The Forest Gardens for Schools initiative, supported by the John Innes Foundation, brings the principles of sustainable food production and biodiversity to Norfolk’s primary schools. Despite the name, forest gardens can thrive in small spaces and consist of layers ranging from fruit and nut trees to shrubs, herbs, vines, and root vegetables. These self-sustaining gardens mimic natural woodland ecosystems while providing opportunities for children to learn about their environment and develop practical skills.
During the 2023–24 academic year, the project worked with four schools—The Bawburgh School, Swanton Morley VC Primary School, St Mary’s Community Primary, Beetley, and West Earlham Junior School. Approximately 420 children participated in activities designed to enhance their forest gardens, building on knowledge gained in the first year. Students learned about botany, propagation, soils, composting, and biodiversity, contributing to projects such as creating herbariums, growing trees from seed, and observing new species on their school grounds.
One highlight of the year was the creation of interpretation boards for the forest gardens. In their final sessions, students explored the features they wanted to highlight, including diagrams, species drawings, and soundscapes of birdsong. They also considered how visitors use the gardens—favourite spots for play, relaxation, or chatting. By involving children in this creative process, the boards reflect their personal connections to the gardens, while also serving as educational tools for visitors. These boards are expected to be installed at each site in the coming year.
One fantastic find this year was the rare green-winged orchid at West Earlham Junior School. Classified as “Near Threatened,” this orchid had been lying dormant due to regular mowing practices. With the shift toward forest gardening, these practices have been relaxed, allowing the orchid to bloom—possibly for the first time in 100 years.
The initiative has also introduced school committees in some locations, empowering small groups of children to take responsibility for monitoring their gardens’ progress and planning new planting schemes. These committees, modelled on school councils, are part of a long-term strategy to embed forest gardening into each school’s ethos and curriculum.
Teachers have praised the program for its impact. Victoria Kerrison from Swanton Morley VC Primary School noted, “This project is a great initiative to make the children more aware of the environment around them, have ownership, and develop skills and knowledge to create a biodiverse space.”
Looking ahead to 2024–25, the focus will shift to introducing new layers to the gardens, including shrubs, small trees, and root crops. There are plans to produce the first crops for use by students, run CPD training sessions for teachers, and establish pilot schools as training hubs for others interested in joining the scheme.
Quote from a participating pupil:
“Forest gardens are important because it will help nature and the environment. You get shade from the trees and food from some plants,” said Lilah, a Year 4 student at St Mary’s Community Primary School, Beetley.
The Forest Gardens for Schools project continues to inspire young learners to connect with nature, equipping them with the skills and knowledge to create a greener, more sustainable future. The core delivery team would like to thank all the collaborative partners for their support and the John Innes Foundation for funding.
