Teachers from nine different Oxfordshire schools came together online on 9th September and had a really helpful discussion about what is going on in their schools on sustainability action and education.
Top topics were -
How schools can deal with heat and flooding and where to find advice
Ideas for growing food on school grounds and supporting education around sustainable health eating - visits to other schools were planned
Using green spaces close by where you don’t have any, or enough, on site
Increasing accessibility to OxSSN and other opportunities for students
Connecting school active travel plans with the local council initiatives, linking travel and nature corridors
Useful advice, collaborations and connections emerging -
Collaboration offer to invite neighbouring schools to ecology afterschool clubs
Cooling classrooms using knowledge sharing and cross-school site visits to share practical solutions such as sun-shades, rain gardens and ideas for PTA fundraising
Creation of farmer-school partnerships discussed with opportunities for food growing, and farm visits. Good Food Oxfordshire’s Climate Action Fund could work on nutrition and sustainable school food.
An offer to link OxSSN schools with the Nature Positive Universities global student cohort for peer‑to‑peer sharing on surveying, food, circular economy, and campus action.
Wildlife photography competition confirmed with the Natural History Museum hosting entries, a good initiative to connect schools.
NUE Green Rep training - union‑based training as a way for staff to push sustainability from the bottom‑up and keep climate issues on school agendas.
The conversation felt like a great step forward for the network. We got the ball rolling on some offers for collaboration and support which is what this is all about! It was a reminder of what we could achieve across Oxfordshire when people come together with a shared purpose. We’re looking forward to many more gatherings like this as the momentum continues to build.
The meeting was convened by Oxford Earth Academy and by the Oxford University Department of Education Deanery to whom we are really grateful.
Kim Polgreen