Environmental Impact Report 2022
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Executive Summary
PAGE 29
Highlights
2021-22 Sixth Form leavers’ destinations Nicola Stoney, Head of Careers at Dulwich College, has over ten years’ experience in supporting Alleynians in making informed decisions about degree or apprenticeship course choices. Here, Nicola reflects on the emerging trends In 2022, 271 Dulwich College students (including 47 who applied post A Level) made UK universities applications and, as in previous years, Economics, Engineering and History were the top course choices, whilst growing numbers of students are applying for Computer Science and Mathematics. The numbers applying overseas is steadily rising, with 19 choosing to further their studies overseas, including three who are going to Yale University, two to McGill University in Canada, and two to the University of Amsterdam. While the numbers who applying for apprenticeships remain small, there is growing interest in this route as students look to ‘earn whilst they learn’.
We appointed a new Head of Procurement and Sustainability.
We began our programme of replacing fossil-fuelled service vehicles with electric vehicles (EV) with two electric vans. All other vehicles are ULEZ compliant and will be changed to EV in the next couple of years, except for the minibus fleet, which will take longer to replace.
We installed 18 EV charging points for staff vehicles; as a direct result some staff have already purchased their own EV.
We carried out a review of water metering, providing more accurate recording and billing.
We appointed a waste management company to assist in the delivery of more sustainable waste and recycling streams.
We held a highly successful Eco Week in November, led by Peter Green of Target4Green, involving all College pupils, as well as other local schools.
We reduced our carbon footprint at the College by 211 tonnes of CO 2 from last year.
TOP COURSE CHOICES (including related courses) Economics 25 History 22 Engineering 21 Computer Science 17 Mathematics 16
Interrogate the Scope 3 reporting process and develop a plan to include at least three categories of Scope 3 emissions within this environmental impact report. Key actions
SDG Framework
Engage with suppliers’ ESG credentials by survey
Utilise information from the eSight energy monitoring system to target localised reductions in energy consumption
Improve waste reporting accuracy, including gathering data from boarding houses
Investigate the use of weight measurement for calculating food waste from the kitchen and the Dining Hall
Develop and implement a strategy for improving water consumption efficiency
Continue to drive reductions in printing through departmental controls
UNIVERSITY DESTINATIONS (UK ONLY):
The United Nations’ Sustainable Development Goals (SDGs) are 17 overarching goals for peace and prosperity in consideration of the environment. They provide a global framework to drive improvements across key areas of focus that have been identified by world leaders. By contributing to this agenda, we aspire to use our position in society to be a force for good, helping to create better outcomes for millions of people every day, securing the future of the Earth, and being responsible custodians of a planet our children will inherit. In our first ESG report, we identified six of the SDGs to work towards. In this year’s report, we have tracked our progress in alignment with our selected SDGs.
15 Life on Land Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, halt and reverse land degradation, and halt biodiversity loss
3 Good health and well being Ensure healthy lives and promote wellbeing for all at all ages
TOP UNIVERSITY CHOICES Bristol 19 UCL (University College London) 16 Durham 15 Edinburgh 15 Imperial 13 LSE (London School of Economics) 12 Warwick 11 Oxford 10 Cambridge 10
Environmental Impact Report | May 2022 4
13 Climate Action Take urgent action to combat climate change and its impacts 12 Responsible Consumption Ensure sustainable consumption and production patterns
4 Quality Education Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
The University of Edinburgh
10 Reduced inequality
Durham University
Reduce inequality within and among countries
Environmental, Social and Governance Ensure healthy lives and promote wellbeing for all at all ages. • Between joining the College at Year 7 and leaving at the end of Sixth Form, a Dulwich boy will have approximately 100 timetabled hours specifically focussed on supporting and improving his wellbeing. • We run an annual Mental Health Awareness Week with activities for staff, students, and families. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. • We participate in community partnerships that support both teaching and learning development. • We provide freely accessible learning resources online for anyone to access. Reduce inequality within and among countries. • We have a long-standing collaboration with local state schools and a range of partnerships which support raising aspirations in our own and partner schools. • The annual income received from the Dulwich Estate and our commercial activity, together with donations to our Bursary Appeal Fund, allows us to fund a growing number of bursaries for families who might not otherwise be able to afford the full fees.
Environmental, Social and Governance Ensure sustainable consumption and production patterns. • Over the reporting period, 26% of our waste was recycled, 71% was incinerated to produce energy in a Waste to Energy scheme, and just 2% was sent to landfill. • Our Nearly New Shop enables families to donate uniforms and sports kit which can then be bought second-hand at a discount. Environmental, Social and Governance Take urgent action to combat climate change and its impacts. • We procure 100% renewable electricity, and this year we produced 80,200 kWh through three solar panel installations across the College. • Our Laboratory has achieved an ‘Excellent’ rating under the BREEAM (Building Research Establishment's Environmental Assessment Method) sustainability assessment, which measures a building's impact on the environment. Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, halt and reverse land degradation, and halt biodiversity loss. • The Junior School Forest School plants trees and bee-friendly plants and develops bug hotels to encourage insect diversity. • We install bat and bird boxes around the campus and created a pond for water-based insects. • We pursue natural, organic approaches to the maintenance of our grounds and sports pitches, which includes phasing out pesticides and taking a conservative approach to watering. Environmental Impact Report | May 2022 7
University of Warwick
University of Cambridge
University of Oxford
University of Bristol
Imperial College London London School of Economics and Political Science, University of London UCL (University College London)
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