Sacha Gigant & Yana GeorgieMA Landscape Architecture & Design

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EAT YOUR SCHOOL

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Introduction 3

Research Objectives 4

PART I Where are we now? 6

Why food growing? 7-8

Growing food = Growing Health 9-10

Leeds Edible Schools 11

Food growing - principles 12 Permacultrue - Principles 13-15

Agro-forestry - Principles 19

Desigined for playing 20

Food growth + play 21-22

Designing for school grounds 23-24

Cases studies 25-31

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PART IILeeds Edible Schools Network 33

Visting 34

Funding opportunities 35-36

Blenhein primary school 37 Location 38 Landuse 38 Site analysis 40-41 Topography 42 Research-Concept 43 Concept plan 44 Design development 45-46 Ideas to develop 47 Vegetables 48

Conclusion 49

Appendix

References

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This study is focused on the idea for develop-ment and establishment of the food production and education within the school grounds joint together with the vision about the playgrounds and their part in the educational proces. “- We wanted to demonstrate the impact food grow-ing in schools can have, explain why it is so power-full as a catalyst for change, and understand what must be done to ensure that every child and young person, school and community, experiences the potential benefits of participation” - Bremner M., (March, 2012) Food Growing in Schools Taskforce

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• The impact of food growing in school activi-ties for children and communities; indicators of how easy the potential of school’s food growing can be realised and sustained. Food growing educational principles and recommendation that will support schools to enable and embed food growing in every school in practical and affordable ways.

• Examination the key principles of designing the natural playgrounds and there benefits and effects on children behaviour and development in life.

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PART I Where are we now? 6

Why food growing? 7-8

Growing food = Growing Health 9-10

Leeds Edible Schools 11

Food growing - principles 12 Permacultrue - Principles 13-15

Agro-forestry - Principles 19

Desigined for playing 20

Food growth + play 21-22

Designing for school grounds 23-24

Cases studies 25-31

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“Due to increased school commit-ments but also due to lack of safe spaces for play, lack of parks etc - children spend many hours of the day sitting. It is indi-cated that the average child watches TV and plays video games for more than 3-4 hours a day , which increases dramatically during the period out of term”©TheGuardian.com

“Britain is the ‘fat capital’ of Europe, ac-cording to researchers from the Universi-ty of Madrid’s School of Medicine whose study is published in the European Jour-nal of Clinical Nutrition.” ©Dailymail

“The fight against obesity starts in the head, not in the stomach” . ©TheGuardian.com

“2/3 of 307 children studied had atleast one early symptom of heart disease such as high blood pressure” ©BBC News

“Too many of the UK’s children are overweight or obese and the decline in walking and cycling to school is a major contributor to the inactivity epidemic” © TheGuardian.com

Approximately 1/3 (29.5%) of children in Eng-land aged 2-15 are classed overweight or obese. 16% of boys and 15% of girls in this age group are obese - The NHS Information Centre, Lifestyle Statistics (2011) Statistics on obesity, physical activiy and diet in England.

“The signs that we have stopped caring are everywhere - the rise in obesity and diet-related illnesses; the impact of the intensive farming on animal welfare and the envinment, and the loss of life skills we need to cook and grow our own good and be in control of what we eat” ©Foodforlife.org.uk/

Where are we now?

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Why

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Health impacts:

Research confirms that food growing programmes have positive impacts on pupil nutrition and at-titudes towards healthy eating. (such as increased fruit and vegetable comsumption and better aware-ness of food taste and type) The literature also indicates that various social well-being outcomes are associated with food growing programmes, especially for lower ability pupils or those who have been disengage from learning. The research only suggest that food growing can contribute to improved physiological and physical fitness outcomes (including improved mental health, enhance emotional development and improved social interaction).

Educational impacts :

Robust academic studies confirm that the main educational impact of food growing activity in on pupil’s scientific knowledge. A smaller number of studies also indicate improved mathematics and language outcomes, and educational impacts for particular types of pupils, including primary SEN, lower ability and disengaged pupils. The literature suggest that there can be positive impacts on pupil’s motivation for school learning (such as an improved attitude towards school and study higher attend-ance and better behaviour. A number of studies indicated the potential of food growing to build link between schools and their local communities.

Knowledge, skills and behavioural impacts :

Research confirms that food growing in schools activity has a positive impact on students horticul-tural and scientific knowledge. It also indicates that there can be an impact on pupil’s enviromental awareness. (including an understanding of issues such as : enviromental responsibility; sustainability; and ecology) Very few studies provide insights into the extent to which pupils had developed practical gardening skills. There is also little evidence of an improved awarness of horticultural career options.

Cost benefits :

Evidence of the cost benefits of school-based food growing activity is extremely limited.Where studies report benefits and costs, they are limited by their design. No robust cost benefit analy-ses or value for money assessments have been undertaken”

Why food growing?

From Food Growing Activity in National Foundation for Educational Research (2011) :

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“ In 2006 the, then, Department for Children, Schools and Families (DCSF) launched the Learning Outside the Classroom Manifesto (DCSF, 2006), which stated that ‘every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, abil-ity or circumstances’”

Food and Agriculture organisation of the Unit-ed nation (2010), said that "school gardens have traditionally been used for science education, ag-ricultural training or generating school income. Today, given the urgent need for increased food security, environmental protection, more secure livelihoods and better nutrition, perceptions of the potential of schoolgardens is changing. The belief is that school gardens can become a seed ground for a nation’s health and security; this idea is increasingly backed up by experience and re-search”.

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Children are not taught to cook at school and commonly often can’t recognize everyday fruits and vegetables.We need to bring back food edu-cation. Children who grow their own fruits and vegetables are more likely to eat them. It is being included in the curriculum from september 2014.

“The garden has added significant value in terms of learning, physical hands-on activities and build-ing stronger links with the community. It has been a superb resource for supporting children that demon-strate challenging behaviour. Growing fruit and veg-etables has had a significant impact on the children’s understanding of where food originates. Children enjoy nurturing and harvesting their produce as well as selling it to parents and cooking it within school. The gardening clubs, which involve parents and car-ers after school, bring the community together and parents find it supportive because they are able to support their child’s learning.” (Food Growing in Schools Taskforce, March 2012)

“None of our children speak English as a first language and the outdoor environment provides our children with freedom and con-fidence to develop their speaking and listen-ing skills, as well as improve their attainment in other areas.” (St Benedict’s Primary School, Birmingham).

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Publications that may be helpful in developing your school food policy are :

1. The Chips are Down - a guide to food policy in schools. Available from the Health Edu-cation Trust, 18 High Street, Broom, Alcester, War-wickshire B50 4HJ (tel 01789 773915) price £15. Visit their website www.healthedtrust.com for in-formation on how to order a copy.

2. Eating Well at School - a set of 3 free booklets available from the Department for Edu-cation and Skills (tel 0845 6022260). They provide practical guidance to help governors, head teach-ers, policy makers and catering contractors intro-duce and sustain the provision of healthy food in their schools.

3.These websites may also be of help:

www.dietproject.co.uk/toolkits/headstart.htmwww.dfes.gov.uk/schoollunches

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“At this date is an uncostituted informal group of organisations and academics, all based or active within the Leeds district, who share core values around the well-being and sustainability agenda and who are all in various ways, involved in sup-porting educational establishments and related organisations in the growing (often on school premises) and consumption of local food, the promotion of resilient and healthy practises, including outdoor work and teaching about healthy school food, and the development of effective education around the topic of sustainability”

Description:

Through the group, schools and their communities can turn their existing food culture into one that focuses on health, sustainability and life-skills, as well as providing opportunities for wider learning.

"The mission statement is “Leeds Edible Schools Sustainability Network (LESSN) has been formed to help promote local food growing and consump-tion, healthy lifestyles and sustainability in Leeds schools and communities. We aim to recognise, enhance and share great ideas to celebrate achievements large and small, to help connect schools with local support, volunteers and national initiatives and to provide interactive currculum-based on-line learning resources, practical help and more”

Introducing the Leeds Edible Schools sustainbility network.

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Food

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es1. SUNLIGHT : Growing plants needs a minimum of six hours of sun a day, eight or more if possible. When growing in the lower range of sun exposure, it’s safe to plant beans, peas, herbs, all of the leafy greens and some small fruiting plants such as cherry tomatoes and cucum-bers. In these limited-sun gardens, seedlings and big seeds (for peas and beans) do best; tiny seeds often don’t come up. Carrots, potatoes and oth-er root vegetables need at least eight hours of sunshine, and plants such as tomatoes, peppers, melons and squash will not produce large fruits that ripen to color without full sun. Plants draw energy from sunlight, and producing a large, colorful fruit requires much more energy than producing a small fruit or leafy vegetable.

2. SOIL: Well-prepared soil acts as the im-mune system of the plants. Ideally, you want to have 12-18 inches of nutri-ent-dense, deeply aerated soil to give plants what they need to thrive. If a plant is well nourished by healthy soil, it’s less susceptible to disease and less appealing to insects because pests at-tack sick or weak plants first. Compost supercharges the soil with beneficial bacteria, carbon and nutrients. Use sifted compost to ensure that there are not too many twigs or branches in it.

3. PATHS:Paths provide room to work comforta-bly in the garden, and, more important, they allow the garden to breathewith-out them, the rows can get trampled and the tiny air pockets that are essen-tial to soil healthy can get choked off. To mark the paths, you can use straw, wood chips, bluestone pavers, brick or stepping stones.

4. IRRIGATIONKey components of any irrigation sys-tem are the well, pump, and proper size main and lateral lines. Frequently these components are undersized for the area to be watered, and serious inefficiencies occur. Since proper en-gineering of a watering system is nec-essary, it is important to carefully de-termine the area to be irrigated with consideration towards increased ca-pacity. Overhead sprinkling is one of the most commonly used methods of irrigating greenhouse crops. Other irrigation methods include drip or trickle and subirrigation. General in-formation on each of these systems follows, with mention of some of the major advantages and disadvantages associated with each method.

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es1. Observe and Interact - “Beauty is in the eye of the beholder”

Observation is key to permaculture. Develop-ing good observation skills is essential if we want to make well-functioning permaculture designs. By observing natural and social pat-terns we are able to use them in our design work - this relates to Bill Mollison’s philosophy of ‘work with nature, not against’. We have to know how nature works if we want to be able to work with it.

“Good design depends on a free and harmoni-ous relationship between nature and people, in which careful observation and thoughtful in-teraction provide the design inspiration.” David Holmgren

1. We state a problem, issue or challenge2. Then consider realistic options for action3. Put the best option into action4. Observe the results5. Reflect on what has been learnt6. Restate the problem, challenge or issue as it now is, and start a new phase of learning

2. Catch and Store Energy - ”Make hay while the sun shines”

The vast majority of energy is supplied by the sun which is then captured by plants who have learnt the clever trick of how to turn photons into complex carbohydrates. This basic trick drives the whole planet’s ecosystem. We need to rebuild ‘natural capital’ in order to create the basis for a long-term sustainable society. Storing energy in the landscapeAs designers we are helping to arrange our land-scapes to maximise this energy capture. This is mainly by planting and nurturing new areas of ‘biomass’ - living things - mainly plants, usu-ally as trees, woodlands, forest gardens, mead-ows, ponds, etc. Wherever possible we are also seeking to ensure that plant systems contribute to the development of deep healthy soils. Deep soils allow good crops, retain more rainfall, and also have the hugely important role of being the world’s largest and most important living stores of carbon.

One advantage we have over nature is that we can also plan and decide how to catch energy in the landscape by storing it in dams, ponds and reservoirs, that can be used to do useful work for us.

Permaculture - Principles

Association vegetables , soil protected by mulch

The Vegetable Gardener’s Guide to Permaculture: Creating an Edible Ecosystem

by Christophe Shein and Julie Thompson.

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3. Obtain a yield - ”You can’t work on an empty stomach”

This principle is like an order. Make sure that every time you design a house, garden, park, or school, it includes elements that will provide real tangible yields. The yields could be food, fibres, or fuels, but there needs to be something. It is crazy to live in settlements where the only food source is the shop, and to get to the shop you pass gardens and parks, filled up with ornamental plants and gravel.

Permaculture stresses self-reliance - the ability to meet many of our own needs from our own re-sources. In a high rise flat that might be a window box with lettuces, as a whole community it may be the majority of our food. We can no longer rely on global food systems to meet our needs, or on there always being enough fossil fuels to bring the crops to us. Permaculture stresses the use of plants that are functional - food medicine, fibres, but this doesn’t mean boring or dull. Functional designs and plantings can also be beautiful - an-other important yield.

4. Use and value renewable recources and services “Let nature take its course”

Permaculture design aims to make best use of renewable resources to create, manage and maintain high yielding systems, even if some non-renewable resources are needed to estab-lish the system in the first place.

As societies we need to value ‘ecosystem servic-es’ such as water purification much more highly. Currently we aredestroying natural ecosystems that would provide us with many thousands of years good service if we were to treat them with more respect. Permaculture makes use ofnatu-ral processes and animal behaviours as part of a design.We need to understand the renewable resource we are using to ensure appropriate use, e.g. how many trees can we take from a woodland without damaging it? Harvesting of wild plants and animals can be part of the over-all yield of a system.Wind, sun and waves are key renewable resources that can help us move towards sustainability. Recreating forests and soils are two of the most important tasks of the twenty first century.

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Elaine Ingham the SFW Queen“Elaine Ingham is a well known soil scientist and works at the Rodale Institute. She is a big propo-

nent of the no till methods”. http://foragreenerliving.blogspot.co.uk/2013/03/

the-soil-food-web.html

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6. Design from patterns to details. -“Can’t see the woods for the trees”

The patterns found in the natural world are a source of inspiration for permaculture. ‘Pattern thinking’ can be used in a wide variety of situa-tions, unlike specific techniques which can only be used in particular situations. Permaculture aims to help you think about the overall pattern for a project by using a variety of design meth-ods. The principles themselves are all about helping to do this. Its about looking at the ‘big picture’ first.

The biggest picture thinking all relates to what we are trying to achieve, which is where the ethics come in.Zoning is a very good example of a design method that is used to help generate an overall pattern for the site and ensure that it is designed to be energy efficient. Sector analy-sis is another design method used to see how energy (sun, wind, wildlife, etc) flows through a site. Both of these tools help to give an over-all shape to the design, before getting too car-ried away with the specific details to start with.When designing it is important to gain an un-derstanding of the local / regional patterning:landscape type, including hydrologyunderlying geologylocal biodiversity and common habitatssocial and cultural patterns - traditions, norms and values

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es5. Produce no waste. - “Waste not want not”, “A stitch in time saves nine”

Waste is just an unused output. If the output is unusable, or downright dangerous, we prob-ably shouldn’t be producing it in the first place (plutonium for example).

Permaculture aims to connect inputs and out-puts so that different elements meet each oth-er’s needs. For example, if we save my kitchen waste and put it into a compost bin, we can make compost that can then be used to grow crops which we can then eat. We have saved waste (kitchen scraps that produce methane in landfill sites, and need transport to get it there), reduced external inputs (We don’t need to buy compost) and increased yields (better soil, more crops, more worms.)

Careful maintenance and investing in good quality long lasting products can also help re-duce waste and overall consumption levels.

As they say “refuse, reduce, reuse, repair, recy-cle”. We could add re-design in there too, which is where permaculture makes its biggest contri-bution.

Permaculture - Principles

Association vegetables.

www.transitiontopermaculture.org

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7. Integrate rather than Segregate“Many hands make light work”

One of the most important insights from ecol-ogy is that the relationships between things are as important as the things themselves. A healthy vibrant ecosystem is a mass of connections and relationships. That’s what we are trying to cre-ate with a permaculture system.Permaculture seeks to integrate elements together so that the needs of one are supplied by another. This is well described by three earlier principles:

• Each important function is supported by many elementsFor example, food for a household might be provided by a diversity of main crops, wild food, salad and veg-etable beds, orchards and soft fruit, agree-ments with other producers, small and large livestock. If any one source fails, oth-ers will provide. This increases the systems ‘resilience’ and makes failure or disaster less likely.

• Each element provides many functions:Many conventional and industrial systems tend to look at ‘elements’ (e.g. a chicken) as produc-ing only one yield (eggs or meat). This single yield is then promoted and extended often at a cost to the environment and the element it-self. In a permaculture system the are trying to utlise all the different functions and yields of an element, e.g. a chicken can provide pest control, tillage, meat, feathers, eggs, heat etc., to increase the overall yields and create a more integrated system.• Relative location:In order for there to be good connections be-tween different parts of the system, it is impor-tant to place them so that they can do this. An obvious example is that a rainwater collection barrel is generaly best placed next to the down-pipe from a house, or chickens next to annual beds that need occassional tilling and pest con-trol, or herbs next to the back door for easy picking for your next cup of tea!

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8. Use and Value Diversity“Don’t put all your eggs in one basket”

Diversity is the very essence and joy of life. Maintaining and enhancing the diversity of ex-isting eco-systems is essential for so many rea-sons. Preserving and protecting what little wil-derness we have left is one of most important tasks. But in permaculture we don’t stop there.

Wherever possible our designs always incorpo-rate a ‘zone 5’ area which is left for nature to do as it will. We also try to make use of nature friendly techniques and technologies to mini-mise harm.

Permaculture designs should always try to in-corporate a wide variety of plants, animals and approaches. This is not just for the sake of it, but because diversity can act like an insurance policy - if one crop fails, another may succeed. Even within an orchard there will be a diversity of different varieties. Take apples as an exam-ple. A healthy diverse orchard will contain early flowering, late flowering, eaters, and cookers. If an early frost gets some, others will be popping out flowers later on.

Polycultures (agriculturral systems with many plants), are now proven to be more produc-tive overall and resilient to weather, pests and other factors, than monocultures (agricultural systems with only one plant species.) Another good reason to understand and use diversity...

Plant diversity is also key to many useful tech-niques such as ‘integrated pest management’.Human diversity is also key to creativity and a vibrant, healthy human society.

Permaculture - Principles

Principles elements of permaculture

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10. Creatively Use and Respond to Change“Vision is not seeing things as they are, but as they will be”

We know things are changing - faster than we would like maybe. Climate change, peak oil, resource depletion, population growth, tech-nology changes, economic booms and busts, all contribute to a less than certain age. Many of these challenges seem beyond our control. However, the way we think about them, and how we react as individuals, groups, organisa-tions and networks, is under our control.

The other strand to this principle is planning and designing for known changes. For example, seasons of spring, summer, autumn and winter are predictable and can be planned for, and in-corporated into our designs, management and action plans. How eco-systems change over time - in ecology this is called ‘succession’ is also predictable, at least overall. By under-standing how ecosystems change over time, we can accelerate the process and create produc-tive ecosystems faster than is usual in nature. Forest gardens are an example of this, where all the layers of the forest are put in all in one go, rather than over many years.

There are also many methods for social change, organisational development and community engagement that we can use to help groups work together and collectively plan for chang-es. Working with people is just as important in permaculture as working with plants (which are much easier!)

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es9. Use Small and Slow Solutions“The bigger they are the harder they fall”, “Slow and steady wins the race”

This reminds us that systems should be de-signed to function at the smallest scale that is practical and energy efficient (rather than the biggest). In some ways this is a value judge-ment. Permaculture favours small scale and lo-cal, over big scale and global. Usually.

This links to concepts like ‘human scale’ as Kirkpatrick Sale calls it, and the ideas of Fritz Schumacher in his book ‘Small is Beautiful’.

Small scale solutions and activities are more likely to be adaptive to local needs, respectful of nature and able to see the consequences of ac-tions. Slow food, slow cities, slow down! Incre-mental changes can be more easily understood and monitored.

This concept links to one of the “Golden Rules” from Bill Mollison’s Designers Manual - start small, get it under control and then slowly ex-pand the perimeter - or put another way, don’t take on too much too quickly, as you are likely to be overwhelmed.

Sepp HolzerAustria

Permaculture in a mountains.

Observe, observe, observe...Good society helps each individual - like a family. Plant in families and they will provide each other the support they need. - humidity, oxigen, nutrition...etc

“- What’s extracted by the one is taken by another”“Co-oporate with the nature, don’t con-front it” http://www.youtube.com/ Farming With Nature - Permaculture with Sepp Holzer

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1. Observe and Interact “Beauty is in the eye of the beholder”

2. Catch and Store Energy ”Make hay while the sun shines”

3. Obtain a yield ”You can’t work on an empty stomach”

4. Use and value renewable re-cources and services “Let nature take its course”

5. Produce no waste“Waste not want not”, “A stitch in time saves nine”

6. Design from patterns to details“Can’t see the woods for the trees”

7. Integrate rather than Segregate“Many hands make light work”

8. Use and Value Diversity“Don’t put all your eggs in one basket”

9. Use Small and Slow Solutions“The bigger they are the harder they fall”, “Slow and steady wins the race”

10. Creatively Use and Respond to Change“Vision is not seeing things as they are, but as they will be”

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“The agriculture that came with the war” - where from real example of agroecology in India we can obtain the main principle of this sus-tainable system.

For watch the video, go on the website YouTube and writte “The agriculture that came with the war”http://www.youtube.com/watch?v=wwNtdc9ZnNw

Pierre Rabhi used the agro-ecology incluying the principles’s agro forestry.

Principles

Agro-forestry - Principles

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Like well designed plants can work in a perfect society, and thus so well educated chilren can built the same!

“Remember how a fallen tree trunk could provide hours of entertainment, or a snail race could give endless fun? Natural play isall about using our surroundings as a playground. Whether it’s including natu-ral features in a new play space or just re-claiming agrass bank and making it a fort. Natural play is all around us, it’s freeand it’s kind to the environment.” Natural Play - Be Inspired

http://www.neighbourhoodsgreen.org.uk/

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The 2005 House of Commons Education and Skills Committee report, ‘Education Outside the Classroom’ concluded that “school grounds are a vital resource for learning” and that… “capital projects [should] devote as much attention to the ‘outdoor classroom’ as to the innovative design of buildings and indoor space”.

Robert Doisneau - The Recreation, 1956

Children love to play. If we introduce one place as a good place, place where they can feel free and comfortable children will automaticly accept it in their cu-riousity radar as a place where they can explore. Then they will start appreciating

it, because for them this will be their “island of fun”.

When this stage is ready, the children will easily participate in developing their island and expanding their radars. Chilren love to play but they are also very curious, so when we combine these too, the effect it’s completely different that the results in the classrooms indoors, but noone will be able to deny that the results are positive.

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unds School grounds have historically been the last aspect of school design to be

thought of and the first element to be cut when budgets are strained.

But they can have a dramatic impact on improving learning, promoting posi-tive behaviour, encouraging better concentration in lessons and developing a healthier generation through a variety of active play.

The design process depends on a number of factors, particularly whether existing or new-build school grounds are being developed. Some basic princi-ples apply to both. Key Design Principles

Designing for school grounds

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What do we want to be?• enhancing teaching and learningby creating new facilities and inspi-rational learning environments.• providing for the needs of all chil-dren, including those with SEN and disability.• improving how pupils and staff feelabout their daily workplace.• creating learning opportunitiesfor pupils throughout the processof change.• making the school site morewelcoming and accessible for thelocal community.

How can we get there?• cost• space requirements• materials and where to get them• how to build/create the feature• who might help• how the new spaces will be used and maintained in the-long-term.

Our school grounds project has tangibly increased pride in the school environment and been responsible for an enduring feel-good factor. It has raised expectations and been the catalyst for an ava-lanche of ideas and inspirational projectsfor self-help improvement.The spin-off effects on learning for marginal students has been massive, and committed studentsbecame even more comitted.”Headteacher, Devon“

By the end of this stage the school wanted a vision plan showing:• what it would like to achieve• how the grounds should function• how the spaces would relate toeach other and be used.

A whole range of groups, includingthe children, representing all aspectsof the school’s different functions, worked to produce a set of summariesoutlining what they would like to beable to do in their grounds and howthe different spaces would function.develop a whole-site strategy.

Where do we want to be?

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Leesland Infant School has 250 pu-pils and is in a small, restricted site in aresidential, urban area.The site is dominated by a large red brick Victori-an building.To the front was an all tar-mac playground, to the back an early years area, and to the side a staff/visi-tor car park and a further tarmac area designated as a ‘no go’ area for pupils.

When the school decided it was time to make improvements to its outdoor space it focused initially on the devel-opment of a single area. After discus-sions with other schools who advocat-ed a whole-site integrated approach, it

Case study 1Leesland Infant School, Gosport

After the development the school is hav-ing an eco-club -“Caring for oneself, for each other and for the environment” In Eco-club we explore environmental issues and encour-age children, and in turn, parents and other adults to be responsible citizens in their use of the world’s resources. The club looks at recycling, growing our own fruit and vegeta-bles, where our food comes from, bugs, how to save energy and much more ...

Leesland Infant Schooltake a number of dif-ferent approaches to helping children under-stand some of the issues of sustainable devel-opment.

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embarked on a process of consultation, plan-ning, designing and construction. A strategy for the grounds was developed in partnership with a dedicated local authority team, the Hampshire Schools Landscape Programme (HSLP), before the school moved on to make changes within their grounds. HSLP use a de-tailed planning and designing process, which can be seen on the opposite page.A landscape architect from the team worked closely with the school throughout the process . Leesland Infant School was guided through a well-established set of steps to help ensure the school grounds development was completed in a thorough and sustainable way.

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School Food Matters is a charity working with schools, local authorities, caterers and parents to promote excellent school meals and practical food education. Its mission is to ensurethat every child enjoys fresh sustainable food at school and understands where their food comes from.For the School Produce Sale, School Food Matters invites primary and secondary schools to grow fruit and vegetables to sell at their local branch of Waitrose on one day in July. This project gives children and young people both food growing and enterprise experience. As not only do they have to grow the produce, they also need to price and display it, engage with customers and handle their hard earned cash.

The School Produce Sale works as an educa-tion and enterprise venture for any scale of food growing. The growing spaces of the 19 schools involved in 2011 ranged from a few containers to a few acres. The cash raised by sales of their produce in 10 Waitrose branches ranged from £28 to £312. In total over £2,000 was taken by the schools on the day,which will go directly back to the individual growingprojects. Waitrose say of their involvement “Waitrose is very pleased to support the School Produce Sale as it actively encourages all the children involved to learn and appreciate where their food comes from. It also offers them a fun insight into the principles of business as they sell thefruits of their labour and make a profit for their school.An early apprecia-tion of good food helps children make the right nutritional choices throughout their lives and this grass roots project is a very effective and exciting way of teaching youngsters about the healthy and sustainable food available to them right on their doorsteps.”

Case study 2School Food matter project

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Gardening Inclusion Project, Royal Horticul-tural Society working with Middleton Primary School, Leeds Middleton Primary school is a large mainstream school with 340 students on roll, aged 5-11. The school is situated in an area of significant social disadvantage. Already an estab-lished gardening school with growing, compost-ing and wild garden areas, Middleton’s vision was to explore the potential for gardening to impact on learning and behaviour for its vulnerable stu-dents 20 students with Individual Education or Behaviour Plans (IEPs or IBPs) were chosen to at-tend regular gardening sessions supported by the RHS for the year long project.

All students had needs identified as ‘exceed-ing what is normally available in schools’.Students were organised into small, mixed age groups to enable mentoring by older students and positive role modelling. All sessions were supported by a teacher, behavioural support worker or teach-ing assistant. Involvement in the RHS project has helped students to achieve important outcomes in their Individual Education and Behaviour Plans through gardening. The students’ behaviour files were monitored to see how the gardening inter-vention influenced their overall behaviour.

One child for whom this intervention has beensuccessful is six-year-old. ‘Eric’ had 32 incidents of disruptive behaviour and 9 time outs in a sin-gle term, before he started the gardening sessions. By the summer term he had easily met the targets in his IBP with only 7 incidents, and 3 time out.RHS Project Officer Sarah-Jane Mason observed,

Case study 3Middleton Primary School, Leeds

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“ ‘Eric’ did not appear to be the child described in his behaviour file. He was polite and followed instructions. He also helped other students with garden tasks and accepted assistance from the mentors without argument”.

A kid no longer needs the support of the specialist support unit. As part of a broader pro-gramme of interventions within the unit, the weekly gardening sessions have enabled him to build his social skills to a sufficient level to return to mainstream education. Head teacher Sam Williams commented “I am sure that gardening was the intervention that grabbed Eric’s atten-tion and encouraged him to perform better. The positive reinforcements he experienced whilst working in the garden helped him to make a fresh start”.Other students needing additional support willcontinue to be given the opportunity to garden and their IBPs and IEPs will be monitored to show success. © RHS

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Case study 3Outdoor spaces - natural playgrounds Berlin, Germany

Project Information ©The Schools Programme commissioned Grounds for Learning to create a series of nine case studies, which looks at and documents the widespread transforma-tion of play spaces in schools, kindergartens and public parks in Berlin, Germany. The nine case studies focus on different themes that were important factors in the spaces’ successes. The themes are;1. Choice2. Risk and Challenge3. Nature with a capital N4. Play Machines5. Sand6. Shade and Seating7. Topography8. Variety and Texture9. WaterFor more information about what we do, and to view the other Case Studies, visit SmarterPlaces.org.

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Exploring NatureChildren are given time to simply be in and ex-plore the world around them. Nothing is out of bounds. They can pick leaves, move rocks, collect flowers and hid in bushes – often for the whole break

Natural MaterialsHay, sand, grass, boulders, bark, pebbles and re-claimed materials form the pathways and cover the ground while bushes, mosaics, clay and wood-en struts form a wide variety of vertical surfaces.

PracticalitiesThis type of landscape requires bespoke mainte-nance but often has reduced costs compared to typical UK grounds as the grass/bushes are cut on a less regular basis. The settings that had large scale fruit and vegetable planting areas however had a regular maintenance schedule – one school employed a janitor skilled in horticulture while another sectioned off their growing areas by class – with each class having an area to look after themselves with pictures of the children responsi-ble situated around the ground.

SupervisionStaff and parents feel it is important for children’s mental health to allow children time to be on their own or with others away from the constant gaze of an adult. During play supervisors stay in designated areas should a child need their assist-ance but are happy to allow the children to play in the bushes and regulate their own games.

Health and SafetyUneven surfaces, thorns, twigs at eye height, sticks used for play, rocks and boulders to fall from and inedible berries are just some of the increased

‘risks’ that a natural playground brings. However staff do not report an increase in major incidents and feel that by having nature as it would be en-countered outside the school/nursery, inside the school/ nursery they were able to teach children important skills.

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Case study 4Outdoor spaces - natu-ral playgrounds Berlin, Germany

Non-designed SeatsIn addition to designed seats, tunnels, walls, hammocks,sculptures, play huts and bridges are all used as places to sit individually or in groups.

IntroductionEvery play space had many areas to sit and shelter – ranging from spaces and objects explicitly de-signed for the purpose to areas and features that were multi functiona.

VarietyAt every setting there is a wide range of places to sit and shelter. Enclosed areas built into the bot-tom of playground equipment and outdoor hous-es protect against severe weather, trees and bushes provide shelter from the sun and light rain while open and exposed shade sails are best for protect-ing against the sun and light showers only. Places to sit are evident everywhere and range from large scale structures such as amphitheatres or fire pits for whole classes to small scale areas such as in-dents in walls or individual rocks. The provision of a range of surfaces, levels and shade means that the floor is often used as an inviting place to sit. The wide variety of areas for both shade and seat-ing means that there is always a choice and noth-ing becomes congested or needs to be timetabled.

SupervisionStaff and parents feel it is important for children’s mental health to allow children time to be on their own or with others away from the constant gaze of an adult. Supervisors stay in designated areas should a child need their assistance but are happy to allow the children to play in the bushes. It was not uncommon for children to be completely hidden and unable to be seen for the duration of playtime. Some bushes and trees are thinned to allow greater visibility but others are left untouched to allow children to utilise all areas of the playground – including far away nooks and crannies and planting around the perimeter for long periods of time.

Multifunctional UsesWith the exception of the shade sails most of the provision for shade and seating is multi function-al – rocks, tunnels, steps, mounds, walls, logs and playground equipment are all used as places to sit as well as places to climb on, jump off and play on. Shelters are used as places to climb on, act out role play in and play hide and seek in. Most of the materials used were natural and thus had many affordances – being open ended and able to be used in any way!

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Case study 5Cognac, FrancePublic garden - ‘Les jardins respectueux”

This garden was created with the goal to respect the biodiversity. It is in Co-gnac, in West of the France. In garden is kept the local character.For the con-struction they used mainly recycled materials from the area, like metal matteri-als used before for staking the trees around. They have conserved the woodland along the river and enhance the potential ecological network. Jardin Respec-tueux” is an asociation, which develop the concept of the garden and the idea of connecting the children with the garden, by creating different events for the children regularly, it’s open for public as well and several exhibitions has been perfomed in the garden. The designed garden has a growing vegetables area, natural playgrounds, well designed curious view points, observatory, creative ecological corridors for insects, amphibians, ponds and etc. Paths amoung the garden are also designed with the idea the visitors to see and feel all different areas and experiences of the garden.

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Drawing by Marie Lozach

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Summ

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Case study 1Leesland Infant School, Gosport

We take a number of different ap-proaches to helping children under-stand some of the issues of sustain-able development

Case study 2School Food matter project

Food Matters is a charity working with schools, local authorities, caterers and parents to promote excellent school meals and practical food education.

Case study 3Outdoor spaces - natural playgrounds Berlin, Germany

Children are giv-en time to simply be in and explore the world around them. Nothing is out of bounds.

Case study 4Outdoor spaces - natu-ral playgrounds Berlin, Germany

Every play space had many areas to sit and shelter – ranging from spaces and objects explicitly designed for the purpose to areas and features that were multi functiona.

Case study 5Cognac, FrancePublic garden - ‘Les jardins respectueux”

Paths amoung the garden are also de-signed with the idea the visitors to see and feel all different areas and experiences of the garden.

Summary cases studies

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PART IILeeds Edible Schools Network 33

Visting 34

Funding opportunities 35-36

Blenhein primary school 37 Location 38 Landuse 38 Site analysis 40-41 Topography 42 Research-Concept 43 Concept plan 44 Design development 45-46 Ideas to develop 47 Vegetables 48

The Whartons Primary School

Middleton primary school

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Sharp Lane primary school

Middleton St Mary’s primary school

Farsley Farfiels primary school

Field primary school

New shoots at Bracken Edge primary school

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Bracken Edge School New Shoots - Gardening club

Aims -To integrate gardening into the daily life and culture of Bracken Edge Primary School, Leeds-To involve and inspire children, staff, parents, volunteers and the local community-To transform the school grounds into a pleas-ant and thriving gardening environment-To promote a commitment to sustainability, re-cycling and growing food throughout the school and all who come into contact with it.

New shoots is a community group, which was formed in the summer of 2010 by a group of en-thusiastic volunteers. They aim to create oppor-tunities to grow vegetables and fruit, herbs, grain and flowers for the community at Bracken Edge Primary School in Chapletown, Leeds7. They work with children aged 3-11 years, and provide weekly growing sessions. They have strong part-nerships in place with other local growing groups and enjoy working together.

-“We became a community group for two reasons. Firstly, we wanted to be part of the wid-er growing community in Leeds, as opposed to a school group. Secondly, we had no money, no pots, seeds, compost or equipment!

-After our first meeting in Summer 2010, we had our first activity day in the Autumn of 2010. The Bracken Edge PTA donated £70 to the group to buy a few hand tools and Spring bulbs, which we planted around the school grounds. We planted tulips, daffodils, crocuses and snow-drops. Over 30 parents and children came to help out and add a splash of colour to the school.

-We then identified our first area to give a make over to. A large brick raised bed by the school entrance gate. For many years this had been neglected. The bulbs no longer flowered un-der the compacted soil which had been jumped on over many years by the pupils at the school.

© http://newshoots.weebly.com/our-garden-blog.html

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-As we had no money, we started to approach lo-cal businesses for support. Lidl gave us a £30 dona-tion and our local garden centre “Strikes” agreed to donate ripped bags of compost and grow bags, over 40! Alas Strikes is no more.

-We decided to use the bed to demonstrate how gardening did not have to be expensive or involved fancy equipment and tools. We help a Lasagne Bed Day in late February 2010. Along with the ripped compost bags, we collected leaves from the local park and woods, shredded paper form local offices, manure from a local stable,cardboard and newspa-per, animal bedding, in particular guinea pig and chicken manure from a local neighbour, and vegeta-ble and fruit peelings from the school community.”

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Biffaward – A multi million pound fund that helps to build communities and transform lives through awarding grants to environmental and community projects across the UK. You can ap-ply for up to £50,000 for projects that improve community facilities and enhance biodiversity through the Main Grants programme, up to £5,000 to improve local amenities and encourage wildlife through the Small Grants programme and up to £500,000 for regional projects toim-prove biodiversity or cultural facilities through the Flagship grants. Big Lottery - Awards for All. A simple small grants scheme making awards of between £300 and £10,000. The programme aims to help improve local communities and the lives of people most in need. The application form is short and simple, and you will find out if you are successful within six weeks. Big Lottery - Reaching Communities. Projects can be new or existing, or be the core work of your organisation. The programme has two strands:

Revenue and small capital – funding from £10,000 to £500,000 for revenue projects and/or smaller capital projects up to £50,000 buildings – funding of between £100,000 and £500,000 for large capital projects

Capital Growth - A partnership between Lo-cal Food, London Food Link and the Mayor of London, Boris Johnson. Capital Growth that of-fers practical help, grants, training and support to groups wanting to establish community food growing projects as well as advice to landowners. For further information and to begin the applica-tion process please go to the Capital Growth website.

The best source of information on funding for green and external space projects is the Green Space Fund Search tool. This interactive tool allows you to search for funds by type, size and geographic loca-tion. http://www.green-space.org.uk/community/fund_search.php

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ities Community First Funding - An £80m gov-

ernment-funded initiative that will run for four years, until March 2015. The programme will help communities come together to identify their strengths and local priorities in order to plan for their future and become more resilient. It will fund both new and existing community groups. Community First consists of two elements: a £30m Neighbourhood Matched Fund programme for some of the most deprived areas in the country and; a national £50m Endowment Match Chal-lenge.

Elspeth Thompson Fund - The National Gar-dens Scheme and the RHS are inviting amateur gardeners across England and Walers to apply for funds to support their community projects. Last year £14,000 was awarded across 6 projects. Ap-plications must be submitted by 31 December 2013. To apply, email ngsbursary@rhs.org.uk or call 01483 479 719

LIFE+ - Total funding for the UK is €9million. LIFE+ is the EU’s main fund for supporting envi-ronmental projects involved with nature and bio-diversity, environmental policy and governance and information and communication.

Neighbourhood Planning Support - Design Council Cabe offer free support to community groups working with local authorities in England who are involved in neighbourhood planning. This support is free to groups working in local authority areas that have been given front runner funding from the Department of Communities and Local Government. Find out more.

Transform - £5 - £50,000 for community groups to transform unused, neglected and uninspiring sites throughout the Olympic Boroughs (Hack-ney, TH, WF, Greenwich, Newham and Barking and Dagenham) into community spaces, food growing sites, community gardens, play spaces, community arts areas.

WREN- Supports community, heritage and environmental projects close to landfill sites.

Funding opportunities

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Small grant programmes offer £2,000-£15,000 and Main grant programmes offer £15,000-£50,000. Eligible organisations are environ-mental, voluntary, charitable, not-for-profit, and community groups. There are three fund-ing rounds that have deadlines in May, August, and November.

Enhancing Communities Programme (UK) - Under the Sita Trust’s Enhancing Communities Programme grants of up to £60,000 are avail-able to not for profit organisations, community groups, parish councils, local authorities and charities for projects that make physical im-provements to community facilities. There are 70 qualifying SITA UK waste treatment sites included in the programme and new funding opportunities for communities in Avon, East Anglia, Kent, London, and Yorkshire. SITA will accept applications from projects which are within 3 miles of qualifying SITA UK waste processing sites.The next closing date for ap-plications is the 6th January 2014 for the Fast Track Fund scheme and the 25th November 2013 for the Core Fund.

Esmee Fairbain Foundation Food Strand - Sup-port work which demonstrates the important role food plays in wellbeing and that connects people to the food that they eat. The strand will support work which, amongst other areas, builds links between community groups, pro-ducers and retailers as well as improving peo-ple’s understanding of the impact good food can have on wellbeing. The Strand is open to both large-scale strategic interventions and innova-tive local work. Its budget is £5 million over three years, from January 2013 although it may be extended for a further two years pending a review during 2015.

European Funding Programmes - A search-able database of 450 EU and other European funding sources for projects of all kinds. Fund-ing covers every area of EU support available so not all sources are relevant to social landlords however there are a number of sources which do directly relate to areas of work.

Heritage Lottery Fund - Parks for People. Grants of £250,000 - £5million to regenerate parks and green space.

Landfill Communities Fund (LCF) – Aver-age grant is £25,000-£40,000, however, in very exceptional circumstances £100,000 can be obtained. LCF supports aims to enhance play areas, restore footpaths and green spaces and protect natural habitats and improve commu-nity halls. To find out more click here.

People’s Health Trust. Grants programme to fund eligible health related projects in local ar-eas. The programme aims to help local commu-nities throughout England, Scotland and Wales live longer healthier lives by supporting projects that tackle the early causes of ill health. Apply now

SITA – Support available for community and environmental improvement projects through the Landfill Communities Fund. Organisa-tions can apply for up to £50,000 for physical improvement projects through the Enhancing Communities strand, up to £120,000 for projects that protect species and create wildlife habitats through the Enriching Nature strand and up to £10,000 for projects that involve young peo-ple in transforming community amenities and green spaces through the Young Person Volun-teering strand. Apply now

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Blenhein primary school

Location

Landuse

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Leeds city centre

Blenheim Primary School

Parks and green squares

All Soul’s ChurchLeeds student medical practise

Broadcasting tower Leeds Met

Main roadStudent accomodation Ceres Division,

Royal Navy Reserve

secondary roads

Leeds Edible Campus

Blenhein primary school

Blenhein primary school is located in a center of Leeds. Her location is interest-ing cause of the proximity of the univer-sity distrcit and the center of Leeds. At smaller scale, the school has a strategic location, because we can note also the proximity of housing area, it’s will can permit to be attractive for the local peo-ple (volunters).

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Small hill,

Shelterbelt

Small hill Slope

abandone building

The “grey” playground

good exposition to the sun morning shade ?

Carpark

Waiting parrents area

secondary entrance

main entranceshady area

easy access to tree leaves

existing features

existing features

school buildings

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Site Analysis

sunpath - south east

predominant winds - north

predominant winds - north west

rainwater flooding directionTree shelterbelt around the perimeter of the schoolMain road

secondary road

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Blenhein primary school

The site analysis permit to observe differents positive elements in the site school. We have choose this site (in red on a map) cause of :-sunpath (for vegetable growing)-winds comes form the north (protection with the buildings existing and trees)-access to the school from the north (parents can see the garden form the parking and main entrance)- existing slop in a south way (advantage for collect rainwater)

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Car parkOpen green space

Enclosed green space

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Site Analysis

Working area (school buildings)

Grey playground

Green playground

Potential area

Blenhein primary school

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We have also defined differents unities :-Working area (classe)-Grey playground (children area for playing or make sport)-Green playground (destinated at the soprtive activities)-Potential area for build the garden project.

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Topography

Site cross section AA’

potential places for rainwater collectors

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Site cross section BB’

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Research

Our concept development were base on the mandala shape.We wanted to achieve a comfort-able and an interesting paths and good exposure to the sun.The circle shape easily provide good connection between the places, symbolize the all and the infinity, the unity and the multiplicity, the full and the perfection. We developed the mandala because the shape can developed a mounds cul-ture (from ecological and sustainable aspect).We wanted to enhance the idea in the childrens conception how important is the connection be-tween the nature and the people and how every-thing should be working together.

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hoolInspirated from the Mandala form ...

Mandala defintion from wikipédia: “Mandala (Sanskrit : ‘circle’) is a spiritual and ritual symbol in Hinduism and Buddhism, representing the Universe.The basic form of most mandalas is a square with four gates containing a circle with a center point. Each gate is in the general shape of a T. Mandalas often exhibit radial balance”.

About the garden Mandala from Bill Mollison : “The mandala garden provides an excellent example of both advantages and problems of using curvilinear shapes in gardening. Besides the advantages that Bill lists, there are at least two other major benefits. First, this is a very beautiful garden. beauty atracts the garden’s most useful symbiote, the gardener”. http://www.permaculturenews.org/resources_files/pdc_info/mandala_gardens.pdf

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area grow-ing vegeta-bles

compost collecting area

outside teaching area with wood seats

greenhouse and a house for the chickens

areas collecting the raining water (adapting with the slope)

orchard producing fruits and connecting visual land-scape

playing area (plays, creativity, imagination, exploring and )

renovation of the existing building and turning it into a place where they can put the tools, gardening’s clothes and shoes for the children, plants, tables (for drawing or eating), and on a next phase this can be turn into a kitchen where the children can be educated how to cook and etc.

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Concept Plan

Drawing map of project

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Phase 1fst:Growing vegeta-blesArea learningHouse chickenCollect rainning water

Phase 2nd:Renovation houseMore space grow-ing area

Phase 3th:Renovation houseMore space grow-ing area

Drawing

Phases

View on the mandala garden

Phasing of the project

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Phasing of the project

Before

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Greenhouse with get back materials cheaper. Connect children with

the animals and make them understand their connection with the veg-etable garden ( biomass’s production)

Develop a orchard to teach the chil-dren how to cut the fruit trees, take fruits directly from the tree, painting trees in relation with a natural subject or an insects which are living there.

Make paths with natural materials (wood)

Find recycled materials for build-ing the different features and ac-cessories within the garden

Develop a diversity plays for children

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esVegatables Definition from Free Encyclopédia : “Companion

plants assist in the growth of others by attracting benefi-cial insects, repelling pests, or providing nutrients, shade, or support. They can be part of a biological pest control pro-gram”.

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This exercice permit us to realise how is important to include more and more the growing food in a city, and more particulary in the school network. Indeed kids are our future, and to permit at them to have access at growing garden and knowledge about growing food and vegetables is essential. It was also really interesting to make in practice a developpment of this project, to permit at the Blenhein primary school the opportunity to realise a food growing garden. Many thanks at Tom Bliss for his help and Mrs Duffy to

take care about our proposition.

Picture of Gardening club, froNew Shoots at Bracken Edge School.

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Elaine Ingham the SFW Queen“Elaine Ingham is a well known soil scientist and works at the Rodale Institute. She is a big propo-

nent of the no till methods”. http://foragreenerliving.blogspot.co.uk/2013/03/

the-soil-food-web.html

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http://bonnieblogsgreen.blogspot.co.uk/

Refe

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esCompanion planting tipshttp://bonnieblogsgreen.blogspot.co.uk/

Foodforlife.org.uk

Food and Agriculture Organisation of the United Nations, 2010.

Food Growing in Schools Taskforce, March 2012.

Funding opportunities http://www.green-space.org.uk/community/fund_search.php

Learning Outside the Classroom Manifesto (DCSF, 2006)

©LESSN - Genesis and Germinationhttp://www.urbal.tv/

Natural Play - Be Inspiredhttp://www.neighbourhoodsgreen.org.uk/

J.Martin, K.Nicholas, J.Easton, C, and Featherstone, G. (2011) Food Growing Activity in Schools, National Foundation for Educational Research, Slough

New shoots website http://newshoots.weebly.com/our-garden-blog.html

Permaculture principles : http://justlists.wordpress.com/2010/01/14/principles-of-permaculture/ by David Holmgren

Pierre Rabhi, The agriculture that came with the war http://www.youtube.com/watch?v=wwNtdc9ZnNw

Sepp Holzer - farming with nature movie:http://www.youtube.com/watch?v=Bw7mQZHfFVE

Schools for future Department for education and skillshttp://www.cleapss.org.uk/attachments/article/0/BB95.pdf?Free+Publications/Building+Bulletins/

St Benedict’s Primary School, Birmingham).

The 2005 House of Commons Education and Skills Committee report, ‘Education Outside the Classroom’

www.healthedtrust.com www.dietproject.co.uk/toolkits/headstart.htm www.dfes.gov.uk/schoollunches www.wikipédia.comwww.freeencyclopédia.com