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Leeds Metropolitan Univeristy 2013 Green Places 02 - Leeds Sacha Gigant & Yana Georgie MA Landscape Architecture & Design

Contents

Introduction
Research Objectives

3 4

PART I
Where are we now? Why food growing? Growing food = Growing Health Leeds Edible Schools Food growing - principles Permacultrue - Principles Agro-forestry - Principles Desigined for playing Food growth + play Designing for school grounds Cases studies
6 7-8 9-10 11 12 13-15 19 20 21-22 23-24 25-31

Contents
PART II
Leeds Edible Schools Network Visting
33 34 35-36 37 38 38 40-41 42 43 44 45-46 47 48

Funding opportunities Blenhein primary school Location Landuse Site analysis Topography Research-Concept Concept plan Design development Ideas to develop Vegetables

Conclusion
Appendix References

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Introduction

Introduction

his study is focused on the idea for development 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 growing in schools can have, explain why it is so powerfull 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

Research and Objectives

Research Objectives

he impact of food growing in school activities for children and communities; indicators of how easy the potential of schools 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.

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

Part I
PART I
Where are we now? Why food growing? Growing food = Growing Health Leeds Edible Schools Food growing - principles Permacultrue - Principles Agro-forestry - Principles Desigined for playing Food growth + play Designing for school grounds Cases studies
6 7-8 9-10 11 12 13-15 19 20 21-22 23-24 25-31

Where are we now ?

Where are we now?

The

pproximately 1/3 (29.5%) of children in England 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.

fight against obesity starts in the head, not in the stomach . TheGuardian.com

Too many of the UKs children are

overweight or obese and the decline in walking and cycling to school is a major contributor to the inactivity epidemic TheGuardian.com

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/

Britain is the fat capital of Europe, ac-

cording to researchers from the University of Madrids School of Medicine whose study is published in the European Journal of Clinical Nutrition. Dailymail

Due

to increased school commitments but also due to lack of safe spaces for play, lack of parks etc - children spend many hours of the day sitting. It is indicated 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

2/3 of 307 children studied had

atleast one early symptom of heart disease such as high blood pressure
BBC News

Why food growing?

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

Why Food Growing ?

Health impacts:
Research confirms that food growing programmes have positive impacts on pupil nutrition and attitudes towards healthy eating. (such as increased fruit and vegetable comsumption and better awareness 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 pupils 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 pupils motivation for school learning (such as an improved attitude towards school and study higher attendance 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 horticultural and scientific knowledge. It also indicates that there can be an impact on pupils 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 analyses or value for money assessments have been undertaken

Why food growing?

ood and Agriculture organisation of the United nation (2010), said that "school gardens have traditionally been used for science education, agricultural 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 nations health and security; this idea is increasingly backed up by experience and research.

n 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, abil8 ity or circumstances

Growing Food = Growing Health

Growing food = Growing health

he garden has added significant value in terms of learning, physical hands-on activities and building stronger links with the community. It has been a superb resource for supporting children that demonstrate challenging behaviour. Growing fruit and vegetables has had a significant impact on the childrens 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 carers after school, bring the community together and parents find it supportive because they are able to support their childs learning.

(Food Growing in Schools Taskforce, March 2012)

one of our children speak English as a first language and the outdoor environment provides our children with freedom and confidence to develop their speaking and listening skills, as well as improve their attainment in other areas. (St Benedicts Primary School, Birmingham).

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

Growing Food = Growing Health

Growing food = Growing health

Publications that may

T

be helpful in developing your school food policy are :

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

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

.T

hese websites may also be of help:

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

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the Leeds Edible Schools

Introducing

sustainability network

Introducing the Leeds Edible Schools sustainbility network.

Description:
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 wellbeing and sustainability agenda and who are all in various ways, involved in supporting 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

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.

" he mission statement is Leeds Edible Schools Sustainability Network (LESSN) has been formed to help promote local food growing and consumption, 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

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Food growing -Principles

Food growing - Principles

1. UNLIGHT : 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, its safe to plant beans, peas, herbs, all of the leafy greens and some small fruiting plants such as cherry tomatoes and cucumbers. In these limited-sun gardens, seedlings and big seeds (for peas and beans) do best; tiny seeds often dont come up. Carrots, potatoes and other 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.

3. ATHS: Paths provide room to work comfortably in the garden, and, more important, they allow the garden to breathewithout them, the rows can get trampled and the tiny air pockets that are essential to soil healthy can get choked off. To mark the paths, you can use straw, wood chips, bluestone pavers, brick or stepping stones.

2. OIL: Well-prepared soil acts as the immune system of the plants. Ideally, you want to have 12-18 inches of nutrient-dense, deeply aerated soil to give plants what they need to thrive. If a plant is well nourished by healthy soil, its less susceptible to disease and less appealing to insects because pests attack 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.
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4. RRIGATION Key components of any irrigation system 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 engineering of a watering system is necessary, it is important to carefully determine the area to be irrigated with consideration towards increased capacity. Overhead sprinkling is one of the most commonly used methods of irrigating greenhouse crops. Other irrigation methods include drip or trickle and subirrigation. General information on each of these systems follows, with mention of some of the major advantages and disadvantages associated with each method.

Permaculture- Principles

Permaculture - Principles

1. Observe and Interact -

Beauty is in the eye of the beholder Observation is key to permaculture. Developing good observation skills is essential if we want to make well-functioning permaculture designs. By observing natural and social patterns we are able to use them in our design work - this relates to Bill Mollisons 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 interaction provide the design inspiration. David Holmgren
1. We state a problem, issue or challenge 2. Then consider realistic options for action 3. Put the best option into action 4. Observe the results 5. Reflect on what has been learnt 6. Restate the problem, challenge or issue as it now is, and start a new phase of learning

Association vegetables , soil protected by mulch

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 planets ecosystem. We need to rebuild natural capital in order to create the basis for a long-term sustainable society. Storing energy in the landscape As designers we are helping to arrange our landscapes to maximise this energy capture. This is mainly by planting and nurturing new areas of biomass - living things - mainly plants, usually as trees, woodlands, forest gardens, meadows, 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 worlds 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.

The Vegetable Gardeners Guide to Permaculture: Creating an Edible Ecosystem by Christophe Shein and Julie Thompson.

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Permaculture- Principles

Permaculture - Principles 3. Obtain a yield -

You cant 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 resources. 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 doesnt mean boring or dull. Functional designs and plantings can also be beautiful - another 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 establish the system in the first place. As societies we need to value ecosystem services 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 ofnatural 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 overall 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.

Elaine Ingham the SFW Queen Elaine Ingham is a well known soil scientist and works at the Rodale Institute. She is a big proponent of the no till methods. http://foragreenerliving.blogspot.co.uk/2013/03/ the-soil-food-web.html

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Permaculture- Principles

Permaculture - Principles

5. 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 probably shouldnt be producing it in the first place (plutonium for example). Permaculture aims to connect inputs and outputs so that different elements meet each others 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 dont 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 reduce waste and overall consumption levels. As they say refuse, reduce, reuse, repair, recycle. We could add re-design in there too, which is where permaculture makes its biggest contribution.

Association vegetables.

6. Design from patterns to details. Cant 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 situations, 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 methods. 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 analysis 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 overall shape to the design, before getting too carried away with the specific details to start with. When designing it is important to gain an understanding of the local / regional patterning: landscape type, including hydrologyunderlying geologylocal biodiversity and common habitats social and cultural patterns - traditions, norms and values

www.transitiontopermaculture.org

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Permaculture- Principles

Permaculture - Principles 7. Integrate rather than Segregate

Many hands make light work One of the most important insights from ecology is that the relationships between things are as important as the things themselves. A healthy vibrant ecosystem is a mass of connections and relationships. Thats what we are trying to create 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 vegetable beds, orchards and soft fruit, agreements with other producers, small and large livestock. If any one source fails, others 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 producing only one yield (eggs or meat). This single yield is then promoted and extended often at a cost to the environment and the element itself. 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 between different parts of the system, it is important 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 downpipe from a house, or chickens next to annual beds that need occassional tilling and pest control, or herbs next to the back door for easy picking for your next cup of tea!

Principles elements of permaculture

8. Use and Value Diversity

Dont put all your eggs in one basket Diversity is the very essence and joy of life. Maintaining and enhancing the diversity of existing eco-systems is essential for so many reasons. Preserving and protecting what little wilderness we have left is one of most important tasks. But in permaculture we dont stop there. Wherever possible our designs always incorporate 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 minimise harm. Permaculture designs should always try to incorporate 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 example. 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 productive 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 techniques such as integrated pest management. Human diversity is also key to creativity and a vibrant, healthy human society.

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Permaculture- Principles

Permaculture - Principles 9. Use Small and Slow Solutions

10. Creatively Use and Respond to Change

The bigger they are the harder they fall, Slow and steady wins the race This reminds us that systems should be designed to function at the smallest scale that is practical and energy efficient (rather than the biggest). In some ways this is a value judgement. Permaculture favours small scale and local, 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 actions. Slow food, slow cities, slow down! Incremental changes can be more easily understood and monitored. This concept links to one of the Golden Rules from Bill Mollisons Designers Manual - start small, get it under control and then slowly expand the perimeter - or put another way, dont take on too much too quickly, as you are likely to be overwhelmed.

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, technology 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, organisations 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 incorporated 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 understanding how ecosystems change over time, we can accelerate the process and create productive 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 changes. Working with people is just as important in permaculture as working with plants (which are much easier!)

Austria 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 - Whats extracted by the one is taken by another Co-oporate with the nature, dont confront it http://www.youtube.com/ Farming With Nature - Permaculture with Sepp Holzer

Sepp Holzer

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Permaculture- summary

Permaculture - Summary 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 cant work on an empty stomach

4. Use and value renewable recources and services

Let nature take its course

5.

Waste not want not, A stitch in time saves nine

Produce no waste

6. Design from patterns to details

Cant see the woods for the trees

7. Integrate rather than Segregate

Many hands make light work

8. Use and Value Diversity

Dont 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

Creatively Use and Respond to Change

10.
Vision is not seeing things as they are, but as they will be 18

Agro-forestry - Principles

Agro-forestry - Principles

ierre Rabhi used the agro-ecology incluying the principless agro forestry.

he agriculture that came with the war - where from real example of agroecology in
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

India we can obtain the main principle of this sustainable system.

rinciples

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Designed for playing

Designated for playing

Like well designed plants can

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

emember 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 its including natural features in a new play space or just reclaiming agrass bank and making it a fort. Natural play is all around us, its free Natural Play - Be Inspired and its kind to the environment.
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http://www.neighbourhoodsgreen.org.uk/

Food growth + Play

Food growing + Play

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Food growth + Play

Food growing + Play

hildren 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 curiousity radar as a place where they can explore. Then they will start appreciating it, because for them this will be their

island of fun.

hen 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 its completely different that the results in the classrooms indoors, but noone will be able to deny that the results are positive.

Robert Doisneau - The Recreation, 1956

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.
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Designing for school grounds

Designing for school grounds

S chool 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. B ut they can have a dramatic impact on improving learning, promoting positive behaviour, encouraging better concentration in lessons and developing a
healthier generation through a variety of active play.

T he design process depends on a number of factors, particularly whether existing or new-build school grounds are being developed. Some basic principles apply to both.

Key Design Principles

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Designing for school grounds

Designing for school grounds

What do we want to be?

enhancing teaching and learning by creating new facilities and inspirational learning environments. providing for the needs of all children, including those with SEN and disability. improving how pupils and staff feel about their daily workplace. creating learning opportunities for pupils throughout the process of change. making the school site more welcoming and accessible for the local 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 thelong-term.

Where do we want to be?

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 to each other and be used. A whole range of groups, including the children, representing all aspects of the schools different functions, worked to produce a set of summaries outlining what they would like to be able to do in their grounds and how the different spaces would function. develop a whole-site strategy.

ur 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 avalanche 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
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Cases Studies

Case study

Leesland Infant School, Gosport

eesland Infant School has 250 pupils and is in a small, restricted site in aresidential, urban area.The site is dominated by a large red brick Victorian building.To the front was an all tarmac playground, to the back an early years area, and to the side a staff/visitor 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 development of a single area. After discussions with other schools who advocated a whole-site integrated approach, it

embarked on a process of consultation, planning, 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 detailed 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 wellestablished set of steps to help ensure the school grounds development was completed in a thorough and sustainable way.

fter the development the school is having an eco-club -Caring for oneself, for each other and for the environment In Eco-club we explore environmental issues and encourage children, and in turn, parents and other adults to be responsible citizens in their use of the worlds resources. The club looks at recycling, growing our own fruit and vegetables, where our food comes from, bugs, how to save energy and much more ... Leesland Infant Schooltake a number of different approaches to helping children understand some of the issues of sustainable development. 25

Cases Studies

Case study

School Food matter project

chool 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.

he School Produce Sale works as an education 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 appreciation 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.

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Cases Studies

Case study

Middleton Primary School, Leeds

ardening Inclusion Project, Royal Horticultural 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 established gardening school with growing, composting and wild garden areas, Middletons vision was to explore the potential for gardening to impact on learning and behaviour for its vulnerable students 20 students with Individual Education or Behaviour Plans (IEPs or IBPs) were chosen to attend regular gardening sessions supported by the RHS for the year long project.

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.

ll students had needs identified as exceeding 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 teaching 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 intervention influenced their overall behaviour.

kid no longer needs the support of the specialist support unit. As part of a broader programme 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 Erics attention 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 will continue to be given the opportunity to garden and their IBPs and IEPs will be monitored to show success. RHS

ne child for whom this intervention has been successful is six-year-old. Eric had 32 incidents of disruptive behaviour and 9 time outs in a single 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,

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Cases Studies

Case study

Outdoor spaces - natural playgrounds Berlin, Germany

xploring Nature Children are given time to simply be in and explore the world around them. Nothing is out of bounds. They can pick leaves, move rocks, collect owers and hid in bushes often for the whole break

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 encountered outside the school/nursery, inside the school/ nursery they were able to teach children important skills.

N P

atural Materials Hay, sand, grass, boulders, bark, pebbles and reclaimed materials form the pathways and cover the ground while bushes, mosaics, clay and wooden struts form a wide variety of vertical surfaces. racticalities This type of landscape requires bespoke maintenance 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 responsible situated around the ground.

upervision Staff and parents feel it is important for childrens 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 assistance but are happy to allow the children to play in the bushes and regulate their own games.

ealth and Safety Uneven 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 28

Project Information The Schools Programme commissioned Grounds for Learning to create a series of nine case studies, which looks at and documents the widespread transformation 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. Choice 2. Risk and Challenge 3. Nature with a capital N 4. Play Machines 5. Sand 6. Shade and Seating 7. Topography 8. Variety and Texture 9. Water
For more information about what we do, and to view the other Case Studies, visit SmarterPlaces.org.

Cases Studies

Case study

Outdoor spaces - natural playgrounds Berlin, Germany

ntroduction 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.

ultifunctional Uses With the exception of the shade sails most of the provision for shade and seating is multi functional 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!

ariety At every setting there is a wide range of places to sit and shelter. Enclosed areas built into the bottom of playground equipment and outdoor houses protect against severe weather, trees and bushes provide shelter from the sun and light rain while open and exposed shade sails are best for protecting against the sun and light showers only. Places to sit are evident everywhere and range from large scale structures such as amphitheatres or re pits for whole classes to small scale areas such as indents in walls or individual rocks. The provision of a range of surfaces, levels and shade means that the oor is often used as an inviting place to sit. The wide variety of areas for both shade and seating means that there is always a choice and nothing becomes congested or needs to be timetabled.

upervision Staff and parents feel it is important for childrens 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. 29

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

Cases Studies

Case study

Cognac, France Public garden - Les jardins respectueux

Drawing by Marie Lozach

his garden was created with the goal to respect the biodiversity. It is in Cognac, in West of the France. In garden is kept the local character.For the construction they used mainly recycled materials from the area, like metal matterials used before for staking the trees around. They have conserved the woodland along the river and enhance the potential ecological network. Jardin Respectueux 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, its 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.

30

Summary Cases Studies

Summary cases studies

Case study

Leesland Infant School, Gosport

Case study We take a number of different approaches to helping children understand some of the issues of sustainable development

School Food matter project

Case study

Outdoor spaces - natural playgrounds Berlin, Germany

Children are given time to simply be in and explore the world around them. Nothing is out of bounds. Food Matters is a charity working with schools, local authorities, caterers and parents to promote excellent school meals and practical food education.

Case study

Outdoor spaces - natural playgrounds Berlin, Germany

Case study

Cognac, France Public garden - Les jardins respectueux

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

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. 31

Part II
PART II
Leeds Edible Schools Network Visting
33 34 35-36 37 38 38 40-41 42 43 44 45-46 47 48

Funding opportunities Blenhein primary school Location Landuse Site analysis Topography Research-Concept Concept plan Design development Ideas to develop Vegetables

32

Leeds Edible schools sustainablility

Field primary school

Leeds Edible Schools Sustainability

New shoots at Bracken Edge primary school

The Whartons Primary School

Farsley Farfiels primary school

Middleton primary school Middleton St Marys primary school

Sharp Lane primary school

33

Visiting

Visiting

Bracken Edge School N

ew shoots is a community group, which was formed in the summer of 2010 by a group of enthusiastic volunteers. They aim to create opportunities 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 partnerships in place with other local growing groups and enjoy working together.

New Shoots - Gardening club

ims -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 pleasant and thriving gardening environment -To promote a commitment to sustainability, recycling and growing food throughout the school and all who come into contact with it.

- became a community group for two reasons. Firstly, we wanted to be part of the wider growing community in Leeds, as opposed to a school group. Secondly, we had no money, no pots, seeds, compost or equipment! - fter 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 snowdrops. Over 30 parents and children came to help out and add a splash of colour to the school. e 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 under the compacted soil which had been jumped on over many years by the pupils at the school.

We

- s we had no money, we started to approach local businesses for support. Lidl gave us a 30 donation and our local garden centre Strikes agreed to donate ripped bags of compost and grow bags, over 40! Alas Strikes is no more. e 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 newspaper, animal bedding, in particular guinea pig and chicken manure from a local neighbour, and vegetable and fruit peelings from the school community. http://newshoots.weebly.com/our-garden-blog.html 34

Funding opportunities

Funding opportunities

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

Community First Funding - An 80m gov-

Biffaward A multi million pound fund that

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 Challenge.

helps to build communities and transform lives through awarding grants to environmental and community projects across the UK. You can apply 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 toimprove 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:

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. Applications 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 EUs main fund for supporting environmental projects involved with nature and biodiversity, environmental policy and governance and information and communication.

Neighbourhood

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

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.

Capital Growth - A partnership between Lo-

Transform - 5 - 50,000 for community groups

cal Food, London Food Link and the Mayor of London, Boris Johnson. Capital Growth that offers 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 application process please go to the Capital Growth website. 35

to transform unused, neglected and uninspiring sites throughout the Olympic Boroughs (Hackney, 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

Small grant programmes offer 2,000-15,000 and Main grant programmes offer 15,00050,000. Eligible organisations are environmental, voluntary, charitable, not-for-profit, and community groups. There are three funding rounds that have deadlines in May, August, and November.

Heritage Lottery Fund - Parks for People. Landfill Communities Fund (LCF) Aver-

Grants of 250,000 - 5million to regenerate parks and green space.

Enhancing Communities Programme (UK) -

Under the Sita Trusts Enhancing Communities Programme grants of up to 60,000 are available to not for profit organisations, community groups, parish councils, local authorities and charities for projects that make physical improvements 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 applications is the 6th January 2014 for the Fast Track Fund scheme and the 25th November 2013 for the Core Fund.

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 community halls. To find out more click here.

Peoples Health Trust. Grants programme to

fund eligible health related projects in local areas. The programme aims to help local communities 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

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, producers and retailers as well as improving peoples understanding of the impact good food can have on wellbeing. The Strand is open to both large-scale strategic interventions and innovative 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.

environmental improvement projects through the Landfill Communities Fund. Organisations 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 people in transforming community amenities and green spaces through the Young Person Volunteering strand. Apply now

European Funding Programmes - A search-

able database of 450 EU and other European funding sources for projects of all kinds. Funding 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.

36

Blenhein primary school

Blenhein primary school

37

Blenhein primary school

Blenhein primary school

Location
Leeds city centre Leeds Edible Campus

Blenheim Primary School

Landuse
Leeds student medical practise

Blenhein primary school is located in a center of Leeds. Her location is interesting cause of the proximity of the university 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, its will can permit to be attractive for the local people (volunters).
Parks and green squares All Souls Church secondary roads

Broadcasting tower Leeds Met Main road

Student accomodation

Ceres Division, Royal Navy Reserve

38

Blenhein primary school

Blenhein primary school

Shelterbelt Small hill, abandone building Slope

Small hill

easy access to tree leaves good exposition to the sun

r mo

d ha s g nin

The grey playground

Carpark

secondary entrance Waiting parrents area

shady area

in ma

ce an r t en

existing features school buildings existing features 39

Blenhein primary school

Blenhein primary school

Site Analysis
secondary road predominant winds - north

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)

predominant winds north west Main road

sunpath - south east

rainwater flooding direction

Tree shelterbelt around the perimeter of the school

40

Blenhein primary school

Blenhein primary school

Site Analysis

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.

Enclosed green space

Car park

Open green space

Working area

(school buildings)

Grey playground Green playground Potential area

41

Blenhein primary school

Blenhein primary school

Topography

potential places for rainwater collectors

Site cross section BB

Site cross section AA 42

Blenhein primary school

Blenhein primary school

Research

Inspirated from the Mandala form ... Mandala defintion from wikipdia: 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 gardens most useful symbiote, the gardener. http://www.permaculturenews.org/resources_files/ pdc_info/mandala_gardens.pdf

ur concept development were base on the mandala shape.We wanted to achieve a comfortable 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 culture (from ecological and sustainable aspect). We wanted to enhance the idea in the childrens conception how important is the connection between the nature and the people and how everything should be working together.

43

Blenhein primary school

Blenhein primary school

Concept Plan

Drawing map of project

reenhouse and a house for the chickens

a r

reas collecting the raining water (adapting with the slope)

c
enovation of the existing building and turning it into a place where they can put the tools, gardenings 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.

ompost collecting area

p o

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

utside teaching area with wood seats

rea growing vegetables

rchard producing fruits and connecting visual landscape

44

Phasing of the project

Phasing of the project

Phases

Phase 1fst:

Growing vegetables Area learning House chicken Collect rainning water

Phase 2nd:

Renovation house More space growing area

Phase 3th:

Renovation house More space growing area

Drawing

View on the mandala garden

45

Phasing of the project

Phasing of the project

Before

After

Before

After

46

Ideas to develop

Ideas to develop

Greenhouse with get back materials cheaper.

Connect children with the animals and make them understand their connection with the vegetable garden ( biomasss production)

Find recycled materials for building the different features and accessories within the garden

Make paths with natural materials (wood)

Develop a orchard to teach the children 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. Develop a diversity plays for children

47

Vegetables

Vegatables

Definition from Free Encyclopdia : Companion plants assist in the growth of others by attracting beneficial insects, repelling pests, or providing nutrients, shade, or support. They can be part of a biological pest control program.

48

Conclusion

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

his 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.

49

Appendix

Appendix

Appendix

Elaine Ingham the SFW Queen Elaine Ingham is a well known soil scientist and works at the Rodale Institute. She is a big proponent of the no till methods. http://foragreenerliving.blogspot.co.uk/2013/03/ the-soil-food-web.html

Appendix

Appendix

Appendix

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

Companion planting tips Foodforlife.org.uk

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

References

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 Germination

http://www.urbal.tv/

Natural Play - Be Inspired

http://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: Schools for future Department for education and skills

http://www.youtube.com/watch?v=Bw7mQZHfFVE

http://www.cleapss.org.uk/attachments/article/0/BB95.pdf?Free+Publications/Building+Bulletins/ St Benedicts 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.wikipdia.com www.freeencyclopdia.com