Air Quality Project

Page updated on: 07/07/2025

 

During the Spring Term, 25 learners in Year 6 inquired into the question ‘What is Llandeilo’s air made of?’ The pupils wanted to find out if a ‘Walk to School Week’ would impact the number of particulate matter 1, 2.5, and 10 present in Llandeilo’s air during school drop-off and pick-up times.

 

What did you do and how many pupils were involved? 

As part of our inquiry, titled ‘What is it made of?’, pupils showed interest into the air and particularly pollution that is created locally. All 25 pupils in Year 6 conducted research into the different types of pollution in the air that the air quality monitors could detect. 

A group of pupils created a poster to promote our ‘Walk to School Week’. This was shared during our school assembly and on social media. As a class, we discussed the types of pollution we wished to measure and focus upon within our research. The pupils decided to focus upon the three types of particulate matter (PM) due to the extreme health impacts they can have on people who are young, elderly and those with existing health conditions. 

We decided to collect data around the school drop-off and pick-up times, as this is when all pupils from our school would be walking around the community. We collected, represented, and analysed data for the first week of February, and compared this to the data collected during the ‘Walk to School Week’. The pupils needed to compare the number of PM 1, 2.5, and 10 from the two sets of data. The pupils used Microsoft Excel to achieve this. 

For a week in February, teachers and teaching staff met pupils and their families at Llandeilo Railway station, creating a ‘Walking Bus’ to school. We promoted our pupils to either walk and meet us at the station or, if they live outside of Llandeilo and must drive to school, to drive to the station and walk the rest of the distance.

 

Has the project impacted on your school and/or your community? 

The pupils in Year 6 have been very curious to find out more about the pollutants in Llandeilo’s air, and how they contribute to that pollution. As a class, we were pleased to find out that the ‘Walk to School Week’ saw a reduction in all three types of PM present in the air during school drop-off and pick-up times. 

As a class, we discussed ways to continue to reduce the air pollution we create. A number of pupils were very engaged and wanted to share this with the community. As a result, each pupil created a webpage to present and explain their findings, which will be shared with the local community after half term.

 

How have you measured success and what are your next steps? 

We know this project was successful as all pupils were able to represent, analyse, and compare the data we collected. All pupils are now able to identify how pollution is created and ways to reduce this. 

As stated, our next step is to share our findings with the local community and the rest of the school. 

As staff, we have also discussed implementing regular ‘Walk to School Days’ where we can continue the success of this project and further promote more pupils and families to walk to school, or park outside of the centre of Llandeilo and walk the rest of the distance.

What did you do and how many pupils were involved?

Initially the Eco Committee looked at the data. They were shocked by the spikes during school drop off times, and more so by a huge spike caused by a small allotment fire.

They made an action plan that involved school assemblies and posters. The pupils sent out an Microsoft forms questionnaire to parents asking their views. This was then extended to a school wide project involving all pupils from Reception to Year 6. This meant 210 children took part.

The pupils were given a structure to follow during their focus work. They were asked to research what air quality is and the sources of air pollution.

Using the data from the air quality monitor KS2 children delved deeper into local air quality, trends and sources.

The whole school researched solutions and were challenged to present these in appealing and engaging ways to inspire others to make positive changes.

All classes embraced the project and carried out a range of activities, examples are listed below.

  • Making upcycled plastic milk containers to make planters to grow strawberries in. This helps reduce food miles and reuses plastic.
  • Surveys: how we travel to school and traffic surveys.
  • Posters.
  • Infographics.
  • Writing and performing a rap about air pollution.
  • Poetry
  • Flyers to offer ideas to help improve air quality.
  • Reports on the causes of air pollution and what can be done about it.
  • PowerPoints on air quality in the local community and comparisons to global air quality.

 


Has the project impacted on your school and/or your community?

The project has snowballed into something far larger than was originally planned. This has been driven by the pupils. The project has stirred passion and commitment in the pupils that was not anticipated by the staff.

The response from the parent questionnaire indicated that there was an interest in this topic and the potential for further parental involvement.

Pupils have made parents more aware, and they are more likely to take steps to improve air quality at home.

In school the pupils are demonstrating a greater understanding of how we can address air pollution. We are seeing everyday actions from the pupils such as turning off lights and a greater endeavour to recycle and reuse.

The pupils have asked for a ‘walk to school day on Clean Air Day on 6 June 2024. They are going to try to get the wider community involved by spreading the word via local media and involving other local schools. 
They are keen to look at the impact the walk to school/work day has on the local air quality. 

Pupils have been highly motivated and inspired by this project and are already asking when the next focus week will be.

 

How have you measured success and what are your next steps?

Pupil engagement has been a major indicator of success. Pupils want to be more involved beyond the work carried out during the focus week.

The walk to school day on Clean Air Day Wales 20 June 2024 is our next step. Pupils want to try to involve other schools and local businesses. They are planning a social media campaign and want to distribute flyers. Years 5 and 6 have said that they are excited to look at the impact that day has on the data from the air quality monitor.

We want to keep the conversation about air quality ongoing, so will integrate air quality topics into our regular curriculum. We will encourage continuous involvement through school clubs and councils.
We are planning to hold regular whole school focus weeks to continue to build on and develop the work we have achieved in this focus week.

Eleven pupils visited the Senedd and displayed their work as part of Climate Challenge Cymru. They are already planning the next Climate Challenge Project.

What did you do and how many pupils were involved? 

The project was designed to help our school to: 

  • Reduce air pollution from our own operations. 
  • Tackle air pollution at the school gate, including the journey to school. 
  • Educate the next generation to help them and their families make cleaner air choices. 
  • Become a local leader on air pollution, working with local partners to improve air quality in the local area. 

We used the data collated by the ‘Earth Sense Zephyr ’ Air Quality Monitor and NO2 diffusion tube installed in August 2023, with help from Lisa Jones & Amy James of the Local Authority Environmental Protection team. 

  • We decided to set up an Air Quality Squad consisting of Mrs. Griffiths as project lead, both Year Six members of the School Council and both Year 6 members of the Eco Council to set up SMART goals, an action plan, we met fortnightly to evaluate the project and identify our next steps. 
  • We attended the local Authorities Climate Action Consultation Group meeting remotely in January and this gave us further ideas to improve air quality in our School. 
  • Year 6 conducted data collection of air quality indicators in nature by surveying lichen on the school grounds This meant we could work out if the air around the school was polluted by looking at the types of lichen we saw growing as Nitrogen sensitive lichens only live in clean air and Nitrogen-loving lichens can live in dirty air. 
  • The whole school joined the ‘WOW Living Streets initiative’ in February 2024 led by Mr Phillips, where we collated data daily to increase activity by walking, cycling, scootering or using park and stride. 
  • Three of the Air Quality squad completed data analysis on the number of cars idling at 8 am, 8.30 and 9am outside school. 

 

Has the project impacted on your school and/or your community? 

We analysed the data with Amy and Lisa from the Environment agency from August to March. We found that NO2 graph shows the NO2 daily average results for the monitoring period (August to February). NO2 Highest Levels on 15 January at 7pm, 18 January at 10am, 19 January at 10am (Year 4 class assembly in the hall), 1 February at 9am. The World Health Organisation’s recommended daily annual guideline for NO2 daily levels should be below 25μg/m3.

Hourly results of Nitrogen Dioxide and Particulates (PM10 and PM2.5). Whilst there is no typical day, (sometimes down to the weather conditions) it is possible to see those certain times of the day experience slight peaks of Nitrogen Dioxide, especially around 9am and between 4 and 6pm on a weekday. Saturday peaks are much different, during the afternoon possibly due to rugby and tennis fixtures. 

We did a comparison of the school term times with School holidays. The results showed that August weekday levels were lower than September term time (except for the weekend). Yet in February, the concentrations of Nitrogen Dioxide were higher during the half term week (12 to 18 February), compared to the school week (19 to 25 February). Interestingly there is little difference on Thursdays. 

Year 6 theme for the Spring Term was ‘Our Planet, Our Oceans – How do sea levels affect our planet?’ We researched the effects of Global Warming and Climate Change on the Planet, it’s ecosystems and our future. We have learnt about the effects of burning fossil fuels on animals, sea levels, climate and Air quality. We have come to the conclusion that we have a responsibility to make small changes to make a big difference to our planet – the animals, the air quality, the sea levels and the Climate. We have one World; we need to protect it for our future and future generations. 

In February 2024 we started the 'WOW living streets' initiative as a whole school, aiming to increase activity levels which encourages pupils to walk, cycle, scooter, park and stride to school in order to reduce the levels of vehicles around the school grounds thus improving air quality. All four Year 6 Bronze Ambassadors collect data for Y6 pupils daily on an I-pad with Staff collecting data for the other 14 classes in school. February 2024 pupils data saw 9% using scooters, 8% using park and stride, 3% walking or cycling, showing 21% active journeys over the month. However, an increase of 12% was seen in March, with 33% on active journeys in general, where 15% used park and stride (an increase of 6%), 8% scootered, 6% walked or cycled, which had doubled since March! We will continue to monitor monthly with Mr. Phillips and the Bronze Ambassadors. This has a direct impact of the emissions being released into the air outside school which is influences the community too.

 

How have you measured success and what are your next steps? 

In February 2024 saw 9% using scooters, 8% using park and stride, 3% walking or cycling, showing 21% active journeys over the month. However, an increase of 12% was seen in March, with 33% on active journeys in general, where 15% used park and stride (an increase of 6%), 8% scootered, 6% walked or cycled, which had doubled since March! We will continue to monitor monthly with Mr. Phillips and the Bronze Ambassadors. This has a direct impact of the emissions being released into the air outside school which is influences the community too. 

All classes have increased ventilation by opening windows in class.

Next steps:

  • Use the voice of the children and the school to encourage a local and national decision to make air quality improvements across your local area, to interview the Head Teacher and to write to our local MP and AM on Children and Young People and for Environment. 
  • The Air Quality Squad to lead a school assembly to inform the pupils of the project and to highlight the need to improve air quality to improve their health and to reduce congestion around school. 
  • Advertising campaign to improve air quality. 
  • Continue to award certificates and badges for increased activity with WOW initiative, embedding low pollution habits with the future generation by involving pupils and their families with advice on tackling air pollution.