Climate Action Plan
– Our Commitment to Sustainability

At Parkstone Primary School, we are committed to protecting the environment and helping our children understand how their actions can make a positive difference, both now and in the future.

Our Climate Action Plan (2025–2026) sets out the practical steps we are taking to reduce our environmental impact, improve our school environment, and develop a strong culture of sustainability across the whole school community.

Reducing our carbon footprint

We are working to reduce energy use and carbon emissions by:

  • joining the national Let’s Go Zero campaign, with a pledge to work towards becoming a zero-carbon school by 2030
  • monitoring energy use more closely using smart systems
  • promoting simple everyday actions such as switching off lights and equipment
  • improving how heating and lighting are managed across the school
  • replacing ICT equipment with more energy-efficient alternatives where possible

These actions help us use energy more responsibly while keeping our school comfortable and safe.

Encouraging sustainable choices

We are encouraging sustainable habits across the school by:

  • introducing energy champions in classrooms
  • reducing unnecessary printing
  • promoting the reuse of school uniform through swap initiatives
  • increasing recycling and reducing waste, including “waste-free” lunchbox challenges

Pupils play an active role through the School Council and eco-focused activities, helping sustainability become part of everyday school life.

Caring for our environment and wildlife

We are enhancing our school grounds and supporting biodiversity by:

  • developing garden spaces and raised beds for growing plants
  • running gardening and wildlife clubs
  • installing compost bins and encouraging food waste composting
  • creating habitats such as wildflower areas, bird feeders and hedgehog homes
  • working with local wildlife organisations to learn about and protect nature

These projects support outdoor learning and help children develop a strong connection to the natural world.

Adapting to climate change

To ensure our school is resilient to changing weather, we are:

  • maintaining drainage and gutters to reduce flood risk
  • introducing water butts to manage heavy rainfall
  • promoting water-saving behaviours through pupil-led campaigns
  • adopting guidance to support staff and pupils during hot weather

Learning about sustainability and green futures

Sustainability is embedded into our wider curriculum and school culture. Children learn about:

  • climate change and environmental responsibility
  • healthy, sustainable food choices
  • caring for the environment locally and globally
  • green skills and future careers

We also work with national programmes and external partners to support learning, assemblies and enrichment activities.

Working together

Our approach to sustainability involves everyone:

  • pupils, staff and school leaders
  • families and the wider community
  • local and national organisations

We regularly review our progress and update our actions to ensure we continue to make meaningful and lasting improvements.

Further information:

‘All pupils know the school rules.’

Ofsted

‘Pupils are very positive about their
mathematics work.’

Ofsted

‘Pupils enjoy the books their teacher reads to them.’

Ofsted

‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’

Ofsted

‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’

Ofsted

‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’

Ofsted

‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’

Ofsted

‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’

Ofsted

‘All
adults have high expectations of pupils’ behaviour.’

Ofsted

‘In Reception, phonics is taught every day.’

Ofsted

‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’

Ofsted

‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’

Ofsted

‘The governing body challenges leaders on the actions they are taking to improve the school.’

Ofsted

‘Pupils thrive at this inclusive school.’

Ofsted

‘Children in early years learn phonics as soon as they start school.’

Ofsted

‘The reading curriculum is well organised.’

Ofsted

‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’

Ofsted

‘Staff are happy, and morale
is high.’

Ofsted

‘Pupils who are falling behind in their phonics get extra help to catch up.’

Ofsted

‘Leaders
have provided teachers with the phonics training they need.’

Ofsted

‘Teachers say that leaders listen to their views and help them to manage their workload.’

Ofsted

‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’

Ofsted

‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’

Ofsted

‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’

Ofsted

‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’

Ofsted

‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’

Ofsted