Paul Edmond is the Chief Finance Officer at Heart Academies Trust, and a dedicated advocate for sustainability in the education sector, co-founding the UK Schools Sustainability Network (UKSSN) Operations Group, specifically aimed at school business officers, estates managers, operations managers, governors and trustees. In this interview Paul shares insights into Heart Academies Trust’s transformative journey, and his part in this journey, towards greater environmental sustainability. This article offers key takeaways for trust leaders aspiring to embark on a similar journey.
What prompted your trust to prioritise environmental sustainability? How did those initial conversations happen, and what was your role in that?
Our journey into environmental sustainability at HEART Academies Trust emerged during a reflective period amid the challenges of Covid. We considered how our schools could enhance collaboration, and we took a step back to reassess our mission, vision, and values. This led to broader discussions regarding our role in the wider community, focusing on well-being and environmental responsibility, and how we could contribute meaningfully. These deliberations were instrumental in steering our focus towards environmental sustainability as a core commitment for the trust.
My own personal and lifelong passion for environmental sustainability also helped to drive things forward. My academic background lies in biology, and that laid the foundation for a deep appreciation of the environment and the interconnectedness of life. Having dedicated the majority of my career to children’s charities, including international ones, I witnessed firsthand the devastating impacts climate change can have on communities. This visceral experience has fuelled my commitment to integrating environmental sustainability into our trust’s work, driven by an acute awareness of its profound implications for us all, and especially for the young people that we serve.
There are many competing priorities for trusts, demanding money and attention – how did HEART decide that environmental sustainability was going to be a priority?
Our decision to prioritise environmental sustainability wasn’t about adding one more thing to our plate, but recognising that it should be an integral part of everything we do. Importantly, there’s a compelling business case for this decision, when you consider the diverse challenges trusts face, such as recruitment and retention, crafting meaningful curriculum, finances, managing catering, and optimising energy and renewables. Take recruitment and retention, for example; we would all prefer to work in organisations that not only benefit the environment, but also cultivate nature and outdoor spaces that promote mental health and well-being, ensure clean air quality, and contribute positively to our communities.
“Our decision to prioritise environmental sustainability wasn’t about adding one more thing to our plate, but recognising that it should be an integral part of everything we do.”
Alongside the moral imperative of empowering children, doing good for the planet, and safeguarding future generations, it became evident that the case for prioritising environmental sustainability is straightforward, and the question then shifts from ‘why should we?’ to ‘why wouldn’t we?’.
How did you develop your sustainability strategy? Who did you learn from in shaping it?
Developing our sustainability strategy has been a dynamic and collaborative process, which has been overseen by our dedicated ‘Green Governors Group’, a sub-committee of governors focused on environmental sustainability across the trust. We have aligned our strategy with the DfE’s sustainability strategy, and our approach has been informed by a range of sources, including insights from the UK Sustainable Schools Network (UKSSN), Let’s Go Zero, and the CAPE Alliance.
I also directly contacted colleagues working in dedicated sustainability positions in other trusts, and they were helpful and able to provide expertise and practical insights from their own experiences. As a result of this collaborative effort we were able to create a climate action plan, with measurable outcomes to ensure action throughout our trust, and our sustainability strategy continues to evolve over time.
Many trusts find starting out in prioritising sustainability a challenge – where did you begin, and what were your ‘quick wins’?
The first quick win was gaining the support of our trustees and governors; getting them on board was quite straight-forward when we presented both the business and the moral case. I then, with the support of the CEO, organised a training event for the trust, which was a chance for everyone to gather together and dive into conversations about environmental sustainability, and understand the ‘why’ behind making it a priority.
Following that, we opened up dialogues with individual departments across the trust. We asked each team for their insights, and how they could get involved and contribute. This not only sparked a flood of ideas, turning into more quick wins, but also helped to connect hearts and minds, fostering a collective sense of purpose for this work throughout the trust.
How have you involved the pupils in this? What did that look like and what have the benefits been?
We try to actively involve pupils through our eco-groups within each school, which amplify pupil voice. Introducing the dedicated role of a sustainability lead within each school, with time within their timetable to devote to the role, has provided the time and opportunity to have greater engagement with pupils around sustainability issues, and has therefore also contributed to the development of a more robust pupil voice.
“Introducing the dedicated role of a sustainability lead within each school, with time within their timetable to devote to the role, has provided the time and opportunity to have greater engagement with pupils around sustainability issues.”
To further enhance pupils’ engagement, we’ve established a partnership with ‘the Green Skills Project’, who play a key role in delivering our climate literacy education at both primary and secondary levels. This initiative not only provides important learning, but also empowers pupils’ to lead and run projects around sustainability, increasing their confidence, and preparing them for the opportunities and challenges of working within the green economy.
Moving forward, our goal is to deepen the impact of student involvement, using voice to inform and shape our future initiatives, and establishing a continuous feedback loop, keeping pupils informed of our actions and the eventual outcomes. We’re also actively working on an initiative, set to launch next year, to make sustainability education more tangible for pupils within their school and community contexts. This will hopefully help them connect the dots even further between theoretical knowledge and real-life, practical applications.
How have you invested in the trust estate to improve sustainability?
We started by conducting energy surveys to identify areas where we could make quick improvements, as well as working out where we would need to make bigger investments. Unfortunately, our boilers aren’t eligible for the public sector decarbonisation scheme (they’re not old enough), so we’re planning to invest in air source heat pumps in the future. In the meantime, we’re focusing on renewables like solar, and on additions such as LED lights, alongside energy management systems.
We’ve also improved insulation, started monitoring energy usage in schools, and invested in technology to identify and eliminate waste. We use a tool called ‘Energy Sparks’ to monitor when energy is used, helping us to pinpoint areas for improvement, to ultimately reduce our carbon footprint.
Our trustees have also approved a significant investment in a Building Energy Management System (BEMS) at our secondary school, which is now underway, and will substantially enhance heating and cooling controls, reducing energy usage and costs.
What other notable initiatives has the trust undertaken to enhance its environmental sustainability?
Establishing Sustainability leads across the trust has helped to link classrooms with the school estates/operations, driving pupil voice initiatives. The leads are also enriching the curriculum with sustainability-focused resources, as well as bringing experts into the schools to speak to pupils. They continually learn from one another, to the benefit of all our schools.
Another important initiative is the work we have undertaken around food waste reduction, which we have nearly eliminated in most of our schools. Collaborating with the company ‘Olio’, we redistribute edible food to the local community through their mobile app. Any food left over after that (which is inedible) is composted, and used by our horticulture teams and for forest school projects.
“Collaborating with the company ‘Olio’, we redistribute edible food to the local community through their mobile app.”
Recognising that a substantial part of our carbon footprint originates from procurement, we recently started working with an organisation called ‘Value Match’ to help us to re-shape our procurement practices, to ensure we work with suppliers who support our environmental ambitions and also contribute positive social value. This partnership is an ongoing commitment to positively impact our sustainability, and also to support local businesses, and over time this will likely mean we no longer buy from a range of existing suppliers, and will change to new partnerships.
How have you seen a return on investment so far? What does this look like?
Our electricity and gas usage have both come down by a significant amount – especially electricity – and I think this success can mostly be attributed to a cultural shift. Behavioural changes, championed by the pupils themselves, have played a crucial role; things like ensuring that lights and devices are switched off when not in use. Combined with the proactive efforts of the IT and estate teams in implementing systems to automatically turn off unused equipment, that’s contributed to substantial cost savings.
Paper usage has also been gradually reducing, so we’ve seen savings there. Distributing a memo on ‘ways to save paper’ has prompted staff to think carefully before printing or photocopying, considering the necessity of each document, and that, in turn, has also reduced energy consumption and the need for ink cartridges. Notably, the Finance, HR and IT teams have become completely paperless, using digital alternatives instead, supported by investments in our digital strategy.
How has the work on sustainability contributed to the curriculum?
Enrolling in CAPE’s Climate Wise course helped me to learn and disseminate how we can design curriculums that incorporate climate and sustainability awareness. To help us see where there are gaps across the curriculum, each subject leader within the trust has mapped out the areas where climate and sustainability issues are addressed. This is highlighted through a simple logo system, making it easy to identify where each year group currently receives sustainability and climate related learning, and where more needs to be brought in.
We have also worked with our contractors to help bring sustainability to life for our pupils. In December (2023), pupils had a workshop with the company ‘Energy Sparks’, who we work with to monitor our trust’s energy, analysing their school’s energy use through Energy Sparks’ dashboard. When contracting suppliers for our new energy management system, we outlined our expectation that they engage our pupils in their work, including explaining how the system functions and sharing insights into the data it generates. By integrating this into science and STEM education, our hope is that it will provide students with a greater understanding of sustainability, and how we as a trust are trying to become more sustainable, as well as providing a meaningful glimpse into potential green careers.
“When contracting suppliers for our new energy management system, we outlined our expectation that they engage our pupils in their work”
We recently launched a Green Careers Week (6 – 10 November 2023) led by subject specialists to broaden pupils’ horizons regarding potential green careers. Pupils had exposure to various green career profiles, spanning biodiversity maintenance, sustainable waste management, renewable energy, and new technology. The week also highlighted the connection between maths and green careers within STEM.
Where have you learnt from others beyond the sector?
We have worked with universities such as Cambridge, UCL and Leeds Trinity, which has been very eye-opening because the university sector is so much further ahead than the schools sector right now. I’ve also undertaken CPD with the Carbon Literacy Project and Cambridge University, which allowed me to connect with diverse individuals from various industries, including executives from Disney and UEFA, and professionals from the fashion, waste management, and energy sectors. We also recently partnered with ‘PlanetMark’, and received our first independently audited carbon footprint report from them, covering emissions generated in 2022/23, serving as a baseline for measuring our future improvements. PlanetMark’s extensive collaborations with businesses have expanded our horizons, as we’ve been introduced to the business and commercial sector, gaining various insights.
These connections have enabled us to engage with individuals outside the education sector, incorporating lessons learned from their sustainability efforts into our own initiatives.
How do you hold yourself to account as a trust on your progress around sustainability?
We established an environmental sustainability sub-committee of the board, consisting of governors from each of our schools. This committee meets once a term, serving as a forum for progress updates, questions, challenges, and detailed reports. Recently, for example, they requested a report on the development of nature and outdoor spaces, including our forest schools. This accountability structure cascades down to the school governing body meetings, where sustainability is a standing agenda item; likewise at the trust board level. Sustainability progress also feeds into our school development plans, trust development plan, and also into individual performance management (this year, every individual in the trust has a performance target aligned with sustainability), ensuring both engagement and accountability at every organisational level.
“We established an environmental sustainability sub-committee of the board, consisting of governors from each of our schools.”
Communication is another key element of our accountability strategy. We provide weekly updates for staff and governors, and termly newsletters for all stakeholders, including pupils, parents and the wider community, dedicated to sustainability. The aim is not only to remain accountable to stakeholders but also to celebrate noteworthy achievements and individuals who go above and beyond in promoting sustainability or environmental initiatives.
What hints and tips would you give to a trust executive team or board starting out on this journey?
First and foremost, connect with those who have already embarked on the sustainability journey; networks like UKSSN or similar groups provide valuable insights and support. Also, see if there are any local or regional networks to tap into for guidance and collaboration. If not, just reach out to neighboring trusts; chances are, there’s one not too far from you already making strides in sustainability.
Once connected, take a moment to step back and breathe, because the wealth of information available can be overwhelming. Then identify what is relevant and realistically achievable for your trust, because every trust is unique, and you will need to tailor your approach to your own specific context.
What would you advise the DfE right now? What more does the trust sector need from them, in your view, on sustainability?
The DfE’s sustainability team shows commendable dedication within their financial constraints, but to further support their efforts, they should be encouraging and nurturing existing networks, and facilitating the sharing of best practices, creating a robust support system for trusts.
“reach out to neighboring trusts; chances are, there’s one not too far from you already making strides in sustainability.”
Two key areas which I think require more attention from the DfE are accountability, and sustainability leadership. Establishing an accountability framework would ensure that all trusts have to truly commit to sustainability efforts, eliminating the option to just pay lip service. And investing in Sustainability Leads, whether through providing additional training or funding, would help schools and trusts to establish this role in a much more meaningful way, in turn, leading to more positive changes.
Finally, could you tell us about your wider work with the UK Sustainability Operations Group?
The UK Schools Sustainability Network (UKSSN) initiated several years ago, primarily focused on teachers and students collaborating on sustainability. Recognizing the absence of those overseeing school and trust operations, Helen Burge and I proposed the creation of a national network within UKSSN, which became the UKSSN OPs Group, aimed at school business leaders, estates managers, operations managers, and governors. We established a website, invited professionals, and conducted regular meetings covering various sustainability topics. Our network serves as a platform for specialists and colleagues to share insights, fostering discussion and collaboration. Additionally the network publishes articles, blogs, and podcasts, offering valuable resources, and hosts a discussion board that facilitates problem-solving. Anyone in education can join for knowledge exchange and mutual support in achieving sustainability goals.
Related resources
