positive effect that they
have on society, rather than simply
limiting their negative effect

44. Process
1. Workbook of criteria outlining
best practice, must reach
score threshold
2. Supported cohort approach,
regular contact, online
resource bank
3. Student-led audit and
programme review
4. Continuous improvement,
student-driven change

45. Impacts
400 actions taken by the 2014/15 cohort, including:
• Conducting student surveys;
• Completing a curriculum audit/review;
• Including ESD in the institution’s learning and
teaching strategy;
• Developing professional development opportunities
for staff;
• Gaining support of senior management, trustees,
and/or governors;
• Offering interdisciplinary experiences related to
sustainability.

46. Key factors for change
• Students leading the way and providing them
with space to do so and ownership
• Equipping students with the necessary skills
• Not just knowledge but also attributes
• Developing critical thinkers and agents of
change
• Connecting the student experience and
ensuring a holistic journey

47. Key factors for change
• Students leading the way and providing them
with space to do so and ownership
• Equipping students with the necessary skills
• Not just knowledge but also attributes
• Developing critical thinkers and agents of
change
• Connecting the student experience and
ensuring a holistic journey
Thank you!
Jen.strong@nus.org.uk

48. Frameworks and tools
Joseph Williams, Technical
Change Manager, The Carbon
Trust

49. Carbon Trust: Frameworks and Tools
Joseph Williams
9th July 2015

50. Structured Framework
Visit from LA Visit from LA
Events and Workshops: School Capability Building
Oct Nov Dec Jan Feb
Workshop 1.
Workshop
2.
Run Empower
Heating measures
Open Event
Quick wins: Lighting, ICT
Overnight
Invest to save
measures
Feedback savings and experiences
Mar
AMR Data and IT

51. Success of the programme (Across 60 LA’s
and over 700 schools)
› Annual Energy Cost £107.5 m per year
› Annual Carbon Emissions 681,780 tCO2
› Projected Financial Saving
• £15.1 m per year (14.2%)
• £1.2 m per year (CRC Additional)
› Projected Carbon Saving
• 93,334 tonnes CO2 (13.6%)
› Projected Savings – Range
o £ cost – 6% to 25%
o tCO2 – 6% to 29%

52. Collaborative Learning
› Schools are brought together to learn
› Convening has other surprising impacts
› Huge range of experiences (+ve and –ve)
› Huge range of barriers
› Huge amount of knowledge in schools
› MANY common areas of difficulty
Every school is different, but every school
needs similar help
52

53. Framework for delivering change: Identify
key areas
Fuel used
(kWh)
Typical fuel
prices
Fuel costs Fuel uses
75%
Gas, Oil Ratio 1
50%
Gas, Oil
38% Heating
7%
Hot Water
8%
Catering
50%
Electricity
25% Lighting
25%
Electricity
Ratio 3 22% other Electrical

54. Framework for change: Identify key areas
Poor Performing School
£/Month

55. Framework for change: Identify key areas
Good Performing School
£/Month

56. Framework for change: Electrical examples
Bovington
Primary School
Saved £923
per year
Sharmans Cross
Secondary Saved
£2,832 per year
£400/kW
Thomas More
Catholic
School Saved
£973 per
year

57. Framework for change: Taking Control of
your Heating
57

58. Going further: AMR Doesn’t require technical
skills
› Electrical: Key Areas
› Unexpected increase in overnight consumption
› Little decrease in power consumption over lunch break
› The overnight load during the week is greater than it is at the weekend
› Electricity use continues much later into the evening on some
days…….etc
› Gas: Key Areas
› Unexpected overnight gas usage.
› Heating carries on after the end of occupancy
› Consumption increases several hours before the start of
occupancy…….etc
› Water
› High overnight consumption
58
Unexpected
increase in
overnight
consumption

59. Delivering change: You can’t change people

60. Delivering change:
COM – B Framework
60

61. Delivering Change: Targeting
› Who’s behaviour do you need to change?
› Is there an easier person to target?
› What will motivate that person?
› How can you improve their capability
› What can you do to give them better
opportunity to change
61

62. Delivering change: Timing
› One behaviour takes 6-8 weeks to stick
› Behaviours should be spread throughout the year
› Behaviours should be targeted at seasons
› Avoid overly emotional times
62

63. Essential Responsibilities
CTV037

64. Toolkits
› Resources that have been developed are fundamental to the programme
› Guidance documents/presentations for the schools
› Some information docs for LA
› Easy to use with straight forwards calculations
› How are they used?
› Introduced during the events, through presentations
› Reinforced through the Empower for Schools tool
› Schools develop their own plans through empower
› Passed on to the schools (can form part of the post programme
engagement)
64

65. Empower for Schools
› Empower is an online tool for engaging the entire school
› Empower is a walk-around virtual tour of a school for
pupils, teachers or classes to take individually
› Users pledge to make changes to behaviour
› Users also recommend school carries out certain
measures
› School generates its own School Action Plan

66. Go to video!
66

67. Empower + Collaborative Services
› ….at the moment this does cost money, but we are looking at sponsors to
make this a free resource.
› Watch this space!
› Email me for info: Joseph.Williams@carbontrust.com

68. Home Page
› There are a number of options of how to interact with the tool
› There is the option of :
› carrying out an audit
› Looking at home energy
› Carrying out quizzes
› Carbon comparisons
› Looking at a monthly theme

69. Virtual Tour - Reception
› There are 8 rooms
› Each room has unique energy saving opportunities in it

70. Pledge Example

71. Classroom

72. Staff Room

73. Bathroom

74. Example Pledge

75. Action Plan

76. Tutorial

77. Tutorial Content

78. 5 Tips for Teachers

79. 5 Tips for Pupils

80. ‘Flavour of the Month’

81. The Quiz

82. Whilst reasonable steps have been taken to ensure that the information
contained within this publication is correct, the authors, the Carbon Trust, its
agents, contractors and sub-contractors give no warranty and make no
representation as to its accuracy and accept no liability for any errors or
omissions. All trademarks, service marks and logos in this publication, and
copyright in it, are the property of the Carbon Trust (or its licensors). Nothing in
this publication shall be construed as granting any licence or right to use or
reproduce any of the trademarks, services marks, logos, copyright or any
proprietary information in any way without the Carbon Trust’s prior written
permission. The Carbon Trust enforces infringements of its intellectual property
rights to the full extent permitted by law.
The Carbon Trust is a company limited by guarantee and registered in England
and Wales under company number 4190230 with its registered office at 4th
Floor Dorset House, Stamford Street, London SE1 9NT.
Published in the UK: 2012.
© The Carbon Trust 2012. All rights reserved.

83. Introduction to delivering &
funding exemplar school
buildings - on a tight budget
Peter Johnston, Managing
Director, Schoolhaus 'design
and build' Division, UK Energy
Partners

84. Delivering & Funding exemplar
school buildings on a tight budget.
Peter Johnston, Managing Director

85. “Sustainable construction meets the needs of
the present without compromising the ability of
future generations to meet their own needs”
Are we all on board with sustainability?

91. Are we on board?
Yes but, and it’s a big but, its about
££££
So sustainability YES, but not at any cost.

92. Sustainable development & NZB
“Sustainable construction meets the needs of the
present without compromising the ability of future
generations to meet their own needs”
• Today = at the right price
• The future = the right energy, materials, process
and waste management.
= Affordable Sustainability

93. Affordable Sustainability
Our vision
“To deliver affordable functional spaces that have a
positive impact on the environment with better than
operational cost neutrality”
To achieve this our buildings have to:
• Consume as little power as possible
• Generate as much energy as possible
• Be built efficiently with minimal waste
• Every component evaluated for environmental impact
vs return on investment
• Be affordable

94. Affordable Sustainability
How to achieve Affordable Sustainability in the
built environment.
Do it differently!!
Design, Process, Materials, Technology

95. Affordable Sustainability - Design
System Build
• Repetition of design
• Repetition of specification
• Reusing professional
services
• But, maintain flexibility

96. Affordable Sustainability - Process
Off-Site Construction
• Streamlined logistics »
» quick » less cost
• 67% less energy required
• 80% fewer vehicle
movements
• Recycling of materials
• Controlled environment -
weather, health & safety
and quality

97. Affordable Sustainability - Materials
SIPs – Structurally insulated panels
• Super insulated - u values of around 0.17w/m2k
• Airtight
• Rapid
• Minimal waste
• Low maintenance
• Durable
• Light weight

98. Affordable Sustainability - Materials
Double glazing vs Triple glazing
• Typical U value for double glazing = 1.1, triple
glazing = 0.8
• Triple glazing is £50 / m² more expensive than
double glazing
• A standard classroom with14m² of glazing will
cost £700 more to build
• Reduction in heating costs of 4.5p per day
translates to a 100 year ROI for triple glazing
Triple glazing in this environment does not
constitute Affordable Sustainability.

99. Affordable Sustainability - Technology
MVHR - Mechanical Ventilation with
Heat Recovery
• Up to 90% of heat is recovered and
reused
• Provides constant ventilation
• Built-in heating allows warm air to be
introduced to the ventilation system to
heat the building where required
• Minimal maintenance
• Ultra low running cost

100. Affordable Sustainability - Technology
Lighting – LED vs Florescent
• The time has come!
• 2006 = 131 lumens per watt
• 2015 = 303 lumens per watt
• Affordable
Watts
Luminaire
Cost
@ 1600
hours pa -
kWh
Running cost
pa @10p
kWh
5 year total
cost
High Frequency T5 56.0 £40.00 112.0 £11.20 £96.00
LED 40.0 £70.00 64.0 £6.40 £96.00

101. Affordable Sustainability - Technology
Controls
• Lighting, heating and occupancy
controls, pre set for automated
building operation throughout the
seasons
• Can reduce power consumption by
up to 60%
• ROI can be less than 12 months

102. Affordable Sustainability - Technology
Building Integrated Solar PV
• Installed as part of a new
build solution + cost =£90 m²
• PV generation = £25 m²
• Payback = 3 – 4 years
• Curriculum positive

103. Before After
Affordable Sustainability – Results
Annual running cost = £38 / m²
Income generation = nil
Learning environment!!
Annual running cost = £3.40 / m²
Income generation = £5,800 pa
Excellent learning environment

104. Affordable Sustainability – Numbers
m2
185m2 double
classroom with WCs
Build cost £1,350 £240,000
Energy use £3 pa £550 pa
Power generation 100 kWh 18,500 kWh
Revenue £25 pa £4,625

105. Affordable Sustainability – Results

106. Affordable Sustainability – Results
• Direct Electric Heating – heating load is so
minimal (circa 3kWhours per day for a standard
classroom) that direct electric is the most cost
effective. With a Coefficient of Performance of
3:1 an air source heat pump would reduce this to
1kWh, saving 2kWh per day x school heating
season of 150 days = 300 kWh or £30 per annum
at 10p per kWh. That’s a 150 year payback with a
capital cost of £4,500 (which is on the low side
for an ASHP) – this is what we mean by affordable
sustainability. We’re all about controlling energy
costs but not at any price.
Ranking School Name
EPC
Rating
Size
Asset
Rating
Emissions
Rating (kg
Postcode
1 Schoolhaus at Palatine Primary School A+ 127 m2 -77 -31.81 BN12 6JP
2 Schoolhaus at Grasvenor Infant School A+ 167 m2 -75 -47.72 EN5 2BY
3 Schoolhaus at Desborough College A+ 327 m2 -70 -31.65 SL6 2QB
4 Schoolhaus at Moreton Hall Prep School A+ 240 m2 -65 -32.28 IP32 7BJ
5 Schoolhaus at Aylesham High School A+ 127 m2 -61 -35.59 NR11 6AN
6 Schoolhaus at Varndean School A+ 56 m2 -56 -35.8 BN1 6NP
7 Schoolhaus at Lancot Lower School A+ 127 m2 -51 -29.75 LU6 2AP
8 Montgomery Primary School A+ - -46 -17.87 EX4 1BS
9 Schoolhaus at Netherfield Primary Academy A+ 127 m2 -44 -35.59 NG4 2LR
10 Schoolhaus at Hamford Primary Academy A+ 159 m2 -44 -24.69 CO14 8TE
11 Schoolhaus at Biddenham Upper School A+ 697 m2 -29 -13.38 MK40 4AZ
12 Schoolhaus at Tendring Technology College A+ 668 m2 -16 -10.27 CO13 0AZ
13 Schoolhaus at C of E infant School A+ 83 m2 -7 -4.49 E1W 3SS

107. Funding Schoolhaus
Funding options
• Capital purchase
• 5 year operating leases (for demountable buildings)
• Longer term operating lease - where eligible
• Longer term finance leases, ie, mortgages - where eligible
• Part capital /part lease - to ‘top up’ capital reserves where
necessary

108. Energy Efficiency Projects
The deployment of sustainable and fit for purpose energy efficient
technology upgrades
1. Site visit and energy survey
2. Design energy efficient upgrades - verified in accordance with
recognised international protocols
3. Provide the funding solution, where required (usually)
4. Project manage and/or procure, supply and installation.
300+ completed energy projects between £10K and £450K.
The average payback for our energy efficiency projects is 3.5 years
with an average carbon savings of 355 Tonnes of CO2 over the
lifetime of the project.

109. Workshop at 12.25pm
Breakout 1B in Meeting Room 1
Peter Johnston, Managing Director, NZB
&
Neil Smith, Technical Director, NZB

110. Thank you

111. Affordable Sustainability - Materials
Insulated roof panels
• Super insulated - u values of
around 0.16w/m2k and
airtight
• Rapid
• Minimal waste
• Watertight
• 25 year guarantee

112. Question & Answer session

113. Guest speaker: Joan Walley

114. Refreshments & Networking

115. Workshop sessions: Practical
demonstrations of
sustainability

116. How to deliver & fund
exemplar school buildings on a
tight budget: Schoolhaus - the
most energy efficient school
buildings in the UK.

117. Energy Procurement;
purchasing sustainable
technologies in the backdrop
of complying with EU
procurement directives.

118. Serving meals that clients
want to eat is of paramount
importance when managing
sustainability within the
education catering industry.

119. Education Sector Presentation
9th July 2015

120. Key Challenges
• Food Waste
• Packaging
• Capital and Revenue costs of equipment

123. Key Point:
Caterers should cook and prepare meals that
their client wants to eat in an environment that
is conducive to allowing them to enjoy the
meal

124. • Bespoke Menus
• Source good quality products
• Train school employees
• Maintain high levels of customer Care

125. Primary School Clients
• Bulking out meals with tinned tomato, onions
and or mixed vegetables puts younger clients
off their meal
• Portion sizes should be proportionate to child
eating capacity. e.g half a Jacket potato for a
nursery child

126. • Being able to decline a certain food is
important to young children
• Sampling dishes in advance helps a lot
• Consultation with parents and pupils can
provide an insight into likes and dislikes

127. Secondary School Clients
• Street Food Concepts
• Meat and two veg options served on plates
and eaten with a knife and fork are less
popular
• High Street retail marketing of products

131. Points to consider
• Extend your recycling policy to Include the
kitchen
• Plates v Disposables and paper products

132. • Commission an independent consultant
• Consideration needs to be given to the
revenue costs of running equipment that is
purchased at the planning stage of any
project. Cheapest is not always best in the
longer term.

133. • Install meters in all new kitchens to enable
you to track and quantify your consumption
• Include an assessment of energy consumption
as part of a project in addition to the supply
needs of any equipment that you are
intending to purchase
• Consider mobile Induction Hobs to
complement Combination ovens

134. • Do you require any Further information or
clarification about Education Catering Support
Services?
• www.educationcateringsupport.co.uk

135. Lunch & Networking

136. Welcome back

137. The importance of student
engagement
Pam Reynolds, Sustainability
Manager, Blackpool and The
Fylde College

138. The Importance of Student
Engagement
Pam Reynolds
Sustainability Manager

139. Introduction
Using Benjamin Franklin’s premise “Involve Me and I’ll Learn”, staff and
students have been actively involved in a range of projects, events and
activities promoting sustainability.
This engagement method, coupled with current economic trends and a
need to take more responsibility for our own actions, has seen staff and
student participation soar.

140. Why is sustainability (SD)
important?
• It’s important for students to understand SD on a personal and professional
level for now and in the future – no matter what, things will change and
sustainability is fundamental to change.
• The education of today is crucial to enhancing the ability of the leaders and
citizens of tomorrow to create solutions and find new paths to a better, more
sustainable future…

141. Why is all this important
to tutors?
The topic of sustainable skills is a fundamental issue and action is needed now
in order to develop:
• Skills for future leaders to integrate sustainability into long-term decision
making.
• Increased sustainability and environmental knowledge and understanding
for future workers.

142. The Education for Sustainable Development (ESD) journey began with the College
receiving a £10,000 grant from LSIS to embed sustainability across 4 curriculum areas.
A total of 7 Schools are now working to embed SD and have developed a range of
curriculum specific:
• Schemes of work
• Tutorials
• Projects
• Activities/games
• Case studies
Students and staff have also been involved with a wide range of events over the past 3
years which include:
• Mend not spend fashion events and clothes shows
• Green Week fairs and Fairtrade Fortnight events
• Sustainable travel events
• Beach cleans and Blackpool Food Bank volunteer days
• Charity collections – food, toys, clothing, books, bric a brac, stamp collections
• Students’ Union Christmas Jumper Campaigns – Keep warm and donate
Progress so far…

143. 1. Working with departments
and Schools
• Provide sustainability training for staff
• Meet with Heads of Schools, Curriculum Managers and Leaders to discuss
opportunities
• Include SD in the Learning, Teaching and Assessment Strategy
• Collate resources and make them available on the intranet or Moodle
• Attend Senior Tutor and Teaching and Learning sessions to discuss how
sustainability can be embedded within curriculum areas
• Identify key tutors and students to work on projects and campaigns
• Use tools and activities such as the Green Impact scheme to engage with staff
and students
• Develop a network of staff and students who will engage with sustainability –
provide regular updates and opportunities
• Encourage Vice Principals and Directors to join and participate in the
Sustainability Committee
• Hold sustainability training for the Management Forum/SMT
• Promote your success stories

144. 2. Using the students Personal
Development Plan (PDP) to your
advantage
• The Government student enrichment/employability
model is a program all colleges must participate in
• What does your organisation offer in terms of
enrichment?
• What can your institution offer in terms of
sustainability opportunities?
• Provide simple ideas for tutors to involve their
students
• What opportunities are there in the local community?
• Develop partnerships with local charities and
organisations
• B&FC have developed the Green Impact scheme
specifically for individual curriculum needs

145. 3. Working closely with tutors
to deliver sustainability and
engage students
At the start I met with key tutors and members of staff who had an interest
in sustainability
• Ask to sit in or participate with a variety of meetings such as – Senior
Tutors, Teaching and Learning and PDP etc, you will soon discover
which staff are willing to work with you
• Talk, visit, email
• Provide ideas, opportunities and curriculum resources
• Create a resource bank of information
• Produce case studies of successful projects
• This may take time but don’t give up

146. 4. Utilising the NUS Green
Impact scheme
• Participation has increased year on year
• 12 staff teams and 6 students teams consisting of over 200 staff and students
• In 2014-15 the Green Impact scheme has been rolled out across 5 different
student groups
• A range of bespoke workbooks have been created to run alongside the
curriculum
• The scheme has recruited 22 student groups for 2015-16 so far
Benefits:
• Increased community engagement
• Improved communication channels to promote sustainability
• Increased sustainability awareness and understanding
• Greater involvement and support - network of staff and students

147. 5. Creating networks of green
members to communicate
sustainability
Build up a network of staff and students from all the meetings and
forums you attend:
• Sustainability Committee
• Staff attending sustainability training sessions
• Tutors and tutor groups - invaluable
• Student Union/ student reps
• Students volunteering for projects/PDP
• Green Impact teams
• Student clubs and societies

148. 6. Making the most out of the
Student Union (SU)
• Discuss with the SU if they would like to be involved with
sustainability - it won’t be too difficult to find something
they want to get involved with
• How does the SU communicate with other students and
how successful has this been in the past?
• It can be beneficial to provide ideas and let the students
provide the man power
• Arrange regular meetings and ensure minutes are taken
• It can be beneficial to set the SU timescales for the
completion of tasks
• Start with small but simple projects

149. 7. Maximising communication
• Internal staff E-Bulletin
• Desktop images
• Green Impact network email and activities
• SU and student rep emails/texts
• Moodle
• Message of the day
• Facebook
• Twitter
• Pinterest
• NUV4D Bulletin
• Website links
• Flyers in the canteens

150. 8. Inspiration and motivation
• A good event can be the key to future campaigns
• Use case studies specific to the course being taught
• Develop interesting practical/research activities
• Utilise Moodle
• At the beginning it is often beneficial to do some of the research/work for
the tutors
• Make your staff and student training sessions interesting and relevant to
the department/curriculum
• When beginning to embed sustainability into a module or course it can be
useful to develop a vocational element of the project
• Lead a group discussion or debate

151. Food for Thought…..
Why should [students] worry about the 90 million annual
increase in the world’s population...the 400 million unemployed
in the [global] South...ozone depletion, drought, famine and
poverty?
There is one very obvious reason. Anyone...over the age of
50, given reasonable good luck, can expect life to go on much
as it is now until we achieve our generous life expectancy.
Those...between 20 and 50 will need unusually good luck for
that to happen and anyone under 20 has no chance at all.
Something is going to have to change...
George Walker, Head of the International
School, Geneva

152. Thank You!
Pam Reynolds
Sustainability Manager
pam.reynolds@blackpool.ac.uk
01253 504288

153. Empowering students as
change agents for on-campus
sustainable change
Katie Ferneyhough, Green Pad
coordinator, Students' Union

154. Staffordshire University
Sustainable Change Student Board – empowering students’ as change agents

155. GreenPad
 Funded as part of the Students’ Green Fund, 25 projects across 25 different
institutions, all with a sustainability focus
@SustainStaffs @GreenPad_Staffs
Two main focus strands:
1. Housing – changing properties
themselves
2. Positive Environmental
Behavioural change

156. GreenPad
 Sustainability  accommodation link
 Driving positive changes within local houses,
improving properties via environmental
audits
 Housing element now functions as a not-for-
profit green lettings agency
 On campus events and campaigns, now has a
wider sustainability reach
@SustainStaffs @GreenPad_Staffs

157. Sustainable Change Student Board
(SCSB)
 The SCSB was created for a Green Impact Excellence Project
@SustainStaffs @GreenPad_Staffs
> Ask STUDENTS what THEY
want to change, and ideas of
how to do so
> Make “sustainability”
applicable & fun
> They lead the change,
design the events, get other
students engaged

158. The SCSB
 Hired & trained a team of 7 student volunteers to
be members of the SCSB itself,
 Lead the meetings, take minutes, design
campaigns and events etc. alongside me and also
our lead green SU officer Tom
 ALL students have the chance to make suggestions
@SustainStaffs @GreenPad_Staffs

159. Sustainable Change Student Board
(SCSB)
@SustainStaffs @GreenPad_Staffs
 6 on campus events & 3 campaigns
 Designed by students, FOR students
 Aim – increase engagement with
sustainability, get more people involved,
BROADEN our outreach, enhance awareness
 Able to expand events & deliver more of
them!

160. Increase Engagement – make
“sustainability” applicable
Month Event
Direct
Engagement
Indirect**
Engagement
Nov-14 Stoke Blackout 29 450
Feb-15 For The Love Of Campaign & Event 62 192
Tree Planting Event 17 168
Mar-15 Stafford Blackout 13 798
An afternoon on the Nature Reserve 6 785
Varsity Recycling Campaign & Event 107 ~600
Earth Hour #iveswitchedoff
campaign
119 3428
Apr-15 Party in the Park 125 360
The Great Donate Campaign &
Event (until June 15)
13 5005
May-15 Greenpeace Speaker 30 170
Full day on the Nature Reserve 12 242
Total 533 11598
@SustainStaffs @GreenPad_Staffs

161. The Blackout
@SustainStaffs @GreenPad_Staffs

162. @SustainStaffs @GreenPad_Staffs

163. The Great Donate
@SustainStaffs @GreenPad_Staffs

164. SCSB next steps…
 Started as a short-term project to demonstrate that students do want to
engage with sustainability and the environment
 Continue this work via a dedicated funding pot
@SustainStaffs @GreenPad_Staffs
EXPAND events and
campaigns
Sustainability
Society
Train a new SCSB
team
EXPAND events and
campaigns

165. Thank you

Any
questions?
@SustainStaffs @GreenPad_Staffs

166. Thank you 
 Adam van Winsum
Environmental Manager
A.VanWinsum@staffs.ac.uk
@sustainstaffs fb/sustainstaffs
 Katie Ferneyhough
GreenPad Coordinator
Katie.ferneyhough@staffs.ac.uk
@greenpad_staffs fb/greenpadstaffs
Greenpad.co.uk

167. Conference closing comments