Legionella & School Holidays – What Should I Do?
If you are a Duty Holder or formally appointed Responsible Person (Water), e.g. Head Teacher, Business Manager Maintenance Manager or similar, you have a legal responsibility to ensure that the occupants within your premises are suitably protected from water safety risks including Legionella bacteria. When dealing with water safety issues in schools, frequent reviews and updates to your Legionella risk assessment are key to keeping water systems safe for use. Legionella Risk in Schools Whether assessing the risk from Legionella bacteria or devising control measures for your school, it’s of vital importance you have a clear understanding of both inherent and operational aspects of the water system’s management. The design and installation of your water system may well have incorporated best practice approaches ensuring inherent risks are relatively low, however at an operational level, a majority of areas within any school may not be used during holiday periods. To mitigate these risks, your planned preventative maintenance and monitoring schedule needs to include all foreseeable circumstances – particularly as little-used water outlets are those often most at risk from the development of Legionella contamination. Good water management can reasonably focus on, but not be limited by, two main considerations: Stagnant Water Whilst there are many other considerations for mitigating the growth of waterborne bacteria, such as Legionella, the presence of slow-moving or stagnant water at temperatures between 20-45°C can provide ideal growth conditions for such bacteria and must therefore be avoided. At this point, it’s noteworthy to identify that waterborne bacteria such as Legionella are ‘ubiquitous’ within water systems although are often flushed to drain in well-managed and maintained properties. Biofilm When water systems provide the ideal conditions for bacterial growth this often presents an issue that requires an expensive, multi-factorial and time-intensive response and which may have only limited success. It is often very difficult if not impossible to eradicate biofilm from affected systems with lasting success. HSG274 As previously mentioned, systems affected by waterborne bacteria often succumb to recurring issues and therefore prevention in this regard is very much better than cure. As such, when deciding upon a suitable risk mitigation strategy for buildings subject to ‘scheduled’ intermittent or low use, such as schools, universities etc, it may be prudent to review HSG274 Part 2, Paragraph 2.50; which offers practical guidance on how to manage buildings that have been temporarily taken out of use (known as mothballing). Whilst school and university estates increasingly have ‘dual use’ facilities that help to maintain the turnover of water by keeping buildings open to service users during holiday periods, this is not always the case, as such staff must be tasked with safely managing water during this time via a suitable flushing regime. Legionella Flushing Regime A suitable Legionella risk assessment will assist in determining the required control measures. It’s advised that any mothballing strategy or procedure should be a compromise between the prevention of stagnation by having a regular Legionella flushing regime, the avoidance of water wastage and the protection of the water system from degradation caused by any disinfectant added. During shorter periods of infrequent or intermittent use, microbial growth may be adequately controlled by identifying areas of infrequent use, i.e. those used less than once per week, and flushing them at least weekly (more frequently than weekly is expected in higher-risk premises). Each outlet should be flushed for long enough to ensure that the entire contents of the outlet and its associated supply pipework have been replenished with fresh water. For longer periods of disuse, it can be acceptable to leave a system filled with water without weekly flushing – if measures are in place to prevent unauthorised use. Draining down a system unnecessarily may leave residual moisture or pockets of water within the system, potentially created, or exacerbated by high humidity, and this may subsequently provide the potential for worsening conditions. Leaving the system filled with water and suitably maintained also helps to avoid issues associated with systems drying out, such as joint failure in sectional tanks and/or metal pipework corrosion. That said, these systems should be thoroughly flushed, cleaned, and disinfected before their return to use. In such situations, it’s indicated to recommission these systems as though they were new following British Standards; BS EN 806, BS 8558, and BS PD 855468. Written by the Water Hygiene Centre
NASBTT flexible working survey published, as Executive Director calls for “bigger conversation” to address recruitment crisis
The National Association of School-Based Teacher Trainers (NASBTT) is calling for a “more holistic discussion on flexible working” as its latest survey shows that 89% of ITT providers think that greater opportunities for flexible working would attract more applicants to the sector. Last week the Department for Education announced Flexible Working Ambassador Multi-Academy Trusts and Schools (FWAMS) to support school leaders in implementing and embedding flexible working in their schools. Interested schools and trusts can also seek free access live webinars, workshops, on-demand training and resources via a dedicated website set up to “increase awareness of the benefits of flexible working and the full range of flexible working practices available, which can include part-time working, job sharing, home or remote working, phased retirement and personal/family day”. In research undertaken by NASBTT in May and June 2023, 53.5% of ITT providers said they do not currently offer flexible working opportunities for trainees. However, as part of their strategic planning, 46.5% of providers are considering flexible working opportunities to applicants. When asked if potential applications discuss the importance of working flexibly as something that is important to them, only a third said ‘yes’. But 75 out of 84 respondents think that greater opportunities for flexible working would attract more applicants. Providers also reported that only half of schools in wider ITT partnerships currently offer flexible working for their staff. The most common examples given of flexible working being offered or considered by ITT providers are online or blended delivery of core training, including asynchronous options; time built into courses for study/admin and/or wellbeing; and part-time or flexible courses. For schools in their wider ITT partnership, PPA at home (31 responses) was by far the highest example given by ITT providers of flexible working offered. “This survey is very much a starting point for a discussion that we want to have, and we were keen tounderstand flexible working in ITT including who, if anyone, is trialing new initiatives,” said Emma Hollis, Executive Director of NASBTT. “What we have learned is not surprising – there is not much radical innovation currently evident in schools – offering PPA at home, for example, is a great start but that may not be enough to attract a wider pool of applicants. Although many schools and providers are exploring part-time options, this can be problematic in the long-term for underfunded schools already struggling with limited budgets as part-time staff are more expensive (as the total on-costs are higher). “The whole issue of flexible working in schools, including discussion in some quarters around a four-day working week, has obviously risen to the fore again given the ongoing teacher recruitment and retention crisis. In a sector struggling to recruit enough teachers at present, more flexible approaches to working may help make the profession more attractive to potential teachers. Now whether flexible working is a more significant barrier to recruitment than say, workload and issues around behaviour management, should be understood – but it is time for a more holistic discussion on more flexible approaches.” Emma emphasised that a “bigger conversation” was urgently needed on how flexible working may help make the profession more attractive given how much teaching appears to be behind other professions. “Work needs to be done to assess teacher attitudes on issues such as working from home and compressed hours,” she explained. “A photograph taken of a classroom in Victorian times would not look substantively different to one in a modern school. Where other professions have changed dramatically, our approach to schooling has varied very little. Why is this? Why does the school year begin to coincide with Harvest? Why are schools closed for extended periods during the year? Could they be open more? Should children be taught based on need, not age groups? What is the role of AI in facilitating change? Then we can build flexibility in, and maybe then give teachers the opportunity to work different hours. “A more flexible approach may also benefit parents and children. For example, if it was agreed that children would take an agreed amount of time off throughout the year, but that this time could be taken flexibly according to the family’s needs, we would not have a situation where holiday prices go up drastically during the summer break. But who is exploring all these possibilities? This goes beyond ITT, and NASBTT as one voice.” The NASBTT survey data does not point to any firm conclusions on whether there are greater barriers to flexible working in primary or secondary teacher training, but Emma reflected that “logically it may be harder for primary to offer flexible working as teachers have one class all day rather than a timetable around their subject”. “For secondary schools there is an interesting discussion to be had about whether a more mature approach to ‘flipped learning’ could support flexible working,” she said. “With that approach, do teachers need to be in the school building all the time? Can they engage in discussion in class without being physically present? Is anyone actually looking at what we have learned over the past three years to make teaching a more attractive profession to teachers, but also more attractive to children and young people who may be more responsive to and more engaged in different approaches of teaching and learning beyond what we see as the norm?” Emma added: “Providers, even those who are keen to innovate, are often constrained by the realities of our schooling systems. Arguably, offering flexible training opportunities for trainees, which cannot then be translated into their working lives could be seen as setting new entrants up for false hope. If they are seeking flexibility in training, it is likely that they would want that flexibility more than one or two years. For flexibility to truly work to attract new applicants, there needs to be a join-up between what is possible both for training and for your ongoing career. And for flexibilities to be truly attractive and workable, some radical rethinking and innovation is needed around the very purpose and structure of
UK Schools Win Big In Global Literacy Competition: Word Mania
LiteracyPlanet, the leading provider of an online literacy education tool, celebrates the remarkable achievements of three UK schools in their highly competitive Word Mania global word-building competition. These schools have demonstrated exceptional dedication and skill in their pursuit of literacy excellence, showcasing the power of gamified learning in enhancing students’ English vocabulary skills. Throughout the competition, students eagerly played their way through a staggering 7 million minutes, demonstrating their dedication and enthusiasm for improving their literacy abilities. The sheer determination of the participants was reflected in the impressive number of words built, which totalled a remarkable 52,471,796. Furthermore, the competition witnessed an astounding 2,445,953 games played, engaging 132,907 students from 1,817 schools worldwide. Sacks Morasha Jewish Primary School, North London, emerged as the winner in Year 4 on the UK leaderboard. The students at Sacks Morasha were ecstatic about their success, with Lielle exclaiming, “What a fun way to get smarter!” Maytal added, “It’s really fun to play with friends – so competitive,” while Levi shared, “Word Mania is a really fun way to learn more spellings.” Lev enthusiastically recommended the competition, saying, “Really recommended for English lovers!” Ora echoed the sentiment, exclaiming, “Get your devices ready NOW, Word Mania is the BEST!” Dean Close St Johns School in Chepstow showcased their exceptional performance, fighting off fierce competition from around the world. Years 3 to 6 participated in this thrilling contest, racing against the clock and each other to build as many words as possible. The school’s efforts paid off, with Years 3, 4, and 6 securing top ten placements in the UK. Aaryan Halai stood out as the highest-scoring pupil, surpassing even the teachers, with an impressive score of 4,439 points. West Bromwich Collegiate Academy in the West Midlands claimed the top spot in Year 7 for the UK region. The students at West Bromwich Collegiate Academy lauded Word Mania as an excellent learning experience. Andre Dupee described it as “fun and educational,” while Pableen Singh found it to be a great way to test vocabulary skills. Natasha Sterling highlighted how it helped improve spelling, and Kacper Kasperczuk shared, “Helped with my spelling.” Didar Nasrat expressed enthusiasm, saying, “A great way of learning new words,” and Shaniah Williams found it addictive, stating, “It’s fun and addictive; you want to keep beating your high score.” In addition to their impressive accolades, the winning UK schools will share in a prize pool valued at £80,000, further recognising their success in the competition. By embracing the power of Word Mania, these educators have unlocked a new level of excitement and engagement in their classrooms, furthering their students’ love for the English language. Tom Richardson, CEO of LiteracyPlanet, stated, “We are thrilled to celebrate the outstanding achievements of these UK schools. By utilising Word Mania and gamified learning, these schools have showcased the winning combination of fun, competition, and literacy development.” Key Word Mania Stats: Winners from across the globe are on display via: https://www.literacyplanet.com/blog/meet-the-word-building-superstars-of-2023/
50,000 free books gifted to children most in need this summer as part of the Marcus Rashford Book Club
This summer term, 50,000 school children across the country are participating in the Marcus Rashford Book Club, and receiving a free book to take home, as well as classroom activities and a chance to experience a virtual author event. This summer’s chosen book is the second instalment of Marcus Rashford’s #1 best-selling children’s fiction series, The Breakfast Club Adventures, co-written with Alex Falase-Koya and illustrated by Marta Kissi, published by Macmillan Children’s Books. The Marcus Rashford Book Club was launched in 2021 by Marcus Rashford and Macmillan Children’s Books and aims to gift free books to children who need them the most. Support from KPMG UK and the National Literacy Trust has resulted in 125,000 books being gifted to primary schools in the UK’s most economically deprived areas meaning each child owns a book of their own. Marcus Rashford read his first book aged seventeen and credits this with changing his outlook on life, having been raised in a household that struggled financially. This first-hand experience highlighted to him the importance of making books accessible to children living in the most disadvantaged areas and inspired the Book Club. Research from the National Literacy Trust shows that reading for pleasure can positively affect a child’s mental well-being, and can set them up with the literacy skills they need to succeed. Having a book of your own at home is strongly linked to reading engagement, but sadly half a million children and young people (1 in 15) in the UK do not have a book of their own at home. This figure rises for children eligible for free school meals, with as many as 1 in 10 not owning a book. By giving children a book of their own, the programme aims to increase literacy rates and reading enjoyment, which can have a huge impact on the future lives of the children involved, including better job prospects and higher lifetime earnings. The Breakfast Club Adventures 2: The Ghoul in the School is co-authored by England International footballer, anti-food poverty campaigner and award-winning author Marcus Rashford MBE, and author Alex Falase-Koya, with illustrations by Marta Kissi. The second book in The Breakfast Club Adventuresseries is an exciting story full of fantastic friendships, high-stakes mysteries and strange goings-on, perfect for children aged 8-12. Any school can join in with the Marcus Rashford Book Club through a free, virtual event with Alex Falase-Koya on Wednesday 28th June, 10.30am, and by downloading the free school resources and first chapter of The Breakfast Club Adventures: Ghoul in the School. Pippa, Y6 pupil from Middlesbrough whose school is participating in the Marcus Rashford Book Club: “It’s really nice that we got these books for free because not everyone can afford books. Being a part of the Marcus Rashford Book Club has inspired me so much that I read stories to the children in Year 1.” Jason Vit, Head of Local Areas at the National Literacy Trust: “At the National Literacy Trust, we know first-hand the huge effect reading for pleasure can have on a child’s literacy skills. The Marcus Rashford Book Club gives us an opportunity to inspire a love of reading in some of the most economically disadvantaged areas of the UK, not just by giving out free copies of this fantastic book, but also by showing how reading has influenced a role mode like Marcus Rashford. With half a million children in the UK reporting they do not have access to books of their own at home, partnerships like this are more important than ever. We hope the 50,000 children we are reaching this summer will not just love the exciting adventures in The Breakfast Club, but that this will inspire them to seek out new books that will engage and spark their imaginations.” Belinda Ioni Rasmussen, MD Macmillan Children’s Books: We are delighted to continue our work with the National Literacy Trust and KPMG, UK on the Marcus Rashford Book Club this summer and get thousands of books to some of the most vulnerable children in the UK. With the rise in child poverty, the purpose of the Marcus Rashford Book Club, to get exciting and inclusive books to children to support them in their reading journey, is more important now than ever” Rachel Hopcroft CBE, partner and head of corporate affairs at KPMG UK:“As a firm, we’re determined to drive opportunity in our communities, ensuring that where you’re from or your background does not dictate your life chances. We want to support the next generation to develop the skills they need to succeed, and we recognise that literacy is a key building block of social mobility. We’re thrilled to be working alongside Marcus Rashford, Macmillan Children’s Books, and the National Literacy Trust this summer, helping even more children experience the joy of reading.” To find out more about the Marcus Rashford Book Club titles, and for free classroom resources and information about the virtual event, visit Marcus Rashford Book Club | National Literacy Trust.
Could teachers help ease the fostering crisis?
A shortage in foster carers is proving catastrophic for children in the UK. A combination of factors is aggravating the situation: fewer people putting themselves forward to foster, foster carers leaving the profession and an increase in children and young people coming into foster care. In East Anglia alone, over 500 fostering families are immediately needed but of course this does not allow for any increase in demand or any shortfall from carers leaving fostering. “We urgently need foster carers in East Anglia so that we can provide nurturing homes for local children,” says Lucy Stevens, Head of Placements at Eastern Fostering Services who recruit and support foster carers for children in Essex, Suffolk, Norfolk and Cambridgeshire. “We need a diverse pool of foster carers so that we can match children according to their needs, including the need to stay local. Children need well-thought-out, well-matched fostering families in order to thrive.” Children come into foster care for many reasons, but all will have experienced a degree of loss and trauma. The needs of children in foster care have changed over the last few years with the impact of Covid and economic challenges starkly visible. Eastern Fostering Services believe that teachers and educators have many of the skills and qualities needed to foster children and young people. “Teachers, or those working with children know only too well the issues many of them face. In a foster carer, children need someone to understand and advocate for them and to be open to a therapeutic approach,” adds Lucy. The disruption to education and the lifeline it often provides has disproportionately affected children who are coming into foster care. These children need nurture, safety, security and love but they also need carers who can understand and advocate for their educational needs. If you feel you could use your experience, qualities and skills to transform young lives in Essex, Cambridge, Suffolk and Essex, please contact Eastern Fostering Services at team@easternfosteringservices.com or call them on 01206 299775. People considering fostering should have a spare bedroom available.
Editor’s blog: If AI failed to ace Year 6 SATs what chance did the kids have?
You may be aware of the controversy surrounding the recent SATs. The headteacher at my own children’s school described the reading test as the “hardest” he “could remember” and the maths papers as “challenging”. Those are strong words for teachers, who are typically trained to communicate in the most neutral ways they can. He wasn’t alone in raising concerns with the common view that the reading paper required a little too much reading and not enough time for answering. Multiple articles have emerged about children heading home in tears, with the math tests also deemed unexpectedly difficult. Interestingly, a group of MPs who took on the Year 6 SATs last December, in response to a campaign by More Than A Score to abolish them, did worse than the average 11-year-old. Now to investigate whether the test was too hard, online learning platform Atom Learning asked ChatGPT to solve the same arithmetic and reasoning questions the students solved, which the government made public briefly following the tests last month. Depending on your view of artificial intelligence (AI), the results are a little concerning. Out of 36 arithmetic questions for a total of 40 points, the AI managed to solve 32, totalling 34 points, which corresponds to 85% of the test. For the reasoning questions, the AI cracked 18 out of 25 questions, totalling 24 out of 35 points, corresponding to 68.6%. A spokesperson for Atom Learning described ChatGPT’s performance as “It’s interesting and worrying at the same time”. They added: “While we’re aware that AIs such as ChatGPT are not infallible, it’s important to remember how these questions were supposed to be tailored for Year 6 students, which would make anyone suppose that they ought to be ‘easy’ questions for the likes of adults and computers. “However, in a situation in which not even an AI can find answers to what is supposed to be basic maths, it’s hard to imagine how young students felt when these same questions were put in front of them on one of the most important days of their lives as school children.” All this controversy is sure to put pressure on the next government to revise or even scrap the SATs. After all, what’s the point of them? Selective grammar schools, both public and private, have their own tests and children’s SATs results have little to no bearing on their ability to learn at secondary school. With the majority of parents agreeing that SATs had harmed their children’s mental health, all they appear to do is heap a load of stress on youngsters at an age where they’re already having to cope with massive changes ahead.
A Sporting Chance: Citron Hygiene and Aunt Flow Donate 73,000 Period Products to Keep Girls Off the Sidelines
As Citizens Advice reports that 2023 was the “bleakest ever” start to a year, Citron Hygiene has launched a new initiative to help tackle period poverty. The leading provider of washroom hygiene services will donate 73,000 Aunt Flow pads and tampons to the national children’s charity, the Youth Sport Trust, to alleviate period poverty and help girls enjoy being physically active all month long. The project marks Menstrual Hygiene Day (MH Day) today (28 May), which highlights period poverty on a global scale. Period poverty is characterised by limited or no access to menstrual products and knowledge and often results from financial constraints with far-reaching consequences. Being unable to manage menstruation safely and hygienically can lead to missing school and work, hindering education and career progression, as well as reducing participation in sports and leisure activities. With Sport England data showing only 45% of girls are undertaking the recommended 60 minutes of activity per day, versus 50% of boys (Sport England, 2022), and Youth Sport Trust’s own research conducted through its Girls Active programme shows 39% of girls say having their period stops them taking part in sport, physical activity and PE at school, it is hoped this campaign will inspire others to help reduce period poverty as one of the biggest barriers girls say impacts their participation in sport. Pads and tampons will be donated via the Youth Sport Trust to schools involved in the charity’s Girls Active Programme. Girls Active is an award-winning programme, funded by the National Lottery through Sport England, that develops partnerships between teachers and girls working together to understand what makes girls fully engage in PE, sport, and physical activity and provides inspiring and relevant opportunities for all girls. The partnership was officially launched on 16 May at Djanogly City Academy in Nottingham by Olympic bronze medallist Holly Bradshaw who met with students from the Girls Active programme and representatives of the Citron Hygiene and Youth Sport Trust. Robert Guice, CEO, Citron Hygiene, says: “From the research we carried out, we know that 1 in 5 women over 18 in the UK cannot purchase period products due to the cost-of-living crisis, and for girls, that number could be even higher. Thanks to our customers who are committed to period dignity and now offer Aunt Flow free-vend units in their washrooms, 10% of our pad and tampons sales from 2022 through 2023 will go to Girls Active programmes across the UK, allowing them to participate in sports without worrying about their periods.” Claire Coder, CEO, Aunt Flow, comments: “At Aunt Flow, we don’t just sell tampons and pads; we are on a mission to change the world one cycle at a time! Our donation programme ensures that for every 10 period products we sell, we donate one to a menstruator who can’t afford them. Thanks to our partnership with Citron Hygiene and the Youth Sport Trust’s Girls Active programme, we’re ensuring no one will have to sit out of a game because of their period!” Jen Rouse, Commercial and Fundraising Director at the Youth Sport Trust said: “We know girl’s top concerns when participating in PE or school sport when on their period are leaking, confidence and pain/discomfort. This partnership is going to be game-changing for so many young people and schools who we support through our Girls Active programme. We are proud to be removing barriers during the time girls spend being physically active by creating the right environment and giving girls the kit they need.” For more information on how to be part of the end of period poverty, head to https://www.citronhygiene.co.uk/services/washroom-care/vending/aunt-flow-washroom-dispenser.
Kingston University launches first T-level placements to equip sixth form science students with vital career skills
Kingston University’s first T-level placements will begin this summer, offering local sixth form students the opportunity to gain on-the-job industry experience and develop vital practical and technical skills as part of their laboratory science course. T-level qualifications are aimed at 16 to 19 year olds and are equivalent to three A-levels. Designed to meet the needs of industry and prepare students for entry into skilled employment, they were launched by the government in September 2020. The two-year courses offer students practical and knowledge-based learning at school or college, as well as on-the-job experience through industry placements of at least 315 hours. Four students from Ursuline Sixth Form in Wimbledon are the first group to have been offered placements at Kingston University as part of their T-level courses. They will work as technicians in the University’s new immersive pharmacy skills simulation suites as well as the chemistry and life science labs at its Penrhyn Road campus. There are also plans to give them experience in the institution’s award-winning nursing and midwifery skills laboratories. As well as learning some pharmacy and chemistry course content during the placement, tasks being undertaken by the students will include typical technician roles such as preparing and setting up laboratories for University students’ experiments and simulations, clearing up after classes and ensuring health and safety requirements are followed. Kingston University’s Faculty of Health, Science, Social Care and Education technical officer Daren Chapman said the placements will provide students with practical experience of working within a scientific environment. He said: “We have a great relationship with Ursuline School and wanted to give the pupils a chance to learn vital skills on the job – the T-level placement will give them more in-depth knowledge than work experience placements typically provide. It will also allow some of our technical staff to take on more a mentoring role, which will help with their own personal development.” Agatha, an 18-year-old T-level laboratory science at Ursuline School, wants to have a career in occupational therapy and said she is looking forward to the placement as she prefers doing practical work. She said: “I’m going to be working with professionals who have great experience in their field and are now teaching others – the feedback will be invaluable and I’m looking forward to being able to apply my creative mindset and the development and experience I will gain from the placement.” Aspiring adult nurse Latusha said the placement will help build her confidence and give an early indication of what university life is like. “Doing T-levels will give me new experiences and help boost my career prospects. I want to be more confident in how I interact with people and this placement is the perfect opportunity to help me do that,” the 18-year-old said. Assistant Headteacher at Ursuline School, Ben Barton, who has responsibility for technical education, said the placements at Kingston University would be hugely beneficial for their students. He commented: “The future world of work will need greater numbers of technically skilled people and the T-levels can really help close this skills gap. “These industry placements are a great way to support the development of skills and enhance their employability after they graduate.” The placements will begin at the start of June and take place over the summer, with plans for Kingston University to offer more T-level placement opportunities in the future across a range of subjects.
Applications open for schools to take part in the next youth engagement programme
The Environment and Climate Change Committee is offering secondary schools, sixth form colleges, and further education colleges the opportunity to work with the Committee by applying for its youth engagement programme for 14-18 year olds. The deadline for applications to be received is 11:59pm on Thursday 15th June. Schools and colleges will be selected before the summer holiday, and the programme will begin in September 2023. Background To find out how your school can help the Committee investigate issues related to the environment, and to apply, see the link below. A full list of ground rules and expectations can be found on the application page. Six schools from around the UK will be selected, and the successful schools and colleges will work with the committee for a year. The programme will include; virtual sessions with committee members to discuss committee work and inquiries, the opportunity to advise the committee on what questions to ask Government Ministers during inquiries and a visit from the Chair of the Committee. During last year’s successful pilot programme, schools and colleges from England, Northern Ireland, Scotland, and Wales, contributed to the Committee’s high-profile report, ‘Mobilising action on climate change and environment: behaviour change’. Baroness Parminter, Chair of the Environment and Climate Change Committee said: “This unique and exciting opportunity assists the work of the Committee in holding the Government to account and ensure environment and climate change targets are met. “As the students who took part in last year’s engagement programme demonstrated, young people are passionate about the environment and have the intuition to press the Government on the key issues facing our planet.” School Application Form