Gardening, and interacting with nature, play a key role at Rowlands Hill Nursery School and Children’s Centre, which is located in a deprived part of Haringey, north London.
During lockdown in March 2020, one set of twins, who were able to see the nursery garden from their high-rise flat, sadly lost a grandparent. In response, practitioners set about creating a fairy garden, named the Garden of Hope, which became their solace upon their return after lockdown.
Gay Stout, a key worker with a qualification and background in horticulture, says, ‘Many of our children didn’t have access to outdoor space, and during the pandemic, some children were seeking out quiet, reflective areas where they could make sense of the changing world.
‘We decided to create a space for them. The children, along with members of the community, cleared a meadow area at the back of the garden to create a fairy garden. Using rakes and all the spades available, the children chopped down the grass and cleared it in wheelbarrows. They took ownership of it from the beginning. We planted sunflowers, and we had some lovely parakeets come to visit us. We also planted a buddleia bush, which attracted the butterflies.’
Sensory plants such as rabbits ears and butterfly drops were planted along the borders. A local building merchant donated pallets, and a wishing well and fairy house were created from sustainable wood.
Ms Stout says, ‘There’s a memorial bench, and a fox was buried in this part of the garden, so children already felt this was a safe space to talk about death and their feelings.
‘Since the summer, children have gravitated to this part of the garden. They often use the willow and pine cones to make crowns and act out being fairies. There are also small-world fairy figures that some children enjoy.’
Rowland Hill uses the Natural Thinking approach to learning, which focuses on connecting children with nature through practical activities that are inspiring and motivating.
Practitioners make every effort to ensure that the garden, like other areas of provision, changes to reflect children’s interests and needs, lead teacher Max Newman explains.
He adds, ‘We have always promoted outdoor learning, but with the pandemic, we’ve promoted it even more. We introduced a petting zoo with rabbits and chickens, and the children are involved in feeding and caring for them, but also growing foods that they will eat, such as carrots, radish and lettuce. It’s not just about the growing, it’s a holistic approach that runs throughout the setting.’
COMMUNITY SPIRIT
The nursery school contains an edible garden, where children sow seeds and harvest plants and vegetables, and a community garden, where parents connect with their children through planting, weeding and caring for the plants.
Mr Newman says, ‘When we first got our latest new intake of children in, because of Covid, we weren’t able to welcome parents in the same way. We found the levels of involvement and engagement were particularly low, but giving them access to the outdoor environment and allowing them to shape that environment has paid dividends in their involvement.’
Shared learning takes place with parents, as they bring new ideas for planting and harvesting into the nursery. Ms Stout says, ‘For parents with very little English, being involved in the garden is the one thing they can identify with.’
Fruit and vegetables are harvested and sent out to local families. Rowland Hill is also involved in the Felix project, where surplus food from high street retailers such as Costa and Pret gets sent to it to redistribute to vulnerable families.
MORE INFORMATION
www.rowlandhill.haringey.sch.uk
