We are working with 3 schools in this group.
We carry out daily analysis for all schools to identify the areas where there are the biggest opportunities to reduce costs and carbon emissions.
This page summarises these potential savings across this entire group of schools. Click on a heading to view the savings for individual schools and explore the detailed analysis.
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| Fuel | Schools | Energy (kWh) | Cost (£) | CO2 (kg) | |||||||||||||||||||||
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Turn the heating down by 1°C
Turn the heating down by 1°CEven the best performing schools can reduce energy usage by turning down the heating. Getting the heating control right for your schools can save money and carbon very quickly as well as improving the learning environment for students. This action has been identified as a priority for the following schools.
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2 | 59,000 | £4,700 | 10,700 | |||||||||||||||||||||
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Improve your thermostatic control
Improve your thermostatic controlA building with good thermostatic control means that the colder it is outside the higher the gas consumption for heating. These savings are based on improving the thermostatic control in schools, to use less gas when the weather is warmer. This could be by checking thermostats or configuring weather compensation settings on boilers. This action has been identified as a priority for the following schools.
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1 | 13,000 | £1,000 | 2,400 | |||||||||||||||||||||
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Reduce your out of hours electricity use
Reduce your out of hours electricity useOut of hours electricity use is the amount of electricity used when the school is closed - overnight, at weekends and during the holidays. Reducing out of hours electricity use is one of the easiest, and cheapest ways of saving lots of energy. These figures are based on a comparison of electricity usage outside of school hours against the best performing schools. Ensuring that school opening hours are up to date will improve the accuracy of the analysis. This action has been identified as a priority for the following schools.
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1 | 1,500 | £560 | 200 | |||||||||||||||||||||