In our quest to create an energy-conscious environment, we focused our attention on one of the most potent and readily available sources of light: natural daylight. We recognised its potential in not only enhancing mood, energy, and concentration but also significantly reducing our dependence on artificial lighting.

Previously, our classrooms often had blinds drawn to control glare, especially when using whiteboards and projectors. However, this often resulted in the unnecessary use of electric lights. We made a conscious change in this practice, encouraging our staff and pupils to direct daylight onto the ceiling and walls by adjusting the blinds, rather than closing them completely. This simple step led to a noticeable reduction in our need for artificial lighting while controlling glare effectively.

We also addressed another common issue: windows partially obscured by resources and displays. By keeping our windows clear, we optimised the amount of natural light entering our rooms, further reducing the need for artificial lighting.

To better understand and manage our lighting needs, we invested in a light sensor (LUX meter). We took readings across the school, assessing the lux levels in various areas. As per the recommended lux levels for schools, we then adjusted our lighting use to ensure optimal utilisation of natural daylight and minimise energy wastage.

Armed with this data, we created an action plan targeting areas with higher than average lux and artificial light use. We designed posters promoting natural light use and the switching off of unnecessary lights. Pupils and staff were encouraged to participate, fostering a collective responsibility for energy conservation.

In parallel, we established a maintenance schedule. Regular cleaning of windows, skylights, and light fittings, checking and replacing old and dim lamps, and ensuring controls were in good order became standard practice. We also made sure to clean occupancy sensors regularly to avoid a drop in light levels.

Our classrooms saw a change too, with computers positioned parallel to the window wall to minimise glare and maximise natural light use. In over-lit areas, we removed some light bulbs from their fittings to strike a balance between natural and artificial light.

We prioritised the use of the most efficient lighting possible. All existing light bulbs and fluorescent tubes were upgraded to low energy LED tubes and lights, resulting in reduced energy use and heat output, eliminated flicker and hum, extended lamp life, and enabled dimming. We ensured this transition by advocating its inclusion in the school’s purchasing policy.

To further our efforts, we considered the use of occupancy and daylight sensors in problematic areas of the school. The implementation of these sensors helped us cut electricity use significantly, reinforcing our commitment to an energy-efficient school environment.

Reflecting on these initiatives, our school successfully embraced natural daylight as a vital tool in our energy conservation efforts. Our collective consciousness towards energy conservation deepened, leading us a step closer to our goal of an energy-efficient learning environment.