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
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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
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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
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• 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
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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/
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