On 16 July 2026, a new ruling by the Department for Education (DfE) unintentionally placed a roadblock in the path of community energy projects with schools across England. This measure, which bans state schools from entering into Power Purchase Agreements and Leases until the DfE introduce their own versions of these documents, has stalled current projects and limited future initiatives. As someone passionate about clean energy investment and mindful of the immense benefits community-led energy projects offer, we find this decision deeply concerning.

The DfE's decision is adversely affecting school communities by simultaneously stripping them of a cost-saving energy solution and a valuable educational tool. For years, community led projects have been more than just energy providers; they have saved schools money , inspired students, and engaged communities in meaningful ways. These projects have been funded, at no cost to the school or the public purse, by community investment—a model that has been successfully implemented since 2011. Denying the permission to proceed threatens not only the community energy sector but also negates investment opportunities for individuals who aspire to back these initiatives, at a time when the government is simultaneously seeking to grow community owned energy and encourage citizens to invest in growth.

The DfE's intention to expand solar access on schools is commendable. However, a re-opened application process is crucial. It will allow ongoing and future community projects to proceed seamlessly while the DfE works on its preferred Power Purchase Agreements and Lease templates. This proactive step will sustain investment momentum and promote the energy independence and environmental consciousness that community energy endeavors are known for.

Moreover, delayed projects are a missed opportunity for educational enrichment. Schools serve as ideal locations for students to learn about renewable energy in practice—firsthand, right from their classroom's heartbeat, their own school. Community energy projects can function as demonstrative tools, turning abstract topics into tangible learning experiences.

By re-opening the application process, the DfE could reclaim a pivotal role in sustaining and nurturing the community energy sector. Stakeholders—from students to teachers, from investors to local residents—stand to gain enormously if this reversal is enacted. School communities would have access to cleaner energy sources, cheaper electricity bills, and simultaneously bolster local economies through people-driven investments.

We urge the Department for Education to act decisively by re-opening their application process for community led projects, thus keeping current and future community energy projects on track for the betterment of our schools, communities, and environment. Please sign this petition to advocate for a vibrant, sustainable, and community-engaged future.