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Young, KirstyLearning Through Landscapes: Using School Grounds as anEducational Resoukce.Learning through Landscape Trust, Winchester (England).ISBN-1-872865-04-61990-00-0031p.; Colored photographs may not reproduce clearly.Green Brick Road, 429 Danforth Ave., Ste. #408, Toronto,Ontario, Canada M4K 1P1; Tel: 800-473-3638 (Toll Free).Reports Descriptive (141)MF01/PCO2 Plus Postage.*Educational Facilities; Elementary Secondary Education;Foreign Countries; Illustrations; *Landscaping; *OutdoorEducation; Public SchoolsEngland

All schools need a variety of size, shape, type, and texturein their grounds to provide an opportunity for play, study, and shelter. Thisbooklet provides 13 case studies of English sites illustrating some of themost imaginative work taking place in school grounds, and outlines actionplans for changing grounds. Photographs and design drawings of groundsaccompany each case study. Also provided are a pull-out chart outlining thegrounds design action plan and information about the Learning ThroughLandscape Trust. (GR)

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Using School Groundsas an

Educational Resource

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

!ir'This document has been reproduced asreceived from the person or organizationoriginating it.

1:1 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Learning Through Landscapes Trust

Learning Through Landscapes

Using school groundsas an educational resource

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AtzA,1Nee

Kirsty Young

Learning Through Landscapes Trust

This booklet has been written and compiled by Kirsty Young of the Learning ThroughLandscapes Trust. The material is drawn from the three year research phase of the project,undertaken by:

Eileen AdamsRupert BoothKeith FunnellWendy Titman

Project DirectorResearcherResearcherResearcher

Photographs by Tino Tipaldi except for the following:

Page 2: Susan HumphriesPage 6: Jake Kean

Page 14: Stan Williams

Special thanks are due to the Executive Committee for their help and support throughout:

Brian BillimoreMerrick Denton-ThompsonJohn BrookeSusan Humphries

ChairmanVice-ChairmanSecretaryExecutive member

Material was also provided by the Steering and Consultative Committees, and over 3000 schoolsand individuals across the country, to whom the Trust extends its grateful thanks.

First Published in 1990 by theLearning Through Landscapes TrustTechnology House, Victoria Road,Winchester, Hants, S023 7DU

British Library Cataloguing in Publication DataYoung, Kirsty 1964

Learning through landscapes1. Great Britain. Schools. Curriculum subjects:Environmental studiesI. Title II. Learning Through Landscapes Trust333.7071041

ISBN 1-872865-04-6

COPYRIGHT FREEYou are free to copy all or part of this booklet on condition that credit is given to the LearningThrough Landscapes Trust. Photographs must not be reproduced without a credit to thephotographer as indicated.

Landscape Design Trust, publisher of Landscape Design, was commissioned to provide editorialservices and production advice for this publication.

Printed by Echo Press (1983) Ltd., jubilee Drive, Loughborough (239882)

FOREWORD

In 1986 a group of like-minded people, concerned about the under-used and impoverishedlandscape surrounding the nation's schools, founded the Learning Through Landscapesproject. The original consortium of three local authorities and the Department of Education andScience commissioned a three year project to research the design, use and management ofschool grounds as an educational resource. Nine other authorities joined over the next yearwith the Countryside Commission matching their sponsorship.

As a direct result of this research project, the Learning Through Landscapes Trust has beenformed. In the years to come it will aim to stimulate improvements to the educational use ofschool landscapes, encouraging good practice, sharing information and providing advice.

The research team travelled the country, seeking examples of good practice in the imaginativeand creative use of the school environment. This booklet is a celebration of the excellent workthey found. In schools around the country, hard-working and dedicated groups hadtransformed their school grounds from little-used expanses of tarmac and mown grass toinvaluable teaching resources, a delight to children and teachers alike. In some cases, outsideagencies had added invaluable help and expertise, in others the education authority or planningdepartment had provided every means of assistance possible.

No-one pretends that improvements are achieved easily, or overnight. The Trust hopes thatthese examples will inspire schools to look at their grounds and to consider how they serve allthose who use them.

We believe that the quality of school grounds, their design and imaginative development, iscentral to the happy experience of school education. We hope schools will start to look at theirown grounds and, whatever their condition or situation, see possibilities for improvements.

Curriculum development and the development of the grounds must go hand in hand. We wantto raise the profile of cross-curricular environmental education in schools. There are richresources lying on the doorsteps of so many schools, in many cases very much under-used.

All schools need a variety of size, shape, type and texture in their grounds. Varied landscapeprovides the opportunity for play, study and shelter and will instil a sense of belonging andpride. We know that the more care that is taken over the landscape of the nation's schools, themore likely it is that children will mature into adults with an active concern for theirenvironment and for one another.

This booklet is divided into two sections:

1 Case studies of sites that illustrate some of the most imaginative worktaking place in school grounds

An outline action plan for changing grounds

Bill Lucas: Trust Director

one

COOMBES COUNTY INFANT SCHOOLBerkshire

If any school epitomises theaims of Learning ThroughLandscapes, it must beCoombes. Since the schoolwas built eighteen years ago,an immense variety ofenvironments have beenestablished, using everyavailable inch of space.

The policy of Coombes issummed up by the headteacher: "We see the outsideof the school as a wealthyresource which can bedrawn upon if we areprepared to plan itsdevelopment. We wantedthe outside environment toreflect the same degree ofcare and imagination whichwas given to other areas ofthe school. Children spend alarge proportion of the dayoutside and we believe thatusing the grounds as aresource for a variety oflearning experiences is avital part of the life of theschool".

Use of the grounds is afundamental part of thecurriculum, based aroundboth established featuresand objects brought into thegrounds.

Projects in the groundsfollow the cycle of theseasons, with festivals,special days, activities suchas planting, picnicing andharvesting and dramaticevents. Other events centrearound visitors to thegrounds: the localambulance crew, a treefelling team, or a travellerand his horse. Thephotographs show a sampleof the events that makeCoombes such a vibrant andlively school.

_

A parachute is used in the study o air

The school sheep are studiedthroughout the year

Fire, one of the four elements studiedthroughout the school year

-el,

,

Growing sunflowers is an importantannual project: later the seeds will beharvested and eaten on a 'teddy bear'spicnic'

The overwhelmingimpression gained by anyvisitor to Coombes is thesense of excitement at whatis happening that day, the,sense of pride in the site,and the knowledge that thisgroup of children will have arespect for andunderstanding of theirenvironment for life.

two

MOLEHILL COPSE PRIMARY SCHOOLKent

Molehill Copse PrimarySchool was built in the1950s and lies in a cul-de-sacin outer Maidstone. From anoriginally uncompromisingsite, a wealth of features hasbeen established through theenthusiasm of the headteacher and staff.Most encouragingof all, the countymaintenance teamhelped at everystage of theplanning anddevelopment inorder to understandthe project fully.

Just as at Coombes,the groundsdevelop and growyear by year. Theoriginal strip ofmature trees downone side of thegenerous playingfield, "The Ride", has beenplanted with native shrubsand plants to replace treeslost in storms. Fifty yeardiaries are kept on fiveSapporo Golden Elms thechildren find it fascinating tothink their grandchildrenmight fill in the last pages ofa diary they have begun!Wild flowers grown fromseed and native woodlandplants planted by the

children, flourish in 'TheRide.'

The copse was planted in acorner of the playing fields,with the maintenanceregime for the site altered toprotect and enhance the newfeature.

A pond which suffered linerdamage has beensuccessfully converted into abog area constructive useof adversity! A second pondwith a boardwalk is sitednearer the school buildings.

The school hasestablished its owntree nursery, andhopes to pass onyoung trees to otherschools grown fromseeds collected inMoleshill's owngrounds.

Special cards havebeen made using realleaves and flowerspressed and coveredas identificationguides far moreeffective than textbooks! Wild flowermeadows have been

established using seedscollected from Sites ofSpecial Scientific Interest inthe area. Data is collectedand added to a computerdatabase, now in its thirdyear.

Each class has its owngrowing area near theclassroom; producinganything from vegetables toteasels! A butterfly garden issited under theheadteacher's window awelcome change from thetraditional rose beds with ahexagonal path designed aspart of maths work leadingto it from the playground.Ceanothus and jasminecover ugly walls, andpyracantha is encouraged togrow and cover bird boxes,which are easily viewedfrom classroom windows.Another corner of thebuilding has been measuredby children and then fencedas a safe small animal area.Ducks, chickens and sheepcan then be easily broughtinto the grounds.

A large mound covers pipesand 'hibernation holes' oneinfant class was delightedwhen the resident fox ranunder their window onemorning.

At every stage ofdevelopment, children areinvolved in observing,planning, measuring,recording and analysing.Molehill Copse is anotherfine example of howdedication, planning andsheer hard work cantransform a site.

three

CRAWLEY RIDGE MIDDLE SCHOOLSurrey

Crawley Ridge MiddleSchool lies off a tree-linedsuburban street behind ahigh hedge. The school wasbuilt in the 1970s on the siteof a Victorian houseretaining all the landscapefeatures including a terrace,lawns, shrubberies andmature trees. From theclassrooms, the childrenlook down a long, narrowhill of tree-lined grass areasto the playing fields beyond.

These impressive groundsare used constantly as part ofthe curriculum in the school.Every opportunity for cross-curricular work is takenthrough a thematic approachto planning. Rigorous

,

situations and children'sreactions to them wereinitially based on theawareness that motivationincreased, that children'swork was always of a higherstandard after suchexperience and that therewas a change of relationshipbetween staff and pupilswhich resulted in changedattitudes by the children toschool and its tasks ...learning takes place whenobservation is sustained andthe nature of the task is suitedto the needs of the child. Itis in the struggle to achievethe task that perception andlearning take place."

All pupils are involved in a

The view from the back of the school over its grounds

analysis ensures anadherence to therequirements of the NationalCurriculum. In addition,each year group hasresponsibility for an area ofthe site.The school policy isexplained by the headteacher:

"My observations of thesuccess of such learning

four year development planof environmental studies,which includes visits toother sites and abroad.Projects in the groundsinclude studies of birds,pond life and plant growth.The special features of thesite have become the focusfor work. For example, astudy of the problems of sitedrainage lead to visits fromthe local council and

explanations of drainagetechniques. The pupils thenexperimented with theirown solutions to theproblem.

One study area opposite ascience classroom is devotedto experiments and 'muckywork', as there is access tosinks and a water tap.Experimental plots ofvarious types lie up the bankthat forms a backdrop to thisarea. A concrete path andretaining wall allow forobservation or practicalinvolvement.

Work is presented in avariety of forms suited to theintended audience. Artworkis of a particularly highstandard, and each child isallowed to refine andimprove original work as faras he or she is able.Presentations of work aregiven to other pupils, whotake notes to help with theirown writeup. Samples andinformation sheets arecreated by the pupils fortheir fellow pupils, alongwith specimens and sampleswhere appropriate.Although the emphasistends to be on integratedwork, the programmes ofstudy in individual subjectareas are fulfilled, whilstpromoting the ideas of

four

sharing experiences,questioning and decision-making.

A D-shaped pond has beenconstructed to allowmaximum access, with oneside made from concreteslabs for pond dipping, theother left as a natural bank toallow insects and animalaccess to the water. Thenatural shrubbery aroundthe pond has been left intact.

The caretaker, plus a painterwho came to decorate theschool one summer and gotcaught up in the excitement,set up a video camera torecord fox and badger visitsduring the night. A completeset of pictures covering onesummer have beenrecorded, and the childrenwatch the videos to see theactivity taking place in theirgrounds long after they arein bed!

The children have a greatrespect for the site, andobserve and understand thereasons behind simple safetyrules such as "no treeclimbing".

Crawley Ridge MiddleSchool is blessed with a veryunusual and rich site, andimpressive use has beenmade of it by theheadteacher andstaff.

EDWALTON PRIMARY SCHOOLNottingham

Edwalton Primary School isbounded by housing, a roadand fields which may beused for housingdevelopment in the future.

In the early 1970s the schoolhad the foresight to gainaccess to an adjoining 1.6hectare wood, owned by thelocal council, but maintainedby the school. Staff, pupilsand parents cleared the siteof accumulated rubbish,created clearings andmarked trails.

As Edwalton was originallya Saxon development, aSaxon site was created in thewood, where the pupilscamp out overnight to trapmoths and rodents toestimate populations; tostudy astronomy andobserve the sights andsounds of the dawn chorusboth natural and man-made.A stockade, hall and animalhouse have beenconstructed, and a grandfeast for 300 parents washeld one evening.

Maintenance of the woodhas become a major project,and when the ravages of

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Dutch Elm disease affectedmuch of the woodland area,charts were made showingthe spread of the disease aspart of a project onunderstanding tree diseases.When 80 trees had to befelled, the local council putout for tenders, and wasquoted £800. The childrensoon realised, throughdiscussion, that thecontractors were getting agood deal as they were alsoallowed to keep the residualwood. How much was thatworth? Calculators werepressed into service,resulting in some excellentmaths and a recontracted job.

Not content with such a

diversity of projects, theschool is continually trying todevelop its facilities by settingup a farm unit run bychildren and parents, andimproving the play facilitieswith an adventureplayground designed by thechildren, drawing on a surveyof their likes and dislikes.This is part of the school'semphasis on Personal andSocial Education.

Edwalton Primary School isan example of how a schoolcan extend its site beyond itsboundaries by acquiringaccess to new sites. On asmaller scale, schools can'adopt' an allotment orderelict piece of land.

five

CRANBORNE ANCIENT TECHNOLOGY SITECranborne Middle School, Dorset

Cranborne Middle Schoolis similar to Edwalton,except that here theenthusiasm of one teacherwas for Iron Age technology.With the help of childrenand parents fromthroughout Dorset, JakeKean has constructed anIron Age roundhouse in thegrounds of of CranborneSchool. The technology usedis, as far as possible,authentic, with the houseconstructed by pupils usingmaterials available from theirimmediate environment atCranborne. There are manyrequests from parents andlocal people to stay in theroundhouse overnight.

Visiting groups, rangingfrom infants and juniors toGCSE and research studentsparticipate in a variety ofpractical activities derivedfrom archaeological andhistorical evidence. Workingwith fire, clay, shale, flint,timber and reed, children areable to build structures,make tools and utensils andexplore the domestic andagricultural techniques ofour ancestors.

4Unfinished roundhouse, summer 1987

In one year the whole of thefirst roundhouse was built:children coppiced timber,dug the surrounding ditchand bank, constructed thewattle wall, applied daub,erected the rafters andthatched the roof. Theproject revealed theresourcefulness andcapability of many childrenwhose talents hadpreviously been untapped.In the summer of 1986, theLEA granted half Jake's timeto serve visiting groups forthe spring and summerterms. In October 1986,

issfi44

tTrampling the daub

however, the building wasdestroyed by fire, but wasrebuilt on a bigger scaleover the next eighteenmonths.

What began as a schoolproject has gradually beenadopted by the LEA inDorset as its seventhOutdoor Centre. Activitiesare adjusted to suit the ageand interests of the visitinggroups.

Younger children discoverhow materials from the localenvironment were used tomake tools and shelters, andprovide clothing andutensils. Making fire,cooking, fashioning andfiring pottery lead on towork with metal and a closerstudy of the archaeologicalevidence by older pupils.

Currently a ten metre logboat is being constructedfrom half an oak tree. Thiswill be launched in Octoberclose to where the original,dating from 300 BC, wasdredged up in PooleHarbour in 1964.

six

BUCKPOOL COMPREHENSIVE SCHOOLDudley, West Midlands

This is another example of aschool 'adopting' a local siteor environment.

As part of DudleyMetropolitan BoroughCouncil's initiative, a 19.3kilometre walkway or'Green Wedge' was createdrunning from Words ley tothe edge of Wolverhampton.Old colliery works and mineshafts dotted one area, withstreams, canal and poolspresent along the walkway.With Leisure Services,Planning and Educationdepartments and MSClabour, the area has beenreclaimed and transformed.This public resource includes

canal-side moorings, anindustrial park and open spaceincluding sports pitches.

Buckpool School has beenresponsible for creating,mapping and maintaining anature trail through one partof the Wedge,overlapping into its schoolgrounds. This trail is a focusfor environmental work for agroup of local schools. TheGreen Wedge Nature TrailWeek gave nineteen schoolsthe opportunity to work inthe area on pollutionmonitoring, derelict landreclamation and canalrestoration. A field studycentre will open in

September with two full-time wardens and anenvironmental educationteam that currently numbersthree. Although based in thePlanning Department theteam will have joint use ofthe field centre to supportthe hundreds of visitors whoare now using the GreenWedge.

An industrial partnershipbetween the school and alocal firm has adopted an 800yard stretch of canal, whichis used extensively for cross-curricular studies. Henceindustry is directly fundingcurricular activities throughthe sponsorship.

r) 57) seven

BASSETT GREEN FIRST SCHOOLHampshire

Bassett Green School standsin an urban location,surrounded by a pre-warhousing estate. Wooden-faced buildings, built in 1933as a temporary measurebefore the building of thebrick Middle Schooladjacent, surround a tarmaccourtyard, with a hedgeboundary and a smallgrassed area with a tree.

It is the school's policy:

"to encourage an awarenessof the environment; todevelop a level of curiosityregarding it and to build up astore of information about it".

The site is small, butbeautifully used. The mainproject, the Thistle Patch,was initiated when atemporary classroom wasremoved, leaving a barepatch of ground at the sideof the main buildings.

The plot is only about 9m inlength, but a great deal hasbeen packed into an initiallyunpromising-looking area.

4

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Children having easy access to planting beds direct from the classroom

A compost heap provides ahome for hedgehogs andother wildlife, whilst thepond teems with tadpolesand young frogs.

The chequerboard gardenhas a variety of scented andtextured plants, plus asundial. Children study theThistle Patch throughout theseasons, using a carefully-planned structure ofexercises to maximise whatthey can achieveindividually.

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All data is recorded onsimple computer databases.The head teacher notes howchildren with specialeducational needs find themotivation they require tostart work through usingthese bases.

Litter is a problem, with thehedge boundary describedas 'a nesting site for tins!' .Litter collection and care ofthe site is part of the routinefor the children. Each year-group has responsibility forthe care and maintenance ofvarious areas of the ThistlePatch and other features,such as the tubs and theallotment.

The tubs lie in every cornerof the site, with direct accessfrom the classrooms.Children can just step fromtheir classroom into thecourtyard and work on theraised beds. A dinner ladynow helps children work onthe site during lunchtimes.The whole ambience of'playtime' has changed froma lack of interest in anythingto a positive interest ineverything!

eight

GLAN ELY SCHOOLSouth Glamorgan

Glan Ely Comprehensive hasworked on the developmentof an inner courtyard areafor over ten years. Initiallybegun by the artdepartment, the area hasbeen landscaped by linkingdesign studies and practicalnature conservation. Here, aplant's colour, texture and

positioning was carefullyconsidered, so that thewhole aesthetic quality ofthe courtyard has beenplanned. The plan shows therange of the vision, withthree ponds as well asmeadow areas, a boggy areaand logs to step over themeadow to avoid

disturbance. The crowningglory of the site is theflamingo sculpturedesigned by the childrenusing research through zoovisits, working drawings,cutting and welding the steelrods and installing thesculpture in the garden.

nine

PILGRIM PRIMARY SCHOOLPlymouth, Devon

CREATINGANENVIRONMENT

A. Practical growing areasfor infants and juniorsB. Wall trails, geologicalrockery, practical mathsarea.

C. Wild area, diversehabitats, conservation area.D. Native trees, mixedcanopy

E. Introduced trees groupedby species

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F. Latest developmentchange area. Designed bypupils incorportating:mixed hedge, herb garden,tree rings, raised beds,meadow area, standardtrees, sitting area, appletrees, meandering paths,central sundial.

Pilgrim Primary School is anew school built in the early1980s on the site of a formerschool. Enterprising use wasmade of earth and rubblefrom the building works tocreate two mounds in thegrounds. These serve a dualpurpose as study habitatsand screening for the busydual carriageway thatmakes up much of thesouthern and western schoolboundaries.

Since the first pupils movedin, there has been acomputer record of all thedifferent habitats created inthe grounds.

Perhaps the most strikingfeature is the pond. Studywalls made from differentmaterials form a walkaround the pond area andare flanked by a geologicalrockery made from a widevariety of natural and man-made materials. The study

walls are used to comparetexture, hardness andsoftness, variety andcolour, as well as geologicalorigin. The clever use of asmall area makes the idea ofa wall ideal for those withlimited space.

Bushes with berries havebeen planted to attract birds,as well as allowing weedsand grass to go to seed.Young native trees havebeen planted as a fencedcopse and two stiles addedto give access.

Four mini-beast habitats ofsacking, polythene, woodand corrugated iron givevarying ranges of damp anddark and support manydifferent species, as does arotting wood pile.

There are also garden plotsfor fruit growing, and a largecompost heap "fed" by thechildren, the caretaker andthe local Sainsburys' wastevegetables. Rabbits are kept,and there is an active anti-litter campaign with a litterpatrol.

The pond and walls

ten A. 4

Use this pull-out action

plan to help you develop

your school site. Pin iton a notice board, orcopy it as part of your

own action plan.

LEARNING THROUGHLANDSCAPES TRUST

Third Floor,Technology House

Victoria RoadWinchester S023 7DU

Tel: (0962) 846258

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THE LEARNING THROUGH LANDSCAPES TRUST

AIMS OF THE TRUST

The Trust aims to stimulate improvements to the environmental quality and the educational use of school

landscapes. These include:

A promoting the imaginative development of all environments in which learning takes place

developing a variety of landscapes designed specifically to relate to the curriculum needs of schools

helping teachers to promote environmental education as part of the National Curriculum

encouraging the achievement of attainment targets in the National Curriculum through use of the

external environmentenhancing the image of schools with the surrounding community

creating an appropriate scale of space within which children can play and grow up

developing landscapes that offer children the facility for learning through experience, contact and

enjoyment.

A enhancing the visual richness and design of the school environment

A encouraging efficient and responsible use of resources

Learning Through Landscapes aims to encourage good practice, share information and develop active

involvement in the external environment of the nation's schools.

HOW THE TRUST CAN HELP YOUR LEA

In return for 050 per annum we can give your LEA:

A two free copies of the Final Report

A information about the use of school sites including childrens'learning

low-cost publications and support material showing how many of the Attainment Targets of the

National Curriculum can be taught by using school sites.INSET materials to promote environmental education

advice on how to change and improve school siteshelp with landscape briefs for new schools and improvements to existing sitessite visitsaccess to environmental awardspractical help including ways of financing projectsinformation and contacts from the Trust's extensive national database

A advice on site-managementhow to improve site security by good design and imaginative use of the environmenthow governors, local businesses and the local community can be involved.best use of resources

INDIVIDUAL MEMBERSHIP

For only £10 per annum, individual members will receive:

A a termly newsletter with information about the Trust's activities

A free activity sheets with suggestions for improving school sites and ideas for usink the school grounds

as a teaching resource

A low-cost publications

A membership of regional Learning Through Landscapes groups

For further details, please contact the Trust at the address overleaf, or ring (0962) 8462581

Pilgrim's latest developmentis an informal area locatedbetween the infant andjunior playgrounds.Designed by pupils, this areais used freely during lunch-times and breaks.

The school site is athoroughfare for the localcommunity, but theemphasis on care has helpedto keep vandalism to aminimum.

Part of the geological rockery The Chequerboard garden

SELLY OAK SCHOOLBirmingham

KEY:

1. hornbeamsheltered sittingarea

2. oak-ash woodlandbelt

3. reserve for scentedand fruiting shrubs

4. wild garden basedon pioneeringplants and shrubs

5. shrub bank6. rabbit warren7. stretch of

reconstructedlimestone ballastedrailway track*

8. wild pond andwetland

9. ecological ditch

10. mini canal andridge*

11. herb and vegetablegarden

12. formal pond13. bridleway to

demonstrate ruralcrafts.

14. tree nursery

* = not yet constructed

Se lly Oak School is asecondary school forchildren with learningdifficulties, in a suburb ofBirmingham.

The school does not havedirect access to its playingfields, which are reached bya path through a field, andhence the perimeterdevelopment is particularlyimportant. The initiative forthe development came fromone teacher, supported andhelped by the education

authority and the planningdepartment. An MSCscheme provided sixworkers over two years.Every member of the schoolin every department wasinvolved, for example, thegarden (11) was a compositeplan from ideas submittedby every pupil.

1g eleven

A nature trail around theperimeter allows pupils toobserve not only the natureand geological structureof the area, but also thevariety of surfacesunderfoot, from gravel andbark, to granite setts andrailway sleepers.

Not only has the schemegiven the school aninvaluable range ofresources, but the staffreport that the ethos of thewhole school has improved,and there is a more settledand caring attitude.

Working on the formal garden The nature trail and sundial

BARNWELL SECONDARY SCHOOLHertfordshire

Barnwell Secondary Schoolincorporates an old rectory(used as a lower schoolblock) and its garden.

Behind it lies the naturereserve, but the wholeschool is surrounded by awide variety of spaces: acourtyard with a pond, abridge and trees to one side,grassy spaces and bushes, arural studies area and access

to both woodland and thechurchyard on theboundaries. As with Se llyOak, the playing fields liebeyond this perimeter area.

All departments in theschool integrate the use ofthe grounds into thecurriculum, but mostimpressive of all is the trustput in the pupils when usingthe grounds informally. The

whole site is used andrespected by all age groupsfor work and play.

The variety of space andenvironment available atBarnwell has both positivelyinfluenced the work of itspupils and helped thecreation of a relaxed' andwelcoming atmosphere atthe school.

twelve

Studies by the old rectory

Spaces to play andhide

' WA,

The nature reserve pond

The courtyard pond and bridge

PENTON SCHOOLLondon

As part of the IslingtonSchools EnvironmentalProject (ISEP), Penton'senclosed tarmac expansewas changed using differentlevels, colour, and amagnificent tyre lizard playstructure. Professionaldesigners worked with theschool and the children tochange a square, tarmac areainto a play area that wasstimulating and visuallyexciting.

The tyre lizard

The view from above the playground LA"delrie" "II.*

thirteen

WEAVERHAM FOREST PRIMARY SCHOOLCheshire

Weaverham was built in the1840s, but numerousadditions to the buildingmeant that the school siteeventually had threeplayground areas, whichcontrast bleakly with thewell-decorated classroomsinside. It was decided totransform one of theplaygrounds into a quietsheltered place for breaktimes, a parent waiting areaand an educational resource.Children were involved fromthe planning stage, but anarchitect parent finallydesigned the areaincorporating the childrens'ideas where possible. Thearea uses old railway sleepersto form octagonal beds.

Each octagon contains adifferent habitat a herbgarden, a pond, rotting logsand a rockpile. Native andthredtened species are

included, to encouragechildren to be more aware ofthe need for conservationand a caring attitude.The aesthetic element wasalso planned, to providevariation of shape and form

of the plants, sufficientevergreen cover and astaggered flow of flowers,fruits and berries, foliagecolour and bark colour.

The raised bed design of thearea would also make itsuitable for wheelchairs anddisabled pupils who couldwork from the edge of thebeds.

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fourteen 29

HOW TO CHANGE YOUR SCHOOL GROUNDS

During the three years ofresearch, and right up to thismoment, the Trust has neverceased to be amazed by thediversity of uses of theschool estate. Schoolsthroughout the country havesent details of their projects,and many more have nodoubt undertaken projectsabout which the Trustknows nothing. Theexamples in this booklet arejust the beginning. Everyschool in the country couldand should use theirgrounds as an educationalresource. Every school canchange its grounds. Theschools here have all, indifferent ways, made themost of their estate. Whydon't you join them?

THE NATIONALCURRICULUM

Many of the schools featuredare already using theirschool grounds as a majorresource in teaching theNational Curriculum.

Environmental educationhas been recognised as amajor cross-curricular themein the National Curriculum.Many of the styles ofteaching featured in the casestudies are exactly the kindof active, investigativelearning that teachers andpupils welcome.

Whether you choose toorganise environmentaleducation as a cross-curricular activity or link it tospecific subjects or acombination of both, youwill find rich material in yourschool grounds.

Use of the grounds extendsbeyond the curriculum intoinformal times for play.Children spend up to 28 percent of their school dayoutside, much of it duringbreak times. The site shouldprovide a stimulating playenvironment as part of theeducational resource. Thiscan be achieved by a range ofspaces featuring differentscales, levels, textures andshelter for active play orsitting and talking. Therewards are evident in allour case studies; well-planned provision for playcan lead to an improvementin the atmosphere atplaytime, less collisionaccidents and a senseof belonging within theschool.

FUTURE SUPPORT

Many schools, we know,have battled against greatodds to change theirgrounds, and not justagainst the problems of cash.With Local Management,an exciting new set ofopportunities exists forteachers to manage theirgrounds imaginatively. Theimage and resources offered

by the school will beimportant, too, as parentsexercise their right tochoose.

The Trust will continue topromote the good use,design and management ofschool grounds as aneducational resource. It willseek support from everyeducation authority in thecountry and sponsorshipfor its activities and will offertraining and advice. It willproduce publicationsdesigned to help teacherslook at their grounds andimplement projects ofchange.

A network of nationwidecontacts, held on the LTLTcomputer, can put you intouch with other schools inyour area that use theirschool grounds. So pleasedo keep telling us how youare progressing, or, if youare about to start work, whatyour plans are.

Details of how you andyour authority can join usare on the inside back cover.

On the following pages thereis a guide to getting startedand in the centre of thisbooklet is a flow chart whichguides you through theprocess of change step bystep. Both sections aredesigned to be copied andused over and over again.Change is a dynamicprocess. There is no one wayof doing it. These are simplysome ideas to help you start.Please do let the Trust knowhow your plan is working,and send us somephotographs!

fifteen

ACTION !

WHY CHANGE YOUR GROUNDS?

The schools featured here gave many different reasons for wanting to change their grounds.Here are a few good reasons for change:

to encourage an active interest in the immediate environment

to produce grounds which can then be used in teaching the curriculum

to reduce vandalism and litter

to increase opportunities for play

to make learning fun

to involve the whole community

to make more parents want to send their children to your school!

WHO SHOULD BE INVOLVED?

Anyone and everyone. This action plan is written primarily for teachers and head teachers, but allmembers of the school community staff, pupils, governors and parents, should get involved.

WHERE DO WE START?

Start with the grounds as they are. Find out what the children, the school's 'customers', thinkabout their grounds and what they like and dislike. Find out how the school estate is run, whatare the special maintenance needs of the site, the unusual features, the hazards and theproblem areas. Then plan for change! This is where this Action Plan Guide can help.

1 STAGE 1 THINKING STAGE 1THINKING

What image does your school project?

Are the grounds used as a cross-curricular resource?

Do the grounds have variation in scale, space and shelter?

You may already have an idea of what area of the groundsneed change, but look further! Expand your ideas, think big,and ask the children. Young people are not afraid of thinkingon a large and imaginative scale.

LOOKING AT THE GROUNDS

A school site has many different demands placed upon it byall those involved in it. Any survey or study of the groundsshould try to encompass all the needs and uses and is anideal opportunity for a project involving the whole schoolacross the curriculum and across the school age groups.

IMAGE

SCALE

SPACE

SHELTER

sixteen

STAGE 2 SURVEYING

(a) Start by looking at the physical structures throughmapping, measuring and surveying.

A site plan of the school, showing all buildings,drainage, access, etc. Your local authority shouldhave a copy if there is not one in school. It may welldate from the last project affecting the school,whether it was planting, extension or the creation orconversion of the site. It will almost invariably be outof date!

Ordinance Survey maps of the local area and parishmaps often show historical features, such as the sitesof old buildings, or ancient boundaries. Your countylibrary may also have copies of old maps showingformer uses of the school site.

The childrens' own plan of the site. A site map is noteasy to read; ask your authority surveyorsdepartment to visit and explain surveyingtechniques. The children can then measure and plottheir own site maps to scale, and amend the 'official'version with additional features.

A site use map. In the process of constructing theirown site map, children will have learnt much aboutthe daily use of the site. Where do lorries deliver to?Is there a shortcut across the grass used by childrengoing home? All this information can help towards abetter understanding of the current uses of the schoolsite. Both teaching and maintenance staff could addtheir own uses to give a more comprehensive picture.

A scale model of the school and its grounds providesan ideal design project and a three dimensionalvisualisation that can be changed easily as ideasemerge. The model should include the flora andfauna of the site, access points, and perhaps anindication of the wildlife that already lives on the site!

STAGE 2SURVEYING

MAP YOUR SITE

OBTAIN A SITE PLAN

PUPIL SURVEY & PLAN

SCALE MODEL OFSITE

OBSERVE & RECORDUSES OF SITE

25seventeen

(b) Gauge the school's feelings about the site throughdescribing, writing, expressing and analysing.

A site questionnaire for the children. Where is yourfavourite place? What is the noisiest place? Where doyou go at playtimes (i) if it is sunny, (ii) if it is wet?Where do you sit? Where do you run? The results canbe charted or put on a database, and the childrenencouraged to talk about their feelings for theirsurroundings. They could also examine the climaticconditions. Where is the windiest place in the school?Does one area suffer from frost? Is one area in shadelonger than others?

The same for the adults! This could be combined witha maintenance questionnaire for those who care forthe site where does litter tend to congregate?Where are the main problems of drainage, or winddamage?

(c) Catalogue the day-to-day site maintenance requirementsand organisation, from the view of non-teaching staff.

A study by both pupils and staff of the essentialaspects of site administration and organisation suchas fire access, turning circles for trucks and gangmower widths, will give a picture of the non-educational use of the site. Perhaps a local authorityofficial could visit to explain some of the site featuresas designed by the planners.

Local Management of Schools; what does it/will itmean for your school? How will it change the presentsystem? Who will have responsibility formaintenance? How much flexibility will your schoolbe allowed in the maintenance of its site?

STAGE 3 PLANNING CHANGES

Now you know exactly what everyone on site thinks aboutthe school grounds. Analyse the results and find the points ofcorrelation and disparity. Then plan for change!

VIEWS ON THE SITE

QUESTIONNAIRE FOR

PUPILS

STAFF

MAINTENANCEORGANISATION

PARENTS

NEIGHBOURS

PRACTICAL NEEDS

LEGALREQUIREMENTS FOR

SITE SAFETY

MAINTENANCEREQUIREMENTS

(MINIMUM)

STAGE 3

CHANGES

SITE SURVEYANALYSIS

COMPREHENSIVE SITEOVERVIEW

eighteen2R

Take a holisitic view of the site. If the playground andthe edge of the playing fields, for example, are bothcited as problem areas, try not to choose one and tryand improve just that area, but consider the problemas a whole.

Consult experts, such as the environmentaleducation advisor from the education authority, orlocal groups, such as wildlife, butterfly and birdsocieties. There are also various conservation groupswhich may be able to provide practical help.

Consider three plans of action

(1) As if money and time are no object the wholesite, the whole lot!(2) Ideal world, recognising the realities of time andmoney but still thinking comprehensively

(3) Limited resources but exciting and radical projects

Ask the children and staff what they would like to seechanged and how, in each of the three contextsabove, or get different classes to do different plans.

Draw up provisional plans for the site as above.

STAGE 4 CONSULTATION

By now, many people within the school, including parents,will be aware that you are thinking about change. It is essentialto inform the authority of the intent to change before plansare drawn, in case there are conditions that might affect anysubmitted plans.

GETTING PERMISSION FOR CHANGE

Each authority has a different system, but basically theEducation Authority is the freeholder of any state school site.Therefore permission has to be obtained for any changes.Departmental responsibility for the maintenance and/oralteration of a site will vary, so the best idea is to begin withthe education department, and go from there. Departmentsmost often involved are the planning, architects and parksdepartments. If the project affects boundaries, or extends

IDEAS

CONSULT

PUPILS

STAFF

PARENTS

EXPERTS GROUPSAND AUTHORITY, ETC

3 PLANS FOR ACTION

MONEY AND TIME

NO OBJECT

IDEAL WORLD

ESSENTIALS ONLY

STAGE 4CONSULTATION

PERMISSION

OUTLINE APPROVALFROM AUTHORITY

OTHER INTERESTEDPARTIES INFORMED

AND AGREED INPRINCIPLE

TELL PEOPLE

AUTHORITY

PARENTS

NEIGHBOURS

r7, 27 nineteen

beyond the grounds, then any party involved, such as thelocal parish council, should be informed. This serves the dualpurpose of keeping everybody informed and priming them forpossible funding at a later date!

STAGE 5 - COSTINGS

At this stage, permission will only be granted in principle, inthe absence of detailed plans. Now is the time to collate theideas, and form a master plan. Costings should be includedat this stage as far as possible, in the form of a shopping listwith each item costed separately. The master plan should alsoinclude a detailed timetable of what should be done andwhen. A vital part of the plan will be the maintenanceimplications who will look after the features both in and outof termtime.

Don't try to do too much, too soon.

Change should be planned over a span of time, saythree years, to allow planting to become established,and changes on the school to be assessed. Basicearthworks and planting, if planned, should beimplemented in the first year, with extra featuresbeing added over the next two years. This ensuresthat a range of children experience the process ofchange, and that the grounds take on a dynamic cycleof change and adaptation. Also, funding bodies liketo see success, and one project can lead to another.Plans can therefore accommodate wide-rangingchange without over-commitment in the first year.

Present the plans, with the help of the children, to'parents and governors. Explain the benefits, thework involved and the costs. Often, items on theshopping list can be ticked off by parents who cangive items in kind. Retired members of thecommunity might, for example, help withmaintenance over the summer months.

Adapt the plans as required, and present them to theauthority.

FUNDING

Funding is probably the biggest headache involved in changeto the school estate. Most authorities will give a modest grant,but it is unlikely that this will cover the cost entirely.

STAGE 5COSTINGS

MASTER PLAN

COMPOSITE OF ALLIDEAS INCLUDING

TIMETABLE

PLANS

COSTINGS

PRESENTATIONS

to:PARENTS

LOCAL GROUPS

STAFF

LOCAL AUTHORITY

OFFICERS

PLANS TO AUTHORITY

BEST COPY AVAILABLE

twenty

First of all, decide how you are going to present yourproject. A clear, well laid out handbill or bookletshowing plans will help potential sponsorsunderstand your plans. Your could also invite themto an informal meeting at the school, to explain yourideas and perhaps illustrate them with slides andmodels. Keep parents informed of the project.

Additional funding can be sought from charitabletrusts and award schemes, though the trick here is toknow at what stage of the project they wish to beinvolved. (See Appendix 1 for some addresses, andrefer to the Directory of Grant-making Trusts forothers at your local reference library.) By writing forall their literature in advance, you may avoid"missing the boat".

runding in kind often comes from parents andneighbours of the school, if they are asked. Ashopping list of how much each item on the masterplan will cost could help local firms assess thesponsorship potential. For example, a local buildingfirm may loan a digger for a day, or a local nurserymight donate plants, whereas a request for moneyfrom the same firm may not meet with success. Anyarmed services stationed near the school, or localcolleges, might be able to help with manpower.Learning Through Landscapes can help you at thisstage. Please telephone us!

STAGE 6 DOING IT!

Let us assume that permission has been obtained, adaptationsrecommended and made to the plan, the timetable finalised,finance is secure, and all systems ready to go. Now is the timeto schedule the practical help. All over the country, parentshave helped with "dig-in" days, planting trees, or diggingponds with their children under the supervision of countystaff. Plan the day and invite all the local press, radio andtelevision school projects are ideal media material as they are"green" and involve young children! A local dignatory ornational celebrity could be invited to lay the first stone or plantthe first tree. If the start of the project is an event, thenobtaining help later on becomes that much easier. Tell theLearning Through Landscapes Trust as well!

And good luck!

BEST COPY AVM ABLE

SELLING THE IDEA

BROCHURE

SPONSORSHIP

HELP IN KIND

STAGE 6DOING ITI

PRACTICAL HELP

ORGANISEDDIG/PLANT/WHATEVER

DAY

TENDERS TOCONTRACTORS/CONTRACT

OF WORK AS REQUIRED

ORDERING ANDTIMEFLOW OF SUPPLIES

REGULAR CHECKS ONPROGRESS/BUDGET

ASSIMILATION OFNEW RESOURCE INTO

THE CURRICULUM

PUBLICITY

2 !Ttwenty-one

USEFUL ADDRESSES

The "Directory of GrantMaking Trusts" lists allregistered charitable trusts, andgroups them under headingswhich cover their areas ofinterest. School groundsprojects can straddle theseclassifications, as, for example,they might be both educationaland concerning theenvironment, a communityproject or a youth project.Trusts are also classified intheir geographical areas, sothere may be a trust specific toan area or parish rather thanany Specific category ofinterest. All reference librariesshould have a copy, or contactthe Charities Aid Foundationdirectly to purchase a copy.

A number of award schemesfor environmentalimprovements have beenestablished over the past fewyears. The rules governingentry vary from award toaward: contact the addressesbelow for accurate informationbefore submitting any entry.

The Colonel SaundersEnvironmental AwardPhilippa Hogan-Herndo Reginal Watts Associates52 St Johns StreetSmithfieldLondonEC1M 4DT

Shell Better Britain CampaignRed HouseHill LaneGreat BarrBirmingham B43 6LZ

Ford European ConservationAwards (for larger scaleschemes)The Conservation Foundation1 Kensington GoreLondon SW7 2AR

Europa Nostra Award Scheme35 Lange Voorhout2514 EC The HagueThe Netherlands

Trusthouse Forte CommunityChestThe Conservation Foundation1 Kensington GoreLondonSW7 2AR

Tesco/YOU magazineGreen Team CompetitionEducational Project ResourcesFREEPOSTLondonSW7 4YY

Varta's Greenest SchoolCompetition (based on YoungGreen Consumer Guide)Victor Gollancz PublishersPO Box 53LittlehamptonWest SussexBN17 7EH

The Directory of Social Changepublish a range of guides togrants for charities and forindividuals' needs. Furtherdetails and a publications listfrom:Directory of Social ChangeRadius WorksBack LaneLondonNW3 1HL

Specialised awards

The Tree Council(tree projects)35 Belgrave SquareLondonSW1X 8QN

Geographical AssociationAward(for new material most likely tocontribute to geographicaleducation)343 Fulwood RoadSheffieldS10 3BP

The Princes Trust(youth and young people)8 Bedford RoadLondonWC1R 4BA

The Royal Jubilee Trusts(voluntary youth work toencourage potential of youngpeople)8 Bedford RowLondonWC1R 4BA

Many environmentalorganisations have informationpacks which can be used asbackground to projects in thegrounds, including:

Tidy Britain GroupThe PierWiganLancsWN3 4EX

Friends of the Earth26-28 Underwood StreetLondonN1 7JU

British Trust for ConservationVolunteers36 St Mary's StreetWallingfordOxfordOX10 OEU

Royal Society for NatureConservationThe GreenNettlehamLincolnLN2 2NR

RSPBThe LodgeSandyBedsSG19 2DL

World Wide Fund For NaturePanda HouseWeyside ParkGodalmingSurreyGU7 1XR

Council for the Protection ofRural EnglandWarwick House25 Buckingham Palace RoadLondonSW1W OPP

twenty two'Tk

The Learning Through Landscapes Trustis endorsed by

the World Wide Fund for Natureand supported by

BP

Every school in the country should have this invaluable guide tcgetting the most out of their school grounds.

13 case studies

detailed action plan

A pull-out wall chart

full colour photographs throughoutla. 1.7p.

Distributed in North America By:The Green Brick Road429 Danforth Ave., Ste.#408

Toronto, ON, Canada M4K 1P11-800-473-3638

3r4' .031114.we-. 14

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-v

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National Library of Education (NLE)Educational Resources Information Center (ERIC)

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ERIC

This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

EFF-089 (9/97)