East Midlands SCoRECarbon Reduction Resources& Pilot Programme

College St. Centre6th July 2011

WELCOME

Mike PeverillClimate Change Co-ordinatorClimate East Midlands

East MidlandsSCoRE

Update On Programme

Dan FernbankPublic Sector Manager6th July 2011

Proposal from Carbon Trust

Propose to fund extended programme to mid-February

Excellent resource developmentSpecifically targeted focus areas for East Mids authoritiesWider value recognised by Carbon Trust

Better-support commencement of rollout

Feedback from you - speak to me and feedback on feedback forms

Support from Department for Education

Schools Minister Lord Hill said:

“I welcome this initiative from the Carbon Trust.

Improving energy efficiency in England’s schools could save millions of pounds while reducing carbon emissions which contribute to climate

change.

Through this programme, local authorities and schools can work together on practical ways to

save energy.”

Press / MP / Council Leader support

Press release – propose closer to pilot launches

Happy to support your press releases

MP mailshot – time around pilot launches for photo opps

Council Leaders – mailshot also planned

Confirmed NO intention to replace CRC with conventional taxConsumption reporting, allowance purchase, published results remain

Intend to simplify from April 2013www.decc.gov.uk for full detailsIntend to review treatment of Academies – publishing options paper shortlySummary school responses:• Treatment of academies/PFI schools needs review• Schools should remain in CRC; varying options for responsible

organisation• Varying proposals for responsible organisation – school, LA (but fairer

duty of assistance), Dept EdLA’s should be able to pass cost to individual schools not central fund

CRC – Latest News

Introduction

Ed Horgan Programme Director

Score Progress

Development Carbon Reduction resourcesPilot Schools Selection

Prepare for pilot programmeConsider:

- Methods- Activities- Resourcing

LCSS Plan Rollout

SCoRE Timeline

AprilMarch JuneMay AugustJuly September NovemberOctober December

Schools Vacation

Individual Development

Workshops

Board Level Engagement

LCSS Plan Draft

Development Group

Workshops

Board Level Engagement

Individual Project

Planning Workshop

Stakeholder Engagement

Co-ordinator & Communication

Workshop

Programme Development Conference

Resource Development

Sharing Conference

LCSS Plan Implementation

Conference

Programme Design

Development Work CMP Toolkit & Preparation Pilot Programme LCSS Plan Preparation

LCSS PlanFinalisation

Schools & LA Engagement Programme Preparation

Bespoke Support

Toolkit ResourcesLCSS Plan

Review

LCSS Plan Final

Project Plan

Jan/Feb

LCSS Rollout Mobilisation Workshop

The Schools Performance and Business Case Tool

Cliff Bassett

Overview

Excel based application (2003 onwards)Designed to be used by those not familiar with ExcelModular structure:

Data inputAnalysis (graphs)Outputs (reports)

Two tier: LA (entire school estate) & individual schoolComprehensive guidance notesFoundation for Carbon Capture and Delivery Plan modules

Practical, Fast Track, Whole School Savings

Leigh-Anne Thorpe

Overview

Practical methodology for fast track delivery of five key savings opportunities:– Active labelling of light switches (≈12% saving)– Lighting switch off (≈10% saving)– IT shut-down (≈5% saving)– Reduction of out-of-hours electrical load

(≈20% saving)– Permanently sealing superfluous opening windows

(≈15% saving)

Designed to be used by the school’s Action Team (light touch from LA)

Structure

For each opportunity the guidance provides:– An explanation of the opportunity– Practical methodology for implementation– Cost and carbon savings estimator

Active Labelling of Lighting

Lighting controlled by multiple switchesNot all lighting normally needs to be onIdentify unnecessary rowsAgree with class teacherMark up switches

Practical Result

Lighting Switch Off

Nominate lighting monitorAssess amount of natural daylight regularlySwitch off lights accordinglyEnsure appropriate use of blindsKeep windows free from obstruction

IT Switch Off

Identify all IT equipmentIs it left on unnecessarily?Traffic Light Coding System– Green: anyone can switch off– Amber: check with user

before switching off– Red: do not switch off

Communicate –whole school to switch off

Reducing your out-of-hours electrical load

Check overnight load in kWUndertake survey – identify electrical items left on unnecessarily and use Traffic Light Coding SystemSwitch off green and amberCalculate reduced kW load – subtract from originalMaintain best practice level

Permanently Sealing Superfluous Opening Windows

Some classrooms have windows that are never openedMany of these will be draughtySurvey windowsDetermine which can be permanently sealedApply silicone sealantAdopt safe practices and risk assessment

Eco-Schools Practical Energy Saving

Advance energy module of Eco-SchoolsDeliver £, kWh, CO2 Saving, and facilitate Eco-Schools award application.Evidence as outputEncourages adoption of the Eco-Schools framework

Exercise

Creating an Action PlanLook at your approach to supporting the use of the “Delivering Practical, Fast Track, Whole School Saving” resource at your pilot schools.Consider individual tasks, such as:– introducing the methodology to your pilot schools– establishing school Action Teams (if none already exist)– carrying out the necessary surveys– calculating and demonstrating savings

For each task, think about who will be involved and what resources they may need.

Getting the Benefit from AMR

Cliff Bassett

Overview

An emerging opportunity.

Guidance for schools aimed at electricity and gas meters.daily and weekly profile charts

Part 1: Accessing your data:To be written by LA

Part 2: Identifying common areas of energy wasteExample profiles (with features highlighted)‘Possible causes’ and ‘remedial action’ guidance

Daily Electricity Chart

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Causes and remedial actionsPossible Cause Remedial Action

1. Operation of security lighting (on presence detector).

If frequent occurrence, check sensitivity of presence detector.

1. Operation of heating under “frost protection”.

If frequent occurrence, or if temperatures have not dropped below freezing, get the operation of the frost protection controls checked.

1. Operation of craft or lab equipment under timeswitch control.

Check validity of use.

1. Night storage electrical heating. Confirm time settings and omit operation on Friday and Saturday nights if appropriate.

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Daily Electrical Profile Exercise

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Taking Control Of Your Heating

John Wade

Overview

A Common and Recurring IssueDifferent approach required

Process Orientated GuidanceBasic management documentNon-technical

Optional Advanced GuidanceWhat should be included?

Key Steps

1. Appoint HCM or HCMs Who?

2. Understand How? Where? Which?

3. Check Times When?

4. Check Temperatures How High?

5. Monitor How Much?

Understand

Boiler

Zones

Controllers

Thermostats

Value

Check Times

Define RequirementsProduce ScheduleRecognise opportunities

Check Current Operating timesTime Control SettingsWhat is actually being delivered

Check Temperatures

Measure actual temperaturesRepresentative AreasDifferent times of day and yearCompare

Recognise Potential IssuesWindows openFan Heaters

Make adjustmentsRoom thermostats/TRVsHeating Contractor

Area Recommended Temp (°C)

Classrooms and dining areas

19

Multi-purpose halls 19Gyms and sports halls 18Changing rooms and showers

18-21

Medical rooms 21Offices and staff rooms 19Corridors and toilets 16

Monitor

You can calculate your approximate savings by following these stepsRecord your annual gas or oil cost £ A

Heating is typically 70% of this 0.7 x A = £ B

How many hours per day have you reduced your heating time by (on average)?

Hrs C

% reduction in heating cost 10 x C = % D

Reduction in annual heating cost from improved time control B x D/100 = £ E

Resulting heating cost B – E = £ F

How many °C have you reduced room temperatures by (on average)?

°C G

% reduction in heating cost 8 x G = % H

Reduction in annual heating cost from temperature control F X H/100 = £ I

Total reduction in annual heating cost E + I = £ J

Approximate reduction in annual CO2 emission J/170 = tonnes K

Time Control Temperature ControlComments

Zone Areas Served Required Times

Actual Times

Required (°C)

Actual (°C)

1.

SCoRE Heating Control Assessment Sheet

Exercise

Guidance delivery and support workshop

Invest to Save Project Identification and Renewables Briefing Sheets

Invest to Save Project Identification

Many Local Authorities have Salix (or other) funds that require a steady stream of new projects.

Knowledge of schools estate assets can be incomplete

Objective to create a simple checklist for schools to complete, as an initial indicator of possible project opportunities

Approach

Projects limited to:Salix compliantThose which schools can identify

Generally, a tick box formPhotographs provided to help with identificationSupplementary feedback encouraged

CommentsPhotographs

Heating projects

Boiler replacementHeating controls upgradesZone controlsThermostatic radiator valves (TRVs) Pipe & valve insulationWater heater time switchesElectric heating to gas conversion

Other areas

Lighting replacementsLighting controls

Loft insulationDraught proofing

CRT to flat screen monitorsNetwork PC power management software

Swimming pool covers

Renewables Briefing Sheets

Need for get basic information to schools introducing:

Photovoltaics (PV)Biofuel heating

Many schools being ‘courted’ by equipment suppliersNeed look after interests of:

The schoolThe LA

Contents

Brief introduction to the technologiesExplanation of FiTs or the RHIIndicative business caseAlternative procurement methods for PV

School purchase vs. Rent-your-roofKey points to consider (questions to ask)Next steps (who to contact in your LA)

Hot Topics

John Wade

Communication Workshop

Liz Warren

Pilot Programme Launch& Resourcing

Ed Horgan

Pilot Programme Route Map

Pilot Schools Selection

Pilot programme considerations - Number of schools

- Resourcing for pilot School Selection

- Supportive & engaged (Senior level)- Poor Energy/Carbon performance- Headteacher/business manager

leader- School mix (PFI/Academies)- AMR functional

Pilot Programme Resourcing

CT Advisors 8 days pilot Maximise capability building

Partnering with LA & schools staff

- Capability building – Individual School

- Capability building – School Groups

Fast-track Case Studies

Local Authority Resourcing

Intensive staffing – Autumn term (6 weeks)Consider focus and which resources to usePossibility of East Midlands project officer Financial Resourcing (£1k to £2k)

Preparation for Pilot Programme

CT toolkit, business case & schools informationPresentation & drive executive supportCo-ordinate schools service deliveryPreparation for pilot mobilisation workshopSet data for workshop NOW!Prepare for intensive support programme

Energy Cost Saving & Carbon Reduction

XXXXXX Schools

XXXXXXXX, Carbon Trust XXXXXXXX, Council

57

Impact of Carbon Driven Economy

Depleting fossil fuelsClimate changeEnergy supply/demand imbalance Volatile energy costs

Realisation of Carbon Issue

Dependence on Fossil Fuels

Guzzling 5.5 million barrels oil/hr

Sterile – Unseen combustion

XXXXXXXX Schools

Annual

Schools Energy Costs £ XX M

Schools Carbon Emissions XXXX tCO2

Equivalent to XXXXX Barrels of oil

Buncefield Oil Terminal Fire

Oil release & vapour cloud ignitionExplosion heard 160km away300,000 Barrels Oil, Burnt 4 days

Volatile Energy Costs01

Jan

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eb12

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Energy consumption in UK schools

Annual energy consumption in schools is approximately 21,000M kWhLargest single energy bill of all buildings sectors (Public Sector)Energy expenditure is approximately £700 millionUtilities represent typically 1% of school budget

Annual Energy Costs per Pupil

School Good Practice Typical

Primary £ 39 £ 54

Secondary £ 60 £ 80

(Based on 3p natural gas & 9p electricity)

XXXXXXXX Council Schools £/Pupil

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0153045607590

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£ Per Pupil Secondary Schools

School Ranking

£ p

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pupil

XXXXXXX Council Schools £/Pupil

0153045607590

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£ Per Pupil Primary Schools

School Reference Number

£ p

er

pupil

Management andgood housekeeping

measures

Building andplant related

Energy savingopportunities

Fuel Use in a Typical SchoolFuel used

(kWh)Typical fuel

pricesFuel costs Fuel uses

75% Gas, Oil Ratio 1

50%Gas, Oil

38% Heating

7% Hot Water

8% Catering

50%Electricity

25% Lighting

25% Electricity

Ratio 3 22% other Electrical

Poor Performing School£

/

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th

Good Performing School£

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School Carbon Drivers

Education – sustainability / resourcesCost savings – reinvest educationDisplay Energy CertificatesCRC – Carbon Trading Costs

Display Energy Certificates

XXXXXXXCouncilDEC Performance

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DEC Performances Secondary Schools

School Ranking

XXXXXXX CouncilDEC Performance

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CRC Energy Efficiency Scheme

Compulsory Carbon Trading SchemeXXXXXX Council Annual Carbon Reporting – including schoolsCarbon Purchasing – financial /cash flow issues @ £ 12/tCO2 (2012)

Performance League TableFines for non-compliance

Energy EfficiencyOpportunities in Schools

School Buildings,Boilers and Heating

Building Structure

Building Insulation

Building Infiltration

Ventilation

Good ventilation is essential, excessive and uncontrolled ventilation is not. Typically:

Over half the energy spent heating a room is used to warm incoming fresh airTwice the volume of air in a room is heated up to the required temperature every hourDoubling the ventilation rate increases heating costs by 50%

Door Closure

Doors & Windows Gaps

Window Sealing

General - Ventilation

Boiler Insulation

Pipework, Valve & Flange Insulation

Heating

Overheating of 3 to 4º C is not unknown18º C recommended for classrooms15º C recommended for gymnasiums, corridors and circulating areas

Over heating by 1º C can increase consumption by 10%

Good HousekeepingMeasures

Don’t use thermostat as on/off switches

Don’t place obstructions in front of heatersCheck fan convector filters are cleaned

Use portable electric heaters as a last resort

Blocked Radiators & Convectors

Radiator boxed in

Convector grilleblocked by storage

Siting Thermostats/Sensors

Thermostats should not be near heat sources (inside or outside)Avoid draughts/near windows etc.Locate internal optimum start sensors in coldest part of building/heating zoneExternal sensors – north facing wall

Managing Heating Systems

Define temperature requirements and check set pointsDefine heating times and check time controlsCheck you are not heating unoccupied areas

Reducing Heating time by 1 hour per daywill save 10%

Optimum Start Controls

Weather dependant time switchesReduce heat up times in mild weatherEarly heating switch off warmer weather

Optimum Start Control

Weather Compensation -Variable Temperature Heating

Adjusts system temperature for weather conditionsCan shut off heating above a set external temperature

Zones Control Type

East wing 3-port valve

Hall Convector fan control

Dining room 3-port valve

West wing Convector fan control

Fan convector with fan controller

Radiator

Three-port valve

Hot Water Services

Hot Water Services

Insulate all pipeworkSet control thermostats @ 60oCSet time controls to switch off hot water heating as early as possibleHot water should be used up by end of dayConsider reduced hot water storage volumesDecentralise from central boilerLocal water heater for extended school hours

HWS Generation

Schools Electricity Use

School Electricity Consumption

Electricity can be largest energy cost

Electricity use is rising with increasing levels of ICT in the classroom

Increasing pressure for air conditioning

Lighting is often the major component

Energy Billing – Basic Units

Energy Consumer kW – Power (rating)Utilisation h – hours operatedEnergy consumption kWh – units consumedCharge cost p/kWh – unit costCost £ - bill charge

Electricity – Out of Hours

Electricity consumed when school closed.

Power kW left on

Multiply hours not occupied (nights, weekends, holidays)

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ctri

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d (

kW)

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Daily Electrical Load Profile

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Electricity Meter – 10 Minute Test

Read meter kWh – school closedRead meter kWh – 10mins laterCalculate difference kWh in 10 minutesMultiply by 6 to give kW power left on

XXXXXX CouncilkW Power at night

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School Ranking

XXXXXXX CouncilkW Power at night

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kW Power Left On

kW left onMultiply by hrs closed per year (kWh)Multiply by p/kWh (£)Electricity out of hours cost £

Assuming 70h/wk, 40wks = 5960 hrs closedAssuming 6p/kWh (mix day/night)

kW x £ 350 = £ Cost

Lighting

Good housekeeping lighting

Only use lights when daylight is inadequateActively Label light switches Motivate users to switch off lights

It is a myth that it is cheaper to leave fluorescent lights on

Reduce Light Levels

Unnecessary Lighting

Maintenance Diffusers

Manage Blinds

Capture Renewable Energy

Lights off - unoccupied

Switch off – Day light

Switch off – Day light

Lighting control

Occupancy sensingPhotocell controlTime delay/key switches

Electrical Equipment

Good housekeeping - small power

IT EquipmentPhotocopiersDrink Dispensers/VendingWater ChillersAir ConditioningCatering EquipmentServices – pumps, fans, immersion heaters

Electricity management

Switch off when not requiredStandby Energy is significantRationalise and isolate equipment– Printers– Air Conditioning– Heaters– Fans– Refrigeration

Switch Off

IT/Equipment

Air conditioning

The effect of extended hours of use on energy costs

% fuel cost compared to 7.5hr school day

50 100 1500

School hours

7.5 hrs/day(1480 hrs/yr)

8.5 hrs/day(1660 hrs/yr)

12 hrs/day(2340 hrs/yr)

Heating &hot water

Lighting & power

A Whole School ApproachSustainable Schools

a practical expressionof environmental concern

Environmental & Energy

It is an integral part ofgood educational practice

Organisation & ManagementCurriculum Development

Governors

Parents

PremisesManager

Catering

Support Staff

Teachers

Engage all Stakeholders

Cleaners

Community Use

Pupils

Energy Team

Board of Governors / School BoardHead or DeputySchool Energy ManagerPremises ManagerPupils/Students

Essential Responsibilities

CTV037

Energy Management Matrix

Allows a school to identify strengths and weaknessesAllows schools to prioritise and plan future strategyA school should aim to level out the profile and then move all areas up over time

Measuring consumption

Identify meters and areas servedTake regular meter readings – identify current energy use trends

Record meter readings in whatever way suits the schoolEngage pupils reading, recording

IT and analysis.Regular reporting on progress to school and governors

Conduct an energy ‘walk-round’

To look for obvious wasteTo agree ‘good-housekeeping’ measures, room by roomTo produce a list of items needing attentionTo establish specific priorities for a rolling programme of investment

When should I conduct an energy walk-round?

At different times of day and year as energy use changes. For example:

at lunchtimeat night or during weekendswhen the cleaners are on dutybeginning and end of heating seasonwhen clocks change

Curriculum activity

Encourage the involvement of pupilsSchool buildings provide an accessible real-world setting for learning about energy and its efficient use.Energy activities provide engaging contexts for delivering National Curriculum objectives.

Raising awareness

The whole school community should feel involved in the scheme

Inform of progressProvide an energy notice board to keep the whole school up to date Use stickers and posters to encourage efficiency Provide regular reports to governors

Evolving Campaign

Autumn – draughts & doorsWinter – heating timing, zoningSpring – temperature control/sensorsSummer – lighting & hot waterGeneral - equipment

Whole School Approach - Summary

School Environmental PolicyEnergy TeamMonitor energy consumptionEnergy walk-around surveyOpportunities for curriculum/educationPlan and assign responsibilitiesSet target savings and reporting structureEngage and raise awareness

Carbon Trust – CTV037 Whole School Approach

Whole School Approach, typically 10% Savings

143

Presentation of Key Resources to assist Carbon Reduction

Carbon Reduction Resources

School Action Planning Workshop

Executive & Councillor Support

Five Step Approach

Monitor ongoing performance

Implement Plan & organise

Understand the issues

GetCommitment

Get support from the topBuild the business caseDevelop an effective culture

SCoRE Gaining Support & Embedding

Raise profile & gain supportExecutive & Councillors

Marketing of Carbon IssueRaise visibility of senior level support

Gaining Support: Carbon Drivers

Executive & Councillors General Staff

Carbon Drivers: Executive/ManagersFinancial Savings £Reduce exposure to rising Energy CostsCarbon Legislation (CRC £)Vf Money, reinvestment – ElectorateSustainability lead – CommunitySustainable Branding & ImageEncourage green enterprise in communityCreate employment & securityStaff employment: satisfaction & communicationBuild relationships & support schoolsClimate Change Adaption – risk management

Carbon Drivers: Staff

Security of employmentAcknowledgement, awards/prizesOpportunity for team working/communicationPersonal DevelopmentWork environment (comfort) Environmental interest

SCoRE Senior level briefing

Business Case & Pilot Briefing (typically end August/September)

SCoRE School Service Delivery Plan (typically Jan/Feb)

Consider present senior profile (Engagement, departmental barriers, co-ordination

of support)

SCoRE Senior level briefing

What are your requirements?Who are key individuals/roles to be influenced?What are the key issues/messages?When do you want briefings to take place?What form should briefing take?Is there an existing forum/meeting for this?How do you add this issue to the meeting agenda?

Carbon Capture & Creating Your LCSS Delivery Plan

Cliff Bassett

Overview

The second stage of the toolkit

Draws on data already entered into toolkit

Will create a Project Register to record individual measures against each schoolestimate savings and costs

Savings and implementation cost figures can be:actuals (Pilot Case Study results)survey results (e.g. previous energy surveys)toolkit estimates (the toolkit will estimate costs and savings based on established metrics)

Extrapolation to Delivery Plan

Costs and savings will be extrapolated from the results at the pilot schools, to provide estimates for the potential (by measure), across the school estate.

Data will feed into a template LCSS Delivery PlanDefines issue for the LADemonstrates success from pilotsProposes LCSS delivery offering and resource requirementsMakes business case

Feedback will be sought on draft materials

Next Steps

Ed Horgan&Dan Fernbank

LCSS Plan Rollout

SCoRE Timeline

AprilMarch JuneMay AugustJuly September NovemberOctober December

Schools Vacation

Individual Development

Workshops

Board Level Engagement

LCSS Plan Draft

Development Group

Workshops

Board Level Engagement

Individual Project

Planning Workshop

Stakeholder Engagement

Co-ordinator & Communication

Workshop

Programme Development Conference

Resource Development

Sharing Conference

LCSS Plan Implementation

Conference

Programme Design

Development Work CMP Toolkit & Preparation Pilot Programme LCSS Plan Preparation

LCSS PlanFinalisation

Schools & LA Engagement Programme Preparation

Bespoke Support

Toolkit ResourcesLCSS Plan

Review

LCSS Plan Final

Project Plan

Jan/Feb

LCSS Rollout Mobilisation Workshop

Thanks for your Participation

Your team are here to help

College St. Centre6th July 2011