How to enhance biodiversity in school grounds Trees, scrub and hedgerows Key points Trees provide shade, shelter, structure and play value as well as food and nesting sites for wildlife. Appropriate tree species should be chosen to fit site conditions. Groups of trees or ‘wild’ woodland allow for the development of forest school activities within school grounds. Mature trees will require regular inspection/ tree surgery to maintain longevity and for H&S. Retain dead wood on ground where possible. Coppiced scrub like hazel and willow provide useful natural resources for the school community A native mixed species hedge is a valuable wildlife resource and natural corridor. Thorny hedges provide security, as well as windbreaks and shelter for exposed grounds. Hedges require annual maintenance to fit with wildlife breeding/ feeding cycles. Areas can be allowed to develop into scrub/ woodland where appropriate. Further information • Biodiversity on Campus An EAUC Practical Guide section “Hedges…Woodland & trees” pp 40 – 48 http://www.eauc.org.uk/biodiversity_guide • CABE Space Making contracts work for wildlife: how to encourage biodiversity in urban park pp 32-33;47-48 http://www.cabe.org.uk/files/making-contracts-work-for-wildlife.pdf • The Woodland Trust ‘Tree for All ‘ programme offers free hedge and copse packs for schools with supporting resources http://www.treeforall.org.uk/JoinIn/Hedgeandcopse/ • BBC Gardening http://www.bbc.co.uk/gardening/basics/techniques/organic_nativehedge1.shtm • Scottish Planning Policy: paragraphs 146 – 148 http://www.scotland.gov.uk/Publications/2010/02/03132605/0 • See Woods In and Around Towns (WIAT) programme http://www.forestry.gov.uk/wiat Grassland/ meadow Key points At its simplest, the mowing regime can be changed on existing close mown swards to allow longer areas of grass with more species and structural diversity to develop New areas can be sown and managed as either annual or perennial wildflower meadows Large areas can be more easily managed than small and perform best on poor soil with low fertility Further information • Biodiversity on Campus An EAUC Practical Guide section “Wildflower meadows” pp 32-33 http://www.eauc.org.uk/biodiversity_guide • See Design for Biodiversity ‘Planting and landscaping’ http://www.d4b.org.uk/keyConcepts/plantingAndLandscaping/index.asp • CABE Space (2006) Making contracts work for wildlife: how to encourage biodiversity in urban parks See pp30-31;34-35;49 http://www.cabe.org.uk/files/making-contractswork-for-wildlife.pdf • BBC Gardening guides http://www.bbc.co.uk/gardening/basics/techniques/organic_meadow1.shtml 1 c:\documents and settings\ifif\objcache\objects\b727525.doc Ponds and wetland Key points Water supports a huge diversity of life and a wealth of learning. Due to health and safety concerns many schools do not incorporate water into their grounds. Where deep water is a concern, consider creating bogs and shallow areas that benefit wildlife and add value for learning, teaching and enjoyment. Wetland and ponds require regular maintenance to retain their value. Avoid introducing invasive non native plants and animals. Wildlife features can be included as part of a SUDS scheme. Are there alternatives to extensive culverting or canalisation? - as these greatly reduce the ecological and amenity value of watercourses. Further information • Biodiversity on Campus An EAUC Practical Guide section “Ponds and other wetlands” pp 35-39 http://www.eauc.org.uk/biodiversity_guide • Design for Biodiversity ‘Sustainable drainage systems’ http://www.d4b.org.uk/keyConcepts/suds/index.asp • CABE Space (2006) Making contracts work for wildlife: how to encourage biodiversity in urban parks pp 25; 52 http://www.cabe.org.uk/files/making-contracts-work-forwildlife.pdf • The Scottish Environment Protection Agency (SEPA) have guidance on their Development planning pages: Protection of the Water Environment http://www.sepa.org.uk/planning/development_planning.aspx . Engineering activities in the water environment, also gives practical advice and further guidance http://www.sepa.org.uk/planning/engineering-water_environments.aspx . Border and Container planting Key points Borders, raised beds and containers provide attractive and interactive growing areas that can be managed by the school. Plants can be chosen for different attributes – like, edible species or wildlife or sensory value. Small growing areas, need good maintenance and watering, including school holiday periods. Annual insect friendly seed mixes provide a cheap temporary ‘fix’ and quick results for pupils. Make sure sowing/planting and flowering/fruiting periods coincide with school terms. Consider elements to reduce maintenance such as drought tolerant species, weed suppressant mulches, native perennials, and green manure crops. Use sustainable materials for structures and peat free planting media, and incorporate composting/ recycling systems. Greenhouses (use recycled plastic bottles) and polytunnels can extend the growing season and provide shelter for horticultural activities. Further information • Biodiversity on Campus An EAUC Practical Guide section “Wildlife gardening” pp 2628 http://www.eauc.org.uk/biodiversity_guide • CABE Space Making contracts work for wildlife: how to encourage biodiversity in urban parks pp 43-43;50 http://www.cabe.org.uk/files/making-contracts-work-for-wildlife.pdf • SNH Garden for Life leaflet series (free PDF downloads): Garden for Life http://www.snh.org.uk/pubs/detail.asp?id=1005 ; Garden for Life in Pots and Containers http://www.snh.org.uk/pubs/detail.asp?id=1008 • BBC Breathing Places http://www.bbc.co.uk/breathingplaces/doonething/simple/container_shrub.shtml 2 c:\documents and settings\ifif\objcache\objects\b727525.doc Species enhancement – invertebrates, birds, bats Key points Species can be supported by providing specialised nest/ roosting boxes, hibernation sites, artificial feeding stations and through appropriate habitat provision and management. A number of organisations provide species specific advice. Many birds such as swifts and blue tits are highly visible. Nest boxes and feeding stations provide focal points to view their activities. Insect species such as bumblebees and butterflies are also appealing and easy to observe. Bats and other crepuscular/ nocturnal species such as newts are more secretive but can be equally fascinating. Elements that are incorporated into the building structure should be considered at design stage to ensure architectural adaptation. Webcams can be installed to make links with ICT work and study their habits at close quarters. Construction of nest boxes and other features can tie in with the technology curriculum. Priority species of local importance can be identified through the LBAP, and links can be made with national species monitoring schemes such as Nature Detectives. Are there protected species/ sites nearby to promote involvement and care? (e.g. a pond with Great crested newts) Check with Countryside rangers/ SNH/ RSPB Further information • Biodiversity on Campus An EAUC Practical Guide section “Buildings & structures” pp 29-30 http://www.eauc.org.uk/biodiversity_guide • Design for Biodiversity ‘Bird bricks, bat bricks and bug houses’ http://www.d4b.org.uk/keyConcepts/birdBricks/index.asp • RSPB http://www.rspb.org.uk/ourwork/teaching/scotland/birdfriendlyschools.asp • RSPB Wildsquare monitoring activities http://www.rspb.org.uk/wildsquare/index.asp • BBC Breathing Places ‘Get wildlife friendly’ http://www.bbc.co.uk/breathingplaces/create/get_wildlife_friendly.shtml • BBC Breathing places schools http://www.bbc.co.uk/breathingplaces/schools/ • BBC Wild about your Garden http://www.bbc.co.uk/wildaboutyourgarden/ • BBC Gardening plants for bumblebees http://www.bbc.co.uk/gardening/basics/techniques/organic_bees1.shtml Green roofs & living walls Key points Green living roofs can be created, typically of grass or sedum. Green roofs have good insulation properties keeping the building warm in winter and cool in summer. Make the most of vertical structures such as walls and fences for growing climbing plants Living walls are a more recent concept using non climbing plants set into a vertical structure in a growing medium matrix that mimics their natural requirements of shade tolerance etc. Further information • Biodiversity on Campus An EAUC Practical Guide section Green roof case study p31 http://www.eauc.org.uk/biodiversity_guide • Design for Biodiversity ‘Green roof and green walls’ http://www.d4b.org.uk/keyConcepts/greenRoofsAndWalls/index.asp 3 c:\documents and settings\ifif\objcache\objects\b727525.doc • Scottish case study examples are provided by: Deanburn Primary school Falkirk Council; Windygoul Primary school, East Lothian. See Improving the School Estate Audit Scotland March 2008 p 28 http://www.auditscotland.gov.uk/docs/central/2007/nr_080320_school_estate.pdf • See ‘Sheffield Schools get Bio-diverse Roofs’ http://www.thegreenroofcentre.co.uk/pages/news.html#sheffieldschools • Publication: The Developers Guide to Green Roofs The Green Roof Centre www.thegreenroofcentre.co.uk Play & recreation areas Key points Play and recreation areas can incorporate natural elements that contribute to the experience and promote biodiversity. Choose species of plants for sensory and wildlife value, and include sustainable materials that can also enrich habitats such as logs and stones. Further information • Design for play: a guide to creating successful play spaces Play England/DCMS www.teachernet.gov.uk/publications (See p 78 – 79 for suitable plants and planting guidelines.) Brownfield sites Key points Natural colonisation of derelict sites, often on a poor substrate or soil, can be a fascinating process to observe. Allowing bare areas to colonise naturally may be particularly valuable in secondary schools where ecological succession can be studied and monitored. This could link with the establishment of a part seeded green roof. Naturally colonised sites with minimal intervention can result in a rich diversity of species. Perceptions will have to be managed to avoid the misconception of neglect and get community support. Further information • CABE Space (2006) Making contracts work for wildlife: how to encourage biodiversity in urban parks pp15; 53 http://www.cabe.org.uk/files/making-contracts-work-for-wildlife.pdf Hard landscaping Key points Even hard landscaping can be made more nature friendly with the appropriate design and choice of materials Further information • BBC Breathing Places http://www.bbc.co.uk/breathingplaces/doonething/simple/hard_landscaping.shtml 4 c:\documents and settings\ifif\objcache\objects\b727525.doc The big picture Some schools may have extensive grounds which may include formal playing fields/ sports pitches. Depending upon the school setting, it is also useful to identify features which may be of value in the development of habitat networks. These may include: • woodland • rivers and burns • lochs • ponds and wetlands • traditional field boundaries such as dykes or hedgerows • unimproved grasslands and herb-rich meadows • heaths and peatlands • coastal habitats For further guidance in relation to trees and woodlands and lochs, ponds, watercourses and wetlands, where there is particular scope for the planning system to play a role in conservation and enhancement please refer to the Scottish Planning Policy, paragraphs 125 – 164 (particularly 130) http://www.scotland.gov.uk/Publications/2010/02/03132605/0 It may be appropriate for schools to consider ‘adopting’ an area of land adjacent to their site if there is a wildlife interest and the landowner is sympathetic. See BBC Breathing Places http://www.bbc.co.uk/breathingplaces/create/ 5 c:\documents and settings\ifif\objcache\objects\b727525.doc