We are working with 1 school 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.
| Savings | ||||||||||||||||||||
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| Fuel | Schools | Energy (kWh) | Cost (£) | CO2 (kg) | ||||||||||||||||
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Reduce your annual gas use
Reduce your annual gas useUnderstanding how a school's energy use matches up with other schools of a similar size and how much energy could be saved each year is a good place to start. These savings are based on comparing gas usage over the last 12 months against the best performing schools. This action has been identified as a priority for the following schools.
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1 | 44,000 | £1,300 | 7,900 | ||||||||||||||||
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Insulate your hot water pipes
Insulate your hot water pipesThis action has been identified as a priority for the following schools.
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1 | 40,000 | £1,200 | 7,200 | ||||||||||||||||
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Set your heating to come on later in the morning
Set your heating to come on later in the morningGetting the heating control right for your schools can save money and carbon very quickly as well as improving the learning environment for students. These savings are based on changing the average morning start time for heating in each school. So that the heating comes on later each day to minimise waste outside of school hours. This action has been identified as a priority for the following schools.
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1 | 26,000 | £400 | 4,800 | ||||||||||||||||
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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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1 | 11,000 | £320 | 2,000 | ||||||||||||||||