Nurturing the next generation

Most schools have a multi-faceted resource for learning outside the classroom on their doorstep – their own site or grounds. The immediate surroundings of a school are an easily accessible, cost-effective and convenient resource that can be a powerful tool to educate using sensory perception as well as mental stimulation.

Groundwork has been working with schools to bring environmental education to schoolchildren in a way that complements the National Curriculum for the past 30 years, and we have found that nothing brings a subject to life more than giving pupils the opportunity to experience the environment first hand.

“Taking lessons outdoors is extremely valuable, particularly for pupils who find the formal environment of the classroom isn’t working for them,” says Vicky Duxbury, environmental education officer at Groundwork Luton & South Bedfordshire.

“It gives pupils the opportunity to learn in a more hands on way and the chance to apply knowledge, for example, taking part in an audit of the school grounds could involve the practical application of maths and English.

“It’s a really good way for teachers to reconnect with switched off learners.”

Plans & ideas
Schools tend to approach us in order to improve and make better use of their grounds. Some have firm ideas about what they want to do but many are open to new ideas. In this instance we would consult with the school community before then drawing up a design to suit the needs of all, including a very important stakeholder: the local wildlife.

Groundwork uses the Learning through Landscapes model to bring about changes in school grounds. This approach advocates the need to assess or audit the school’s current environmental facilities and to consult widely with the whole school community before changes are made. The fun thing about the audit stage is that it provides a great opportunity for fieldwork by pupils of all ages. Foundation age children can take an exploratory walk around the school grounds, and GCSE or AS Level Biology pupils could undertake more scientific studies of existing habitats.

Once the audit stage is complete a school is asked to consider what they would like to do with their school grounds. What is their vision? What do they want to be able to do in the grounds that they cannot do now? Consultation with pupils, staff and parents often results in a ‘wish list’ which is prioritised and drawn up into a vision plan for the grounds. Groundwork will then work with the school to help them implement their vision.

Using funding opportunities creatively
With the plans in place the next step would usually be to work with the school to identify potential sources of funding. Being creative about funding opportunities can go a long way to creating these outdoor learning spaces.

The private sector can play a key role in this as part of meeting its own corporate social responsibility objectives. This can sometimes make for some unusual alliances, but this type of brokerage can bring private, public and voluntary sector partners together in a very effective way.

Groundwork’s partnership with npower on the Climate Cops Green Fingers programme is just one example of this.

The Climate Cops Green Fingers initiative for 4-7 year olds forms part of npower’s wider Climate Cops programme. By giving them access to their own greener learning space, it has helped young children to develop their own green fingers while also learning about the science of growing and power of the earth’s natural energy.

npower research in 2010 found that:
• Children are spending on average just 4 hours a week outdoors, compared to the 12 hours enjoyed by their parents’ generation when growing up.
• Nine out of ten parents think they have a better appreciation of nature and the environment than their child as a result, which is supported by the finding that 13 per cent of kids do not understand the process of growing.

In 2010 npower launched a national competition to help reverse this trend and to transform ten areas of grey built up urban school environments into spaces that allowed children’s eco-imaginations to bloom. The ten competition winners received a package of support worth £5,000 from npower to work with Groundwork to create an outdoor growing area children could enjoy and learn in a fun and engaging way.

These outside greener learning spaces were designed so children could see plants, natural habitats and creatures grow and develop and be involved in the whole process. Many of the winning schools have said their pupils have learnt about the enjoyment of the outdoor world through being involved in the maintenance, as well as through specific curriculum lessons.

“It's important to bring the learning of energy and the environment to life for young children,” said Clare McDougall, head of community & education investment at npower. “They can learn so much from being outside, planting and taking responsibility for maintaining nature and wildlife rather than staying indoors watching TV or playing on their computers.

“Getting outdoors and seeing how plants grow is the first step kids can take in learning about nature and how valuable it is. We know that kids love being outdoors, but when they live in urban areas they don’t always get the chance. Through the Climate Cops Green Fingers programme, we aimed to help children learn about the science of gardening and how the earth’s natural energy helps things grow."

The programme has improved 1,118m2 of land, planted 165 trees, involved 648 children and nearly 800 people overall.

“The school environment is one of the most influential environments children experience,” says Groundwork’s chief executive, Tony Hawkhead. “After all, they spend almost half of their waking day at school, they will develop social interaction skills, make or break friendships, in short, grow as people.

“Through this partnership with npower we have been able to support each winning school to develop their grounds to enhance the learning of their pupils in a fun, enjoyable and environmentally inspirational way.”

Stimulating the senses
Climate Cops Green Fingers winners Dorin Park Special School in Chester worked with us to transform a derelict area of the school grounds into a sensory garden for its children and their families to enjoy.

The site was formerly a derelict area used as a dumping ground during a recent building project and was out of bounds for safety and draining reasons. The area was mostly tarmac with a large mound of rubble unsuitable for use as a gardening area.

The garden has now been designed to be wildlife friendly, so that the sounds and sight of bees, butterflies and birds can add to the sensory and calming nature of the site.

The greener learning space will be used and enjoyed by pupils, parents, and a local residents group as a place to meet, play, learn and relax. The school lacked pleasant outdoor spaces for groups to use, and a sensory outdoor space has great potential for providing eco-therapy. This is particular useful for the particular groups and individuals at the school, many of whom suffer from stress and anxiety. 


“The site was derelict and unpleasant to look at and totally unusable – to have this changed into a beautiful space for the senses, with seating and shade will allow the wider school community to use and enjoy this area for many years to come,” said Maria Harries, vice chair of governors and head of the project steering group.

”The process of developing the site has been very good for community engagement, and the wider community have really liked being involved in the decision making process and finding their opinions were valued.”

Growing your own
Groundwork also worked with Key Stage 1 pupils and teachers at Our Lady and St Anne’s RC Primary School, in Newcastle upon Tyne to plan, design and implement their outdoor growing space, with professional contractors carrying out the physical improvement works.

After winning Climate Cops Green Fingers, we supported the school to set up an active vegetable plot and provided them with tools and information to help them to sustain this after the project was complete.

We also worked with children and teachers in Reception, Year 1 and Year 2 to plant up the raised beds. The classes were split into groups of 15, with each class planting its own vegetables. The children were taught what plants need to make them grow and the importance of looking after their growing space in the future. As a result the children now have an increased awareness of the environment and have learnt how to grow, care for and use plants through a variety of practical activities.

Michael O’Brien, head teacher, explains: “A lot of people describe the school as a hidden oasis in this part of the city. It is a conservation area but where the children play is mainly concrete and flagstones. We wanted to give them the chance to learn in a much more practical way and give them the opportunity to grow things."

Keira Johnson, a pupil at the school added, “We planted radishes and cabbages. When we get back from the summer holidays I bet they will be huge. Like in Jack in the Beanstalk.”

For more information
www.groundwork.org.uk