A true ‘learning organisation’ is one that continually transforms itself by input from people at all levels. The idea was developed by US systems scientist Peter Senge, and borne out by research in large multinational corporations, but can be equally applied in schools and nurseries. Sustainability is a means to adopting a transformational approach.
While very few educational leaders have an awareness of sustainable development, according to a 2008 report on the subject by Ofsted, that does not mean sustainability does not offer a series of benefits for your setting. And, just as there is also a lack of focus from the top (Energy and Climate Change Secretary Amber Rudd has admitted that Government does not have the ‘right policies’ to meet its renewable energy targets), that does not mean sustainability should be ignored. If anything, it means quite the opposite.
Being a sustainable setting means saving money, using resources better, developing children’s confidence, self-esteem, autonomy and critical thinking skills, and enriching their experiences as well as your own. That is aside from the joy to be found in developing an understanding of the natural world and helping to protect it.
Children are naturally curious and early childhood should not only be a time of wonder for young children but a chance to develop an understanding of their world. Leaders should try to move from the ‘need to protect’ lens and recognise that children can be critical thinkers. That is aside from the fact that, according to a study about the effects of climate change on children by Unicef, ‘children will suffer disproportionately from climate change and growing environmental risks’. As adults we need to recognise they must be part of this transformative change – and they are often keen to be.
For example, during a series of discussions in one early years setting, children said:
• ‘When it’s not dark, I don’t need a light on, when the sun is out.’
• ‘We don’t waste water, turn off the tap.’
So where to start? One way of signalling your commitment to sustainability is to develop a policy. You might include practical incentives such as mileage paid for attending CPD sessions as long as staff car-share. It is important to communicate your ethos to new practitioners, preferably at the interview stage.
A sustainability policy could take the following format:
• A statement regarding your organisation’s beliefs on sustainability in education.
• Your aims for developing a more sustainable approach.
• Your expectations for staff, children and parents.
• The strategies you will use.
• Children, staff and parents’ views.
Leaders may have to support their staff to change, perhaps making the case through a staff meeting based around an inspiring presentation.
Bear in mind:
• Meetings at which you are going to be challenging perceptions should be relaxed and enjoyable for all – avoid sounding like you are criticising or nagging at all costs.
• Think about the seating plan: a circular arrangement is friendly and inclusive.
• Avoid talking about doing it ‘for Ofsted’ or ‘because we have to’ as this will quickly lead to apathy. If you are passionate, your team will pick up on this.
• Video clips are always useful for conveying practice and offering a different viewpoint (see more information, right).
• Involve the team in brainstorming. Acknowledging their concerns or reluctance will break down barriers.
• Eventually, designate a ‘lead practitioner for sustainability’, who liaises between a manager and the rest of the team.
• An easy activity to start things off would be to agree to targets for saving energy and water, displayed as posters.
Another key element is helping children to understand economics. Some charities such as Save the Children and Oxfam enable you to use donations to purchase specific items, e.g. a water filtration system. Through this, children gain a tangible understanding of what is needed. One particular favourite at a Hampshire nursery was purchasing a much-needed ‘pile of poo’ to enable a family in Africa to grow their own crops.
Similarly, ask yourself how children can be involved in purchasing items for the setting. What about new materials? The weekly shop? Do you source as locally as possible? Can you invite local farmers in to talk to the children? Even better, can you plan a farm visit?
A message from a mother at one sustainable setting shows the impact this practice can have. Two years after leaving, her son turned to her and said, ‘Mummy, the children who go there are the kind of children who might change the world one day.’
Diane Boyd has set up a taskforce to develop an early years sustainability framework, along with Eco-Schools England.
FURTHER INFORMATION:
• Education Scotland for online resources on sustainability, www.educationscotland.gov.uk/video/s/video_tcm4643020.asp
• Eco-Schools, www.eco-schools.org.uk
• Ofsted Schools and sustainability: A climate for change, http://esd.escalate.ac.uk/downloads/1768.pdf
