Meet our Secondary & Special School Climate Champions and discover how they are inspiring and supporting young people to lead environmental change through running their eco-councils, climate action projects and sustainability initiatives across our schools.
As part of our newly launched climate action strategy, Meridian Trust is committed to becoming carbon zero by 2030. To achieve this, we equip our students with the knowledge and practical skills to live sustainably, empowering the next generation to be climate-conscious leaders. Our staff, students, estates teams, and partners are all part of this journey, working together to embed low-carbon practices, solution-based climate actions, and a culture of environmental responsibility throughout our schools.
Across the Trust, our Climate Champions are helping to bring sustainability to life in practical, meaningful ways. This passionate team is leading eco-councils and shaping climate action plans to support student voice and wider school projects. They are proudly working to make environmental responsibility part of everyday school life, and we’re delighted to introduce them to you!
Our Secondary School Climate Champions:
Abbey College — Sue Rolfe: “I am deeply passionate about climate change and the green economy, which underpin my work as a Geography teacher. I prioritise climate education across all Key Stages, equipping students with the knowledge, critical thinking, and responsibility to engage with the climate crisis and explore sustainable solutions locally and globally.”
Ely College — Georgia Chinnery: “I’m really passionate about caring for our planet and the life that it supports. My background as a biologist means that I have an understanding of both the causes of climate change and the consequences it is already having on our planet. I am hoping that by being part of this I can learn more about tackling climate change, raising awareness and encouraging others to get involved.”
GPUTC — Maddie Di Caprio: “I am the climate champion as I strive to make a difference. I believe this role can do just that, by recruiting young minds to build a more sustainable future through combating climate change, and this starts with the smallest of movements within our school.”
Lincroft Academy — Amy Buckley-Theed: “I am incredibly excited about this role. I’ve been teaching for 15 years across several schools and, wherever I’ve worked, I’ve often been disappointed in the lack of whole-school focus on sustainability. I’ve seen reminder stickers about turning lights off, but have not seen, for example, a long-lasting, successful recycling programme or much in the way of climate education for the majority of students, which goes beyond what has been on the curriculum for KS3 geography and KS3 & 4 science. As a geography teacher, with an understanding of how essential sustainability is and will be, I appreciated the opportunity to work across the Trust to make a much larger impact than I could alone. This work will support sustainability and climate education within our schools, and extend beyond the time our students spend with us into their futures. We will send out into the world young people who have not only a keener sense of their importance in supporting our global community to care for our home planet, but also the foundations of a toolkit with which to take action to do so. I believe this is a crucial role for schools; why educate children for life in a world which is sick, if we don’t also give them the tools for how to heal it?”
Nene Park Academy — Charlotte Brimer: “As Head of Geography, I have always had a strong passion for climate change and environmental issues. Through my teaching, I see the importance of helping young people understand both the causes and impacts of climate change. I strongly believe that collective action is essential if we are to make meaningful changes, which is why I wanted to take on the role of Climate Champion.”
North Cambridge Academy — Toni Miller: “I want to help the school model positive, sustainable behaviours that reflect its role at the heart of the community. My aim is to support students in developing thoughtful habits and a sense of shared responsibility, so sustainability becomes a normal, achievable part of daily life.”
Northstowe Learning Community — Ben Mensah: “Northstowe is in a really interesting position with it growing and changing each day – I want the students that come to NLC to have a sense of ownership of the town and its trajectory. As Climate Champion, I want to facilitate and direct their positive energy and passion towards a really worthwhile cause, and galvanise students to tackle one of the biggest issues of their time.”
Sawtry Village Academy — Josh Quickfall: “As a Geography teacher, climate change is an important topic to me. I want to be a Climate Champion at Sawtry because there is no Planet B. I am keen to empower SVA and the wider Sawtry community to recognise how our actions every day can work towards tackling climate change.”
Sawtry Village Academy — Caroline Stoker: “I want to be a climate champion because I am a passionate naturalist who wants to improve the sustainability of our school to reduce the impact we have on the natural world. Our gardening club is already improving the biodiversity of the school site, but I would like to improve our waste management and carbon footprint too.”
Sawtry Village Academy — Maria Wright: “I put myself forward for the role of climate champion for several reasons. The climate and our natural environment go hand in hand, and as a keen gardener and supporter of our local wildlife it seemed the right thing to do. Through the gardening club and working with Caroline Stoker, we are undertaking a range of projects with the students, with the aim of educating them on the importance of looking after the natural environment and its impact.”
Sharnbrook Academy — Alan Lovesey: “As a geographer, climate change is at the very heart of why I do what I do. It is an issue I care deeply about not just as an educator, but as a global citizen. Every student deserves the knowledge and understanding to make sense of a changing world: to know what climate change is, to recognise the impacts it is already having, and to appreciate how profoundly it will shape their future.”
Stamford Welland Academy — Anya Evitts
Stratton School — Sam Farmer: Climate Champion for 2025-26, with Lisa Smith to take up the role in 2026-27.
Swavesey Village College — Kendra Seed: “I’m really excited to take on the role of Climate Ambassador at Swavesey Village College. I know there are lots of students who are really interested in understanding more about Climate Change and what we can do to mitigate its impact here in Swavesey. I’m looking forward to working with these students and encouraging all of us to play our part!”
The Ferrers School — Helen Prince: “As Head of Sixth Form, I am very aware that climate change is a vital and highly relevant topic of conversation among our young people. Many students are deeply engaged with environmental issues and also express concern and uncertainty about the future. I wanted to become a Climate Champion to ensure that we create meaningful opportunities within school to explore these conversations openly, address student concerns, and demonstrate that the school takes these issues seriously. Importantly, I want to empower our students so they feel their actions matter and that they can make a tangible impact, rather than feeling overwhelmed by the scale of the challenge.”
Weldon Village Academy — Lloyd Chambers: “As a geographer, I am passionate about climate change and enjoy teaching and learning about it. After delivering a climate emotions project with Bishop’s University, Canada, it was clear that students really did care, but it is important to show hope. This is why, as climate champion, I would like to deliver a message of positivity and show that changes can be made. I want to help students to develop their critical thinking skills and apply them to real-world solutions to climate change. It would be fantastic to help inspire a group of curious students to really make a difference in their school community.”
Our Special School Climate Champions
Martin Bacon Academy — Emma Hartshorne: “As a Climate Champion in a special school, I want to help create a cleaner, greener, and more sustainable environment where every student can take part and make a difference. I want to encourage simple eco-friendly actions such as recycling, saving energy, reducing waste, and caring for nature in ways that are accessible and inclusive for all pupils.”
Nene Gate School — Vera Bordacs: “I have always been interested in sustainability, and I saw this as an opportunity to make a positive difference across the school. I wanted to help create opportunities for students to take ownership of environmental projects and feel proud of improving their school community.”
The Harbour School — Kellen Moniz: Kellen is also part of our network and is helping to support sustainability across her school community.
We’ll be sharing more as this important climate action work continues to grow across our primary, secondary, and special schools.
