The school has identified an Action Team, and the team has met on at least SIX occasions. The team has the support of a parent and/or governor. Pupils take significant responsibility for the running of the team.
The Action Team has completed a formal Environmental Review, (which must at least cover the issues of waste, energy and water) recorded the results and undertaken a follow-up review.
The Action Team has produced a detailed ‘Action plan’, including timescales and targets, and shared the plan with the school community and updated it based upon the follow-up review.
The Action Team can identify progress towards achieving most targets in the Action Plan and can produce physical evidence of data collection and analysis (graphs etc).
The school can identify substantial progress towards one large-scale project and indicate involvement with two others. Identify substantial progress means that the school has an understanding of the project topic, recognises its importance to sustainable development within the school environment and wider community and has implemented change.
The school has a prominent, dedicated notice-board detailing the activities being undertaken towards Eco-Schools. Eco–Schools activities are being reported in assemblies and at governors meetings.
The school can illustrate regular communication lines to parents and the wider community about the good work being undertaken in the school as a result of Eco-Schools.
The school has agreed, adopted and displayed an Eco–Code.
The school can produce evidence that environmental issues have been covered within curriculum work in most year groups throughout the school. Where possible pupils have been involved in data collection and analysis of data used to monitor progress in the project topic.
The school is willing to share good practice with other schools who wish to join the scheme.
