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CLEAN AIR 4 CROYDON SCHOOLS A twelve week air quality project with three primary schools during the spring and summer term of 2014
CLEAN AIR 4 CROYDON SCHOOLS
A twelve week air quality project with three primary schools during the spring and summer term of 2014
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About Anna Portch
Anna Portch is an environmental educator with over 15 years of experience developing and delivering projects with schools and training other
environmental educators.
She has helped schools become more energy efficient, develop their school travel plans and get their green Eco Schools flag whilst working at Croydon
Council in the sustainability team. At London Borough of Hackney's Waste and Recycling Team and at ecoACTIVE a sustainability change NGO based in East
London, she supported schools to reduce their waste and recycle more. Currently she trains and supports other environmental educators through a range
of projects - the following have supported this work with schools on the topic of Air Quality;
� Coordinator of LEEF (London Environmental Education Forum) developing and deliver training for other environmental educators across London.
� London Officer for FACE (Farming and Countryside Education) linking London schools with farmers and supporting teachers in visiting farms.
� Developer and facilitator of the University of East London, one day “Working with school groups” CPD course for people who deliver sessions to school
groups.
Anna Portch MSc
Flat 7, 10 Cromartie Road, Islington, N19 3SJ
07800 895 947
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Index Executive Summary .......................................................................................................................................................................................................................... 5
1.0 Introduction ............................................................................................................................................................................................................................... 6
2.0 Project Aim ................................................................................................................................................................................................................................. 7
3.0 Linking air quality to school priorities and the curriculum ........................................................................................................................................................ 7
4.0 Method ...................................................................................................................................................................................................................................... 7
4.1 Project Outline ....................................................................................................................................................................................................................... 9
4.2 Timetable for the Clean Air 4 Croydon Schools Project ....................................................................................................................................................... 10
4.3 Social Marketing................................................................................................................................................................................................................... 11
............................................................................................................................................................................................................................................... 11
4.3.1 Banners ......................................................................................................................................................................................................................... 11
4.3.2 Assemblies .................................................................................................................................................................................................................... 11
4.4 Citizen Science ..................................................................................................................................................................................................................... 12
4.4.1 Nitrogen dioxide diffusion tubes .................................................................................................................................................................................. 12
4.4.2 Idling Surveys ................................................................................................................................................................................................................ 12
4.5 Whole School Engagement .................................................................................................................................................................................................. 13
4.5.1 Competition .................................................................................................................................................................................................................. 13
4.5.2 Teacher CPD .................................................................................................................................................................................................................. 13
4.5.3 Support with School Travel Plan (STP) and increasing active travel ............................................................................................................................. 13
5.0 Results ...................................................................................................................................................................................................................................... 15
5.1 Air Quality Measurements ................................................................................................................................................................................................... 15
5.2 Air Quality Knowledge ......................................................................................................................................................................................................... 15
5.3 Behaviours ........................................................................................................................................................................................................................... 16
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6.0 Project Evaluation .................................................................................................................................................................................................................... 16
6.1 Future Work ......................................................................................................................................................................................................................... 16
6.2 Project Feedback .................................................................................................................................................................................................................. 16
7.0 Resources ................................................................................................................................................................................................................................. 18
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Executive Summary Croydon Council’s Pollution Team commissioned Anna Portch for a second time to deliver the Clean Air 4 Schools project using the LSx Toolkit with three
primary schools in Croydon. The project sought to raise awareness of air pollution and its causes; particularly the idling of car engines. Using a combination
of social marketing, citizen science and whole school engagement the project was able to raise awareness of air quality issues and positively influence
behaviour.
The project successfully;
• Improved the knowledge of parents, teachers and pupils around air quality; the main causes of air pollution, the health implications of poor air
quality, and the measures that can be taken to improve it.
• Engaged pupils in the air quality agenda, giving them hands-on experience through citizen science and enabling them to communicate their
knowledge to the wider school community.
• Explored the potential for behaviour change amongst parents, teachers and pupils, particularly in relation to engine idling and travel to and from
school.
The schools fully engaged with the topic and a total of 1,429 people were reached through a mixture of school communication and education from fellow
pupils, with many more having at least an awareness of the activities taking place;
• 6 adult champions and 300 pupil champions led the project; spreading the word about air quality using social marketing and influencing behaviour
through assemblies, idling surveys, banners, and messages home and to the rest of the school community.
• 180 citizen scientists investigated the air quality in their schools and disseminated the results.
• 28 teaching staff took part in CPD training which provided resources for use in future air quality lessons.
• Air quality awareness of the parents was increased; many supported their children with competition entries.
• 824 pupils took part in air quality communication competitions and lichen surveys in school grounds.
The project was designed with the pupil champions at its centre. The children were able to influence the project design and delivery which resulted in the
high level of innovation and enthusiasm that ultimately lead to the success of the project. The champions took ownership and were able to deliver
significant results that the environmental educator could not have achieved alone. The children displayed a high level of interest in and concern about air
quality and were keen to find ways in which to tackle the issue.
Project legacy - future work:
• ARK Oval Primary Academy is going to use this project as an example of their cross curricular work and is going to put message about air quality
on the television screens in the playground when parents collect pupils.
• Howard Primary wants to grow climbing plants on the fence outside the school and integrate this work when they start the international primary
curriculum.
• Parish Church (CE) Juniors was awarded an additional £1,000 in funding for air quality projects from the Mayor of London for scooter pods.
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1.0 Introduction Croydon is the southernmost borough of London
1. It covers an area of 87 km
2 (33.6 square miles) and is the largest London borough by population. In 2010
the Greater London Authority commissioned a study to estimate the impacts of air quality (specifically particulate matter) on the annual number of deaths
for all of London and its constituent areas and it was estimated that 205 Croydon residents die prematurely per year as a result of poor air quality.
Therefore tackling air pollution is vital to improve the health and quality of life of people who live in or visit Croydon, especially those who are vulnerable,
such as children with asthma and older people with heart and respiratory diseases. Croydon has met and will continue to meet existing statutory air quality
objectives for all but one pollutant: nitrogen dioxide (NO2). The main source of NO2 in urban areas is vehicle emissions and as such higher concentrations of
this pollutant are measured nearer to roads. Away from busy roads the annual average concentration of NO2 is in fact well below the air quality objective.
The Pollution Team at Croydon Council are keen to engage the wider community in the issue of air quality to raise awareness of the health effects of air
pollution and to encourage behaviour change, particularly in relation road transport.
This second Clean Air 4 Croydon Schools project was commissioned after the success of the pilot programme to raise awareness of air quality amongst
primary school children. The project was based on the London Sustainability Exchange Toolkit and delivered by an environmental educator with the support
of Croydon Council’s Pollution Team over a twelve week during the spring/summer term of 2014. Three primary schools in Croydon all close to main roads
were chosen to take part in this project2.
Participating schools:
Parish Church (CE) Junior School
Warrington Road
Croydon
CR0 4BH
ARK Oval Primary Academy
Cherry Orchard Road
Croydon
CR0 6BA
Howard Primary School
Dering Place
Croydon
CR0 1DT
1Information from: 2012 Air Quality Updating and Screening Assessment for London Borough of Croydon
http://www.croydon.gov.uk/contents/departments/environment/pdf/airquality/airqualityassess.pdf
2London Borough of Croydon, Air Quality Action Plan, 2012-2017
http://www.croydon.gov.uk/contents/departments/environment/pdf/airquality/airqualityaction-summary.pdf
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2.0 Project Aim The aim of the project was to raise awareness of air pollution in the participating schools and to effect behaviour change in the wider school community.
A longer time period was given to allow schools time to develop their own work on the issues and key individuals and groups were identified in the
schools that were essential for the project to be successful;
• Adult champions: Staff volunteered to champion the project with support from other members of the school team. These champions played a
crucial role in supporting the project delivery and liaising with the wider school community.
• Pupil champions: A key group of pupils, comprising of either the eco-team or the school council took the lead to promote the message to the wider
school community. The Clean Air 4 Croydon Schools project was designed to be pupil focused creating as many opportunities for pupils to deliver
and participate as possible.
• Citizen scientists: A group of pupils (two or three classes in each school) investigated the air quality around their schools.
• Whole school: Pupils were engaged through assemblies delivered by their peers the pupil champions, and by competitions. The teaching staff were
engaged through training sessions and presentations at staff meetings. Lesson resources such as lesson plans from the LSx toolkit and air quality
PowerPoint presentations were developed specifically for each school.
• Parents: Throughout the project ways in which to engage parents were investigated and discussed. Successful engagement was achieved through
assemblies to parents, external banners, articles on school websites, newsletters and leaflets designed and written by pupils.
3.0 Linking air quality to school priorities and the curriculum Two main priorities identified for the project:
1. Raising awareness of air quality particularly in relation to health.
2. Behaviour change particularly in relation to vehicle emissions arising from those pupils driven to school and parents subsequently idling their car
engines.
Like all good schools, the participants considered the education and welfare of their pupils as key priorities. Therefore the success of this project was due to
its goals aligning with those of the school and the enthusiasm that the champions and the school community brought to the topic.
School Priorities Education Pupil welfare
Air Quality Priorities To raise awareness of air quality To effect behaviour change to improve pupil health
4.0 Method Clean Air 4 Croydon Schools ran over twelve weeks and delivered a mixture of meetings, presentations and pupil projects to engage the three school
communities on the topic of air quality.
Current interest in air quality in London and its impact on health especially in relation to young people has led to the development of a number of air quality
educational resources being developed. The project was delivered using activities and lesson plans from the following resources.
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• London Sustainability Exchange (LSx) is a sustainability charity. In partnership with the Greater London Authority (GLA), they have developed the
‘Cleaner Air 4 Schools Toolkit for primary schools in London’. The toolkit provides an outline of how to raise awareness and deliver behaviour
change programs in primary schools on air quality. It includes activities and information for primary schools on air pollution and was used as the
basic framework for the Clean Air 4 Croydon Schools project. In particular the project focused on the citizen science resources to measure local air
pollution, and sharing information throughout the school community; http://www.lsx.org.uk/docs/page/3504/CA4S%20Toolkit.pdf
• OPAL, Air Survey – OPAL is the “Open Air Laboratories” headed by Imperial College London and supported by a range of partners including the
Natural History Museum. They have information, activities, quizzes and lesson plans freely available on air quality (along with other topics),
including; The Kids Zone – Air, Trees and Lichens activity ideas. These resources have been developed to inspire pupils to develop a love of nature
and the environment and were used for the teachers CPD training session; http://www.opalexplorenature.org/AirSurvey
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4.1 Project Outline There were four major parts to the project outlined below which contributed to the overall success of the project in each of the schools.
1. Initial Engagement. Identify the schools that are eligible and open to this project work. Get approval and support from the SMT (senior
management team) in the schools, define and determine routes for delivery and meet with project liaison teacher.
2. Build the delivery plan using the learning from previous CA4S projects and the LSx engagement tool kit. Plan both the strategic and the “On
the ground” delivery and activities of the project. This will include the preparation of materials, activity prizes and class material; this stage will
also include the determining of the possible outcomes or deliverables of the project.
4. Future, infrastructure and feedback and summary report:
• Determine practical air quality infrastructure measures for the schools focusing on green screens as well ask bike racks etc.
• Identify future possibilities of the project and continuing the work
• Closing report of the project outcomes and benefits
3. Deliver the project activities; 12 class sessions, 3 teacher training sessions, 1 co-ordinators meeting with all the schools in the project, 1 to 1
meetings with the schools leads, presentations to parents and pupil group meetings, work with schools on their school travel plans.
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4.2 Timetable for the Clean Air 4 Croydon Schools Project Each aspect of the project was delivered at the three schools in the same fortnight
Fortnight starting
Mon 03.03.2014
Weeks 1 and 2
Mon 17.03.2014
Weeks 3 and 4
Mon 31.03.2014
Weeks 5 and 6
Mon 28.05.2014
Weeks 7 and 8
Mon 12.05.2014
Weeks 9 and 10
Mon 02.06.2014
Weeks 11 and 12
Adult Champions Confirm Champion -Identify adult
champions
-Test pre-knowledge
of air quality
SMT support -Meet other
champions
Let all staff know -Champions to inform
staff about the
project
Joint Schools
Meeting -Three school meet
and share ideas
Choose Winning
Competition Entry
Support with School
travel plans
After tests -Test what champions
know now
- Collect feedback
Social Marketing Confirm Pupil
Champions
-Agree times and date
to work with eco-
team or school
council
Intro to Air Quality -What is air quality
-How will we let
people know?
-Pupil’s artwork for
banner
Social Marketing -Assembly
-Display boards
-Messages to parents on website, school
newsletters and school radio
Analyse - Survey parents
- Put up banner on school gates
- Investigate further projects
Citizen Science Confirm Scientists
-Identify pupil citizen
scientists
-Book in sessions
Citizen Science
-Put out nitrogen dioxide Rapid Air Monitors
(RAMs)
-Test with ozone detector and Photo
Ionisation detector (PID) for Volatile Organic
Compounds (VOCs)
-Observe if idling is a problem
Further tests
-Delivered by
teachers in class e.g.
lichen study
Analyse
-Results from air quality monitoring
Whole School
Engagement
Confirm
Competition
-Confirm details of
competition
Launch competition -Factual writing
-Poster
CPD to all teachers
on how to deliver
additional sessions
-Lichen studies
-Competition
Competition
deadline
Winner chosen Prize giving
Results Before tests
-What do champions
know?
Before tests
-Is idling a problem
outside the school?
Citizen Science
-What is the air quality like around the school?
After Tests
-Parent questionnaire
-What do champions know
- Champions feedback
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4.3 Social Marketing The pupil champions were key to the delivery of the project. During the introductory session pupils were asked to think about how best to communicate
messages to the wider school community. Pupils had a wide variety of ideas which included; posters, banners, messages on school websites, developing a
play for assembly, displaying messages on the television screens in the school playground and dedicating a special day to air quality. A number of these
ideas were then delivered by the champions over the course of the project whilst others were saved for future air quality projects that the schools would
develop independently.
4.3.1 Banners
The pupil champions developed posters with messages to encourage people to think
about air quality; to promote less polluting and more active ways to travel to and
from school, and encourage parents that do drive not idle their engines whilst waiting
outside the school. The posters were then used to produce weather-proof banners
which were hung outside the schools on roads where parents often waited in their
cars.
4.3.2 Assemblies
The pupil champions developed air quality assemblies to present to the rest of the
school. At Howard Primary parents were invited to the assembly to find out about
clean air and the pupils work. At Parish Church (CE) Juniors the assembly was also
performed for visitors from Japan. The children used presentations and plays to
convey their message that more active and less polluting ways of travelling to
school were better for pupils’ health.
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4.4 Citizen Science Citizen scientists had the opportunity to use hands-on methods to monitor air quality in a memorable way. The citizen scientists investigated air quality
around their school using nitrogen dioxide diffusion tubes. They also completed idling vehicle surveys (people sitting in parked cars with their engines
running) to see if it was a problem outside their schools.
4.4.1 Nitrogen dioxide diffusion tubes
Ambient air NO2 is largely derived from the oxidation of NO, the major source of which is combustion emissions,
mainly from vehicles. The European Union has developed an extensive body of legislation which establishes health
based standards and objectives for a number of pollutants in air, for NO2 the annual air quality objective is 40µg/m³.
Using school location maps pupils identified a range of locations at differing distances from the neighbouring roads in
an attempt to get an average nitrogen dioxide concentration for their school and to identify the change in nitrogen
dioxide concentration with distance from the roadside.
Nitrogen dioxide diffusion tubes were placed in the predetermined locations and exposed to the atmosphere for two
weeks, before being collected and returned to the laboratory for analysis. Notices were made by the children to ask
people not to touch the diffusion tubes, unfortunately in some instances this resulted in them being removed.
Each school evaluated the laboratory analysis reports; results graphs were plotted, averages calculated and maximum
and minimum concentrations identified and rationalised.
4.4.2 Idling Surveys
During the last twenty minutes of the school day, small groups of pupils accompanied by a teacher completed idling surveys outside their school. It is
worth noting that only one car was spotted idling during these surveys outside Parish Church (CE) Juniors. This may be because fewer parents drive in
London than other parts of the country.
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4.5 Whole School Engagement Whole school engagement was achieved by holding a competition open to all year groups, teacher
training on air quality for those not directly involved in the project and one to one meetings with
school transport leads to support and answer questions about school travel plans.
4.5.1 Competition
The competitions were very effective in engaging the wider school community (including parents, as
many helped their child’s entry) on the topic of air quality. The type of competition was chosen by the
school; Parish Church (CE) Juniors ran a ‘Clean Air Poem’ competition, whereas Howard Primary and
ARK Oval Primary chose a hat making competition. Each school was given £150 prize money to
distribute how they felt most appropriate for their pupils. The competitions generated a high degree of
interest and the standard of the entries received demonstrated that pupils had gained a good
knowledge of air quality, and understood the benefits of walking, scooting and cycling to school.
4.5.2 Teacher CPD
To increase the reach of the project CPD training session were
delivered to those teachers not directly involved in the project to
enable them to work with their classes on air quality. This
additional training was the key to ensuring that in the absence of
the environmental educator the project continued with the
support of teachers across the school. At the training session
adaptable educational resources were disseminated including an
air quality PowerPoint presentation and lesson plans. Teachers
were keen to undertake hands-on learning sessions with their
pupils therefore additional time was spent on lichen surveys
which proved particularly popular, many of the teachers later took
their classes out to complete surveys.
4.5.3 Support with School Travel Plan (STP) and increasing active travel
To put in place a successful accredited travel plan schools were encouraged to register onto Transport for London’s STARS (School Travel: Active,
Responsible Safe) accreditation programme. A meeting was held the school travel plan lead to review their current plan; ARK Oval Academy recently
completed their own review of the STP, Howard Primary took the first step by registering with STARS - as a Silver Eco School they are set to make good
progress with the programme, and Parish Church (CE) Juniors had just achieved the Bronze STARS award.
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The project’s success was due to its efforts to support the schools with two of their priorities, education and pupil welfare & health. This project focused on
the benefits of active travel and the increased health benefits of having cleaner air. By encouraging active travel the participating schools were able to
ensure that their pupils arrived at school, fit, healthy and ready to learn. Studies have found that walking to school is associated with higher overall physical
activity throughout the day. Moreover, people who are active have significantly lower risk of heart disease and stroke, many types of cancer, non-insulin-
dependent diabetes, depression and other mental illnesses, osteoporosis and falls in later life. One of the best ways to endow our children with lifelong
health is to leave them an environment which encourages healthy active travel. Active travel, especially walking, is cheap and potentially inclusive and
accessible.
Throughout the CA4S project active travel especially walking, cycling and scooting were
encouraged.
Links were made with staff members leading on Healthy Schools and pupil welfare. At Howard
Primary and Parish Church (CE) Juniors meetings were had with the senior management team
(SMT) who had final responsibility for Healthy Schools and at Amber Alan the project lead at
Arc Oval Academy was the lead member of staff on pupil welfare.
Throughout the project the health benefits of active travel were explored by the pupils and all
the resources (e.g. power points, worksheets etc.) discussed the benefits of walking, cycling
and scooting. Active travel was encouraged at the assemblies, promoted on the posters for the
banners and mentioned in the competition entries for the hat and poem completion as well as
being discussed in the work done by the pupils for the project.
Future projects to encourage active travel;
• Parish Church (CE) Juniors: ‘Park-n-Stride’ and ‘Scoot to school’.
• Howard Primary would like to install scooter pods and buy some pool bikes to enable children to learn to cycle in the school grounds.
• ARK Oval Academy will select ‘Transport’ as one of their Eco School topics to achieve the silver flag award. They would also like to install more
scooter pods and hold cycling proficiency classes.
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5.0 Results The project directly engaged 1,429 people and received positive feedback from participating schools on its effectiveness and usefulness. Participants
reported knowing more about air quality and what they could do to improve it.
Number of people directly involved in the project:
ARK Oval Primary Academy Howard Primary Parish Church (CE) Juniors
Adult Champions 2 3 1
Citizen Scientists 60 (two Classes) 20 (eco-team) 90 (three classes)
Pupil Champions 60 (two Classes) 60 (two Classes) 90 (three classes)
Whole School – Pupils who took
part in the competition
436 (total number of pupils invited
to take part, number of entrants
unavailable)
88 (hat competition entrants)
300 (poetry competition entrants)
Whole School – Staff who attended
CPD training
All teachers at beginning of term
(number not recorded)
10 teachers completed the air
quality CPD
All 13 teachers conducted lichen
surveys with their pupils
Parents 60 parents (from two classes)
received information leaflets
designed by pupils
24 parents attended the air quality
assembly
300 (all parents) received an air
quality newsletter
Total – 1,429 people engaged
The involvement of the pupils in the project especially the citizen science element was identified by the adult champions as the major strength. The citizen
science work sparked the interest of the pupils, they were engaged by real science experiments and motivated to tell the rest of the school community
about their discoveries.
5.1 Air Quality Measurements The results generated from the citizen science experiments were in good agreement with the air quality monitoring data collected by Croydon Council’s air
quality monitoring network. Across all of the monitoring locations nitrogen dioxide concentrations were found to be below the EU target of 40µg/m3.
5.2 Air Quality Knowledge Participants’ knowledge was tested with a mixture of before and after quizzes and feedback forms. The standard of the work produced by the pupils was a
good measure of the success of the learning outcomes.
• Pupils demonstrated a good understanding of air quality through the production of accurate and informed air quality assemblies, hats, poems,
posters and leaflets.
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• Adult champions showed a 47% increase in knowledge of air quality.
5.3 Behaviours Parents are the eventual target audience for the behaviour change campaign, (though a number of parents mentioned that teachers driving to school were
not setting a good example). Parents at ARK Oval Academy were engaged through pupil designed information leaflets and the promotion of the Clean Air
for Schools project at parent’s evening. Parents at Howard Primary were invited to an air quality assembly and a newsletter was sent home. Parish Church
(CE) Juniors also sent a newsletter home to tell parents about the Clean Air 4 Schools project and the new scooter pods funded by the Mayor of London.
Parents were also engaged by school gate banners and through their children taking part in the various competitions.
6.0 Project Evaluation
By aligning our goals with those of the school; gaining support from SMTs, engaging with three very capable adult air quality champions, and enabling
pupil champions to deliver the project we were able to successfully engage three school communities in the topic of air quality. The project participants
already had knowledge and concerns about air quality, and were keen to learn more and disseminate this information throughout their community. Having
a pupil led project meant that the wider school community were keen to become involved as pupil development is at the heart of all good schools.
6.1 Future Work The Clean Air 4 Croydon Schools second project was successful and engaged all school communities in the subject of air quality. In response to feedback
from the pilot project the duration was increased from 6 to 12 weeks to allow time for teachers to incorporate the subject into more lessons and develop
their own lesson plans. However it was found that over a longer period of time some momentum was lost suggesting that the ideal project length would be
between 8-10 weeks. ARK Oval Academy suggested that the project would have been better early in the school year, preferably the spring rather than the
summer term, to fit in with their time table.
6.2 Project Feedback ARK Oval Primary Academy
“10 out of 10”
The kids loved it and we liked finding out we are not in the danger area. The strength of the project was that when we did a questionnaire with kids for
parent’s evening, many pupils mentioned loving doing the air quality experiments. Don’t think there were any weakness but because our school has such a
full time table the staff didn’t have the time to dedicate to it. Earlier in the year would have been better. Personally I definitely understood the causes and
what to do to reduce it and our Eco-Warriors have thought how to engage people in the topics. We are looking using this work as an example of cross
curriculum lessons; Maths we did data analysis, it was all Science and in English pupils wrote a leaflets for parents.
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Howard Primary
“10 out of 10”
We made a certificate of achievement for both year 4 and year 6 because of all the extra work they had done on air quality. They loved the proper
experiments and enjoyed the assembly as well, especially doing it for their parents. It was difficult to find time as schools are very busy places and we are
spinning a lot of plates. It was good once we had got it organised. I personally have learned stuff, especially about being in the car and idling and kids being
lower down. I think about it all the time now. The kids learned the same stuff as me and especially the heating and jumpers on and thinking about it before
they switch on the fan. Hopefully it will lead to pester power of parents. Mrs Blackford (a parent) says she thinks about it all the time. I think the rest of the
school has learnt about air quality. When the children were making hats at home it was the kind of thing parents get involved in.
In the future we are going to be “Growing climbing plants on the fence and maybe discuss it at fairs and things with parents. Maybe it will happen three
months later. It needs to be integrated into the national curriculum rather than be a one off. It will be good when we have the international primary
curriculum. Road Safety has been in and we have asked for a notice board about idling.
Parish Church (CE) Juniors
“9 out of 10”
Children loved the lichen survey/hunt, we also went to Sussex to compare. All the
teachers did it and citizen science part of the project is crucial as it is the whole point of
the project and shows it was a proper survey. Many thanks for working with us on this
very exciting project. Because of you we were able to pitch for our scouter pods. It was
a really interesting piece of work and I think everyone now knows about Lichens and
are spotting them everywhere.
Going forward we would like to engage the whole school in “Park-n-Stride” and “Scoot
to school” due to the new pods.
Parish Church (CE) Junior School went to City Hall to tell them about Air Quality and
were successful in pitching for £1000 to put towards scooter pods
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7.0 Resources Requests for additional resources to enable schools to continue their work on air quality:
School Resource
Amber Allan
ARK Oval Primary Academy
Going forward; We are going to do more CPD on air quality in the first few days of next term. We are going to
have a big push for parents in the new school year with an assembly and putting the banner up. We will put up
work about air quality on the TVs in the school playground.
We would like green screens for the new school on Cherry Orchard Road, we would like the pupils to be able to
test the air again on the road. We would like trees and forest school training for teaching staff and we would
especially like more Cherry Trees (because of the name of the road).
Donika Grundey
Howard Primary School
Our roads are too busy for cycling we would like scooter pods and maybe a pool bike for children to learn in the
playground on. We are very keen on green screens.
Fiona Tinwell
Parish Church (CE) Junior School
We would like funding for Bike-ability and bike pods or a bike rack and we would like the signage for a Park and
Stride drop off zone.
We took a group of children to City Hall to bid for some money from the London Mayor in order to buy a scooter
pod or two and get someone in to teach the kids how to scoot safely. We got £1000 from the mayor and maybe
get more scooter pods and perhaps a scooter club where we employ someone to teach children tricks as well on
scooters.
What have I missed?
Oh yes, I am the School Travel Plan writer. I only went for Bronze again this year thinking that once we get the
park and Stride in place and more children scooting to school we could move forward. So it will be me you will
have to talk to.
