New EES User Category for the Department for Education
Summary
The Department for Education (DfE) wants to be in a position to support schools in making the best use of the energy commodity use within the educational estate. To do this they need the ability to identify the energy meters in use across the educational estate, so that they support schools and colleges with analogue meters with their upgrade to Smart Meters and understand their energy data usage. Currently the DfE does not have access to the Electricity Enquiry Service data to enable it to understand what electricity meters are installed in schools.
Latest update and next planned activity
Date of latest update
Latest Update
05/04/2024 - Following the implementation of R0118, this change has followed the new data access process and has been withdrawn.
Impacts Overview
Impacted REC Documents
Schedule 12 - Data Access
Impacted REC Services
Electricity Enquiry Service (EES)
Priority and rationale
Standard
Priority last updated on 29 May 2026
Solution development
No documents available.
There is currently no Change Plan.
Original submission
Change details
Ann Perry - -
13 Jun 2023
Change details
New EES User Category for the Department for Education
Working with over 22,000 schools across England, the Department for Education (DfE) is responsible for children’s services and education, including early years, schools, higher and further education policy, apprenticeships and wider skills in England. It must ensure that public funds are well spent in providing the highest possible quality of education. The DfE is ambitious in its plans to level up standards and provision so that children and young people in every part of the country are prepared with the knowledge, skills and qualifications they need.
The DfE has a statutory duty under Section 14-16 of the Education Act 2002, to provide financial assistance to the education system, in whatever form.
Before the energy crisis, over £600m of schools funding was spent on energy, a significant amount. However, we estimate that this is now £1.2bn due to the recent energy price rises. Consequently, the DfE has a public duty and obligation, particularly in the current energy climate, to ensure every pound spent counts. We know that responsible energy spending is a requirement for schools, but we also know that each pound spent unnecessarily is a pound taken away from providing highest quality education.
The DfE’s ambitions and duty in supporting schools and colleges, along with the current situation regarding high energy prices and public consciousness of green issues, has demonstrated to us that where we need to start is data. Gaining an understanding of the assets in place across schools in England, in order to be working with facts rather than assumptions.
Ultimately the Department for Education wants to be in a position which supports schools in making the best use of the energy commodity use within the educational estate. To do this we need the ability to identify the energy meters in use across the educational estate so that we can:
• support schools and colleges with analogue meters with their upgrade to Smart Meters
• support schools and colleges to understand their energy data usage.
Currently the DfE does not have access to the Electricity Enquiry Service data to enable it to understand what electricity meters are installed in schools.
The DfE has a statutory duty under Section 14-16 of the Education Act 2002, to provide financial assistance to the education system, in whatever form.
Before the energy crisis, over £600m of schools funding was spent on energy, a significant amount. However, we estimate that this is now £1.2bn due to the recent energy price rises. Consequently, the DfE has a public duty and obligation, particularly in the current energy climate, to ensure every pound spent counts. We know that responsible energy spending is a requirement for schools, but we also know that each pound spent unnecessarily is a pound taken away from providing highest quality education.
The DfE’s ambitions and duty in supporting schools and colleges, along with the current situation regarding high energy prices and public consciousness of green issues, has demonstrated to us that where we need to start is data. Gaining an understanding of the assets in place across schools in England, in order to be working with facts rather than assumptions.
Ultimately the Department for Education wants to be in a position which supports schools in making the best use of the energy commodity use within the educational estate. To do this we need the ability to identify the energy meters in use across the educational estate so that we can:
• support schools and colleges with analogue meters with their upgrade to Smart Meters
• support schools and colleges to understand their energy data usage.
Currently the DfE does not have access to the Electricity Enquiry Service data to enable it to understand what electricity meters are installed in schools.
Once a Smart Meter is installed, the Smart Meter would allow:
1. DfE to provide direct support (intervention - resource and financial investment) for establishments who report that they are struggling to keep their energy use under control. We would look to apply diagnostic evaluation of the half hourly data and diagnostics in terms of the fabric of the building.
2. the energy consumption data obtained from suppliers (via a Letter of Authority) to be used as part of the curriculum to encourage and educate pupils in the energy commodity.
3. DfE to build a benchmark tool to enable schools to compare themselves with other schools of a similar size and characteristics.
4. would allow the modelling of energy use to determine options on how to buy to maximise saving potential opportunities, whilst managing the risks.
5. DfE to understand the current impact of energy renewables (solar PVs) on the educational estate. Whilst the DfE does not have access to the meter data, the benefits and opportunities created through the Smart Meter installations cannot be realised.
1. DfE to provide direct support (intervention - resource and financial investment) for establishments who report that they are struggling to keep their energy use under control. We would look to apply diagnostic evaluation of the half hourly data and diagnostics in terms of the fabric of the building.
2. the energy consumption data obtained from suppliers (via a Letter of Authority) to be used as part of the curriculum to encourage and educate pupils in the energy commodity.
3. DfE to build a benchmark tool to enable schools to compare themselves with other schools of a similar size and characteristics.
4. would allow the modelling of energy use to determine options on how to buy to maximise saving potential opportunities, whilst managing the risks.
5. DfE to understand the current impact of energy renewables (solar PVs) on the educational estate. Whilst the DfE does not have access to the meter data, the benefits and opportunities created through the Smart Meter installations cannot be realised.
Schedule 12 to be updated to include the DfE as a named Enquiry Service User Category. EES Data Access Matrix to be updated to specify DfE to have EES Portfolio access to a limited data set, sufficient data to enable the DfE to identify if a Smart Meter is installed. Access via the EES GUI is requested, with a regular report provided for the DfE portfolio. Exact Data Items and report frequency to be confirmed.
The DfE’s Sustainability and climate change strategy supports the delivery of the UK government’s 25 Year Environment Plan and Net Zero Strategy.
The strategy’s vision is for the United Kingdom to be the world-leading education sector in sustainability and climate change by 2030. In England, the DfE will achieve this through 4 strategic aims:
• Excellence in education and skills for a changing world: preparing all young people for a world impacted by climate change through learning and practical experience.
• Net zero: reducing direct and indirect emissions from education and care buildings, driving innovation to meet legislative targets and providing opportunities for children and young people to engage practically in the transition to net zero.
• Resilient to climate change: adapting our education and care buildings and system to prepare for the effects of climate change.
• A better environment for future generations: enhancing biodiversity, improving air quality and increasing access to, and connection with, nature in and around education and care settings.
The strategy’s vision is for the United Kingdom to be the world-leading education sector in sustainability and climate change by 2030. In England, the DfE will achieve this through 4 strategic aims:
• Excellence in education and skills for a changing world: preparing all young people for a world impacted by climate change through learning and practical experience.
• Net zero: reducing direct and indirect emissions from education and care buildings, driving innovation to meet legislative targets and providing opportunities for children and young people to engage practically in the transition to net zero.
• Resilient to climate change: adapting our education and care buildings and system to prepare for the effects of climate change.
• A better environment for future generations: enhancing biodiversity, improving air quality and increasing access to, and connection with, nature in and around education and care settings.
Impacts
Other (please specify in the Additional information box below)
Other (please provide details in Additional information box below)
No direct consumer impact, however, schools will receive additional support from the DfE, based on the data provided out of the EES.
Schedule 12 - Data Access
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No details provided
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Data Access Matrix
Electricity DAM
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EES Users
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No details provided
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No
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Priority & timing
No
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No
No
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