School Climate Action Plan
Green Team
Climate Action Plan (CAP) - King’s
This Plan has been completed using the Four Pillars of the DfE Climate Action Plan Framework
1. Decarbonisation
2. Biodiversity
3. Green Skills & Curriculum including Careers Goals
4. Climate Adaptation & Resilience
1. Decarbonisation
One of the goals of this Climate Action Plan or CAP is to reduce direct and indirect carbon emissions from the King’s School operations and align with national Net Zero objectives. [blue-marble.co.uk]
1.1 Estate Energy Efficiency
• Conduct a whole-estate carbon audit to determine current consumption patterns (electricity, gas, water).
• Upgrade to LED lighting and smart, zoned building management systems across classrooms, boarding houses, and sports facilities including Fairstead House.
• Install high-efficiency insulation, double glazing, and draft-proofing across older heritage buildings where permissible.
1.2 Renewable Energy Generation
• Where possible install rooftop solar photovoltaics on modern blocks and sports halls.
• Investigate ground-source or air-source heat pumps for new buildings or major refurbishments.
• Explore participation in community renewable energy schemes across Cambridgeshire.
1.3 Low-Carbon Transport
• Transition school utility vehicles and in due course minibuses to electric options with on-site charging infrastructure.
• Expand cycle-to-school incentives and safe-route mapping for pupils and staff in conjunction with local transport authorities.
1.4 Sustainable Procurement
• Adopt low-carbon procurement standards across food, uniform suppliers, cleaning, ICT, and construction.
• Require suppliers to document their carbon reduction commitments
2. Biodiversity
Schools are expected to support a better environment for future generations, enhancing access to and connection with nature in education settings. [gov.uk]
2.1 Nature-Rich Campus Development
• Create further biodiversity zones: wildflower meadows, hedgerows, woodland edges, and bee-friendly planting around paths and playing fields.
• Continue to replace ornamental shrubs with, where possible, native species and enhance carbon-absorbing landscaping.
2.2 Outdoor Learning and Nature Park Participation
• Encourage all sections of school to join the National Education Nature Park programme to link biodiversity action with learning. [gov.uk] King’s Ely Prep are enrolled and engaging with the programme.
• Designate a space in the school grounds as "living classrooms" for science, geography, art, and wellbeing.
2.3 Habitat Restoration Projects
• Appropriately support the established ponds and wetlands to support amphibians and invertebrate diversity and where possible create additional habitats to support wildlife.
• Create wildlife corridors between campus green areas and neighbouring rural landscapes.
2.4 Community Biodiversity Engagement
• Partner with nearby organisations (e.g., wildlife trusts, cathedral greenspaces, local farms, Ely Golf Course, ECDC and housing areas in Ely and Newmarket).
• Host community biodiversity days, tree planting events, and citizen science projects.
3. Green Skills & Curriculum including Careers Goals
The DfE framework emphasises embedding climate literacy and green skills across education
3.1 Curriculum Integration
• Embed climate literacy across science, humanities/Geography, PSHE, economics, and technology.
• Introduce enquiry-based learning that addresses real sustainability challenges on campus.
• Integrate Climate-wellbeing education to support students coping with eco-anxiety
3.2 Green Careers Pathways
• Provide careers talks on renewable energy, environmental sciences, sustainable engineering, agriculture, and green finance.
• Partner with local green employers, including Agri-tech groups in Ely and Cambridgeshire.
3.3 Skills Development
• Provide hands-on sustainability projects: energy monitoring, waste audits, biodiversity sampling, and water-use analysis.
• Support pupil participation in national initiatives such as Eco-Schools, Count your Carbon, Big Waste Week etc and competitions on climate innovation.
3.4 Staff Development
• Train teaching and support staff in climate education, using DfE sustainability leadership guidance [gov.uk]
• Appoint a Sustainability Lead as required under DfE expectations for all education settings. [gov.uk]
4. Climate Adaptation & Resilience
Schools must adapt to increased weather risks and ensure safe, resilient learning environments. [gov.uk]
4.1 Risk Assessment
• Identify climate-related risks: heatwaves, flooding, drought stress on grounds, supply-chain disruption. see H&S policy
• Conduct annual campus climate-risk reviews aligned with DfE Estate Management Standards. [gov.uk]
4.2 Adaptation of Buildings
• Install shading structures, cool-roofs, and improved ventilation to manage extreme heat.
• Improve drainage infrastructure and permeable surfaces to reduce flood risk.
4.3 Emergency Planning
• Update business continuity plans to include climate hazards (e.g., heat closures, storm damage).
• Train staff on extreme-weather safeguarding protocols. ensure staff are aware of children with special educational needs, emotional and behavioural difficulties who may be more vulnerable are catered for. See Safeguarding, Send and H&S policy
4.4 Health & Wellbeing
• Expand shaded outdoor spaces to protect pupils during hotter summers.
• Integrate climate-wellbeing education to support students coping with eco-anxiety. See Send policy
Implementation & Monitoring
Governance
• Establish a Sustainability Steering Group with representation from SLT, Estates, Finance, academic and pupils. Possibly including parents in due course as and when needed.
• Publish an annual Sustainability Report outlining progress, challenges, and next-year priorities.
Data & Tracking
• Use tools from the DfE’s Sustainability Support for Education programme and Climate Ambassador Programme for benchmarking and expert support. [gov.uk]
• Monitor KPIs across energy use, waste reduction, biodiversity, student engagement, and resilience metrics.
Conclusion
This Four-Pillar Climate Action Plan enables King’s Ely to:
• Reduce emissions,
• Enhance biodiversity,
• Equip pupils with green skills and climate literacy, and
• Build resilience against future climate risks.
This Climate Action Plan (CAP) aligns fully with the DfE Sustainability and Climate Change Strategy and national expectations for all education settings. In addition, King’s Ely’s recognises the importance of developing students’ knowledge of sustainability and carbon reduction, to improve the world we live in and the environment we work, play and learn in.
Please read in conjunction with the below policies:
King’s Ely’ School Policies closely Related to the Climate Action Plan
1. Health and Safety Policy
Energy efficiency, heating/lighting standards, and safe use of equipment.
Waste disposal methods and reducing environmental hazards
2. Procurement Policy
Mandates for ethical and sustainable purchasing.
References to value-for-money while considering environmental impact.
3. Curriculum Policy
Integration of climate change education into science, geography, and PSHE.
Promoting awareness of sustainability as part of school ethos.
4. Educational Visits / Travel Policy
Policies on overseas trips, transportation choices, and carbon-offsetting opportunities.
6. Risk Management & Crisis/Business Continuity
Flooding, extreme weather responses connected to climate risk.
7. Visiting Speaker & External Engagement
Environmental educators.
8. IT and Digital Use Policy
Reducing energy footprint via IT systems and e-learning where relevant.
Other Areas with indirect links for consideration.
-Building a nd Estates Maintenance: Energy efficient lighting, insulation, renewable energy initiatives, BMS systems, roof construction inc solar, general construction methods
-Grounds and Gardens: Planting schemes, irrigation methods, mowing schedules, tree care
-Catering services: Food Policies - Reducing food waste, recycling, sourcing sustainable produce, promoting plant-based options if included.
-Domestic Services: recycled products, waste reduction, use of chemicals
I nc r e as e r e n e w a b l e ene r gy g ene
r at i o n
I n stall r oo f t op s o lar P V
• I n stall PV arrays
• C onduc t s tr uc t u ral c h ec ks
• I d e n t i f y s u i ta b l e r oo f s
b u i l d i n gs
p e r f o r m a n c e o f
I mp r o v e ene r gy
d r a f tproo f i ng
i n g ,
I n stall i n s u l at i on , glaz
• I mp l e m e n t up gra d e s
• S pec i f y s o l u t i on s f o r o l de r b u i l d i n gs
• S u r v e y h e ri tag e r e st r i c t i on s
f a c i l i t i e s
I mp r o v e e stat e e n e rgy eff i c i e nc y
U pgrad e to L E D and s m a r t b u i l d i n g syst em s
• R e v i e w c o n t r o ls i n b o a r d i n g h ou s e s & s po rts
• R e p la c e B o i l e r s f o r m o r e e ff i c i en t
b o i l e r s
2027 –20 35
202 0 –20 5 0
S o lar i n stal l e r; str uc t u r al s u rv e y; c a p i tal f und i n g M H
C a p i ta l b u d g e t; s p e c i al i st con tra c t o r; con s e rvat i on a pp r o vals M H
em i ss i on s f r om e stat e op e rat i ons
C ondu c t w holee stat e c ar b on aud i t
R e du ce c ar b on
• I n stall a u t om at e d z on i n g
• R ep la c e l i ght i n g w i t h L ED
• I d e n t i f y h i ghc onsu m pt i on ar e as
• R e v i e w b u i l d i n g pe r f o r m a nc e
• A ud i t e l ec tr i c i t y, g as, w at e r u se
Go a l
D ec a r b o n is a t ion
Ac t ion
C lim a t e A
ct i o n Pl a n –A
ct i o n T ab le
S te p s
202 0 –202 7
c t o r; c ontrols
C ap i ta l f und i ng; e l ec tr i c al con tra
p r ov i d e r M H
202 72028
E x t e r n al a u d i t o r : Es t a t e s t e a m t i me ; u t i l i t y d ata M H
C o m p l e t i on)
Tim e l i n e ( Ex p e ct ed
R e s o u r ce s R eq u i r e d
Who
Lo wer pr ocu rement em issi on s
Adopt lowca rb on procur em ent sta nd ards
• Monitor compliance
• Require s upp lier carb on r epo rting
• Update procur em ent policy
Encourage low-ca rb on travel
Expand cycle-to-sch oo l a nd safe-route planning
• Pr omo te i nc entives
• A dd se cu re bi k e storage
• U pd ate route maps
Redu ce transport em issi on s El ec trify sch oo l vehicles
• Transition minibuses
• Replace utility fl ee t
• Plan charging infrastr uc ture
Transiti on to low-carbon heating
Assess heat pump feas ibi lity
• Install syst em s du ring refur bi sh men ts
• Infrastr uc ture review
• Heatloss c al cu lati on s
2027–2030
2026–2027
Pr ocu rement team; supplier engage me nt M H
Sta ff ti me ; l oc al transpo rt part ne rs M H
2025–2035
EV chargers; vehicle replacement b ud get M H/FSH
2028–2050
Engi nee rs; c apital funding; DfE guidance M H
Engage wider co mm unity
I mp rove wildli fe mo bi lity
Host bi od iversity events
Establish wildlife co rri do rs
Enha nce ecological ha bi tats
Develop ponds/wetlands
nature-conn ec ted learning
I nc rease
Participat e in National Education Nature P ar k
I mp rove bi od iversity across ca mpu s Cr eat e bi odiversity zones
Biodiversity Go al Ac
• London Plane tr ee works inc
Funding from He ri tage lottery grant
• Pr omo te citizen scie nc e
• Collaborate with wi ldlife trusts
• Plan events, Open g ar dens
• Re duce ba rri ers
• Plant h ed ges a nd native s pec ies
• Identify gr ee n link routes
• Add aquatic plants
• Clear ex isting ponds
• Sel ec t l oc ation
• Upload data to platform
• Integrate into curriculum
• Register as participant
• Plant native species
• Prepare soil
• Map areas for mea do ws/hedgerows
tion S te ps
Annual (starting2025)
Sta ff ti me ; l oc al partners
2020–2030
Gr ound s team; e co logical advice
2020–2030
C on tractor; water-management equip me nt
2027
Sta ff CPD; DfE Nature Park res ou rces
2020–2030
Gr ound s staff; plants; eco logical advisor
Timeline
Resour ce s Who
Develop climate-aware workforce
• A ppo int Sustainability Le ad
Train sta ff in climate education
• Conduct in-h ou se sessi on s
• Use DfE training
• Bi od iversity sa mp ling
Build hands-on sustainability skills
Deliver practical eco-proj ec ts
• Waste audits • EC O Schools
• Ene rgy m on ito ri ng
Pr omo te gr ee n car ee rs
Provi de gr ee n-sector car ee r pathways
• Link wi th agri-tech sector
• Ar range e mp loyer visits
• Invite speakers
Embed climate literacy
Integrate sustainability across cu rri cu lum
• Mon itor delivery
• A dd climate links in su bj ec ts
• Review schemes of work
Go al Ac tion S te ps
Green Skills & Curriculum (Including Car ee rs G oals)
2028 CPD time; DfE res ou rces
2025–ongoing
Equi pmen t (meters, sa mp ling kits)
2025–ongoing
Car ee rs team; l oc al industry p ar tners
2020–ongoing
Academic sta ff time; CPD b ud get
G eo graphy, Scie nc e, PHSE
Timeline
Resour ce s Who
Support wellbeing in climate stress Provide shaded area for wellbeing education
• A dd eco-anxiety support content
• I nc rease sha ded areas
Strengthen emerge nc y planning U pd ate busi ne ss continuity plans
Manage flood ri sk I mp rove drainage a nd permeable surfaces
I nc rease heat resili enc e A dd shading, coo l r oo fs, ventilation
Re duc e climate- relat ed risks
Conduct annual climateri sk reviews
2026ongoing
Grounds sta ff ; wellbeing team
• Conduct drills 2026–ongoing SLT time; sta ff training
• Train staff on extreme weather prot oco ls, en sure sta ff are aware of childr en with s pec ial e duc ati on al ne ed s.
• A dd climate scenarios t o RR
• Maintain gutters a nd cha nne ls
• A dd permeable surfaces
• Survey drainage
• Install shading • Upgrade v en tilation
• Audit hot spots
• Align wi th DfE estate sta nd ards
• U pd ate risk register
• Identify heat, fl ood , dr ou ght risks
2020–2032
Groundworks con tractor; c ivil engin ee r MH
2020–2030
Capital works b ud get; con tractors MH
Starting 2027, a nnu al SLT & Estates team; DfE frameworks
Amhurst
