Embedding sustainability and professional growth through SSAT Lead Practitioner Accreditation

By Rachel Sawle, Sustainability and Science Leader, West Lodge Primary School

Completing the SSAT Lead Practitioner (LP) accreditation has been a transformative stage in my professional journey, enabling me to refine my leadership practice and extend my impact beyond my own classroom and school.

I am currently a Year 3 class teacher, Science Leader of eight years, and Sustainability Leader of two, with an MA in STEM Education and ongoing PhD research in science education. Having previously completed NPQSL and held a phase leadership role, I was keen to deepen my subject leadership and broaden my influence. The LP accreditation provided the ideal framework to achieve this.

A central focus of my LP journey was the development and implementation of a whole-school sustainability framework. In response to the Department for Education’s Sustainability and Climate Change Strategy, I supported the co-creation of a vision to embed sustainability across all subjects from EYFS to Year 6, rather than confining it to science or geography. This work was rooted in collaboration, involving staff and families from across our school community and external expertise, including an academic partner from UCL. Drawing on established research such as the European sustainability competences frameworks and my own academic study, we designed an approach that was both evidence-informed and practical for classroom use. A key priority was ensuring that the initiative was inclusive and meaningful for the entire school community. Staff engagement was strong and professional dialogue flourished as colleagues identified opportunities to integrate sustainability meaningfully into their existing curriculum areas.

The impact of this work extended beyond the school. I shared the framework at a borough-wide sustainability network, prompting interest and discussion among other schools. I have since contributed to national conversations, including with UCL’s Centre for Climate Change and Sustainability Education and participating in an expert panel. Alongside this, my academic research into plant awareness has also influenced practice beyond my setting, contributing to teacher education and professional dialogue at both national and international levels.

The outcomes of this work have been significant. Our school was recognised with a Department for Education Sustainability Award, and there has been a shift in both staff and pupil understanding of sustainability. Pupils demonstrate increased awareness, agency and advocacy, while families have expressed pride in their children’s growing sense of responsibility. Importantly, the initiative has engaged all members of the school community, from teaching staff to site and catering teams, embedding sustainability as a shared priority.

On a personal level, the LP accreditation has strengthened my ability to plan strategically, evaluate impact and lead change effectively. It has also given me the confidence to support others more widely, including leading a borough-wide learning hub for sustainability leaders. The process encouraged me to critically reflect on my practice, break down complex initiatives into manageable steps and consider how to overcome barriers while maintaining a clear focus on impact.

For others considering the LP accreditation, the key benefit lies in its structured yet flexible approach to professional growth. It supports a deep understanding of leadership practice, encouraging evaluation not only of what is done, but how and why. It provides a valuable opportunity to develop expertise, amplify impact and contribute meaningfully to the wider educational community.

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