Where does the sun shine for most of the day? Which areas are in the shade? You want your plants to thrive in a sunny spot.  

And then be creative. Is there space at the front of the school, by the staff carpark or alongside a pathway? Is there an area which is only ever used in order to get to somewhere else?  

Look at every corner and consider – is it sunny? Is it safe within the school gates and perimeter? Is it mostly free from traffic and vehicles?  

I once took my class out to an area in front of the school hall which the children only ever gazed out at during assembly or walked straight past when coming into school.  

We broke into groups to work in this area and it was as if I had transported us to another world! The children were engaged. They felt grown up being in this part of the school…and boy was the work good! I couldn’t believe what a simple difference could make to outcomes and attitudes.  

Where could you tuck some vegetable beds, pots or even a growing wall? Being in a different part of the school brings a real buzz to lessons. And that’s not just from the bees that your veg plot may attract! 

TOP TIP: Install a Water Tap

You might think that your army of little helpers will be able to use watering cans, but believe me it falls flat after a week or two, and hosepipes can create a trip hazard if left trailing too far.  

Size:

Large enough for a class to grow one item is fine, and allow 8-10 pupils to work around it at a time.  

You could either buy smaller (roughly 1m²) beds or a single larger one and share it between a year group.  

NB: Make sure everyone knows which is their section  or else each class could think that their year group partner is looking after it, and with no accountability, a veggie bed soon gets neglected and withers.  

Accessibility:  

Consider accessibility to suit the children who will use them: 

• I would always opt for raised beds as they are so accessible. 

• Are they low enough for Nursery children to reach into the middle or high enough for Y6 to use and not hurt their backs?  

• Do you have gravel or grass around them and if so, would a wheelchair be able to access? Slabs may be needed.  

Materials: 

Some schools use old tyres, but I’m always a bit twitchy about using tyres for growing food.

The thought of chemical contamination leaching into the soil seems to outweigh the health benefits of grow your own, but it’s an individual choice and different reports argue that it is or isn’t safe accordingly.  

I would suggest using wooden beds and getting help in to build them! 

Self-building with sleepers often works out almost as expensive as buying someone in, and its hard work and time-consuming. Teachers have enough to do without coming in at the weekend.  

Who could build your beds? 

• You may be lucky enough to have a really handy site supervisor; many schools I visit do and they are often very willing to support such a wonderful initiative as they take real pride in their school grounds.  

• Alternatively, consider the contractors who cut your school grass; they are sometimes happy to undertake this task as an independent job, and are usually cost effective – plus they know the school grounds and systems. 

• Parent volunteers? Create a working group. Supply the tools, coffee and cake and this may work. Caution, you are reliant on the quality of the help that turns up on the day and they may need extensive management and guidance from you. You may have a few parents who work in relevant jobs – builders, landscapers, gardeners. Would they be willing to give their time on a Friday afternoon before collecting their child as a charitable gift to school? Ask them! They can only say no, and they may have more knowledge than you as a teacher, therefore ensuring a quality end result. 

• Corporate volunteers. Approach local businesses and enquire. Many have corporate and social responsibility targets, and they might even donate the wood too! 

• Children… One school bought small, raised bed kits which the children delighted in building during forest school lessons. Gorgeous if you have the skills and confidence to oversee. 

• The Conservation Volunteers (TCV) will happily advise and support with construction of a gardening area. They can also offer staff CPD and help you to create a planting plan. 

To get the most out of this resource, some planning is needed. 

Some things to consider: 

• As well as a water source nearby, do you need a shed and basic tools?  

• What about a set of waterproofs so that the children can get outside in the lovely drizzly rain too? That’s real fun. 

• Don’t forget to cost for soil and compost! Would parents fund-raise for this? Or would a local business sponsor? It’s a one-off cost but needs to be good quality or your produce will fail before it’s had a chance to grow with all your love and care. 

• Plan what to plant and when. Plant in time to harvest in June/July. It’s no good spending your time caring for vegetables that are ready in August when you are all on holiday. Look on the RHS site for their planting planner and advice about which varieties will harvest in school months. You could also plant so that it harvests in line with the topic you are teaching. Alternatively, you may want to move a topic – for example, if you want to use your cucumbers to make a Greek salad to support your Ancient Greeks topic then switch that to your summer history unit. 

What better way to learn about the landscape, food available, climate and lifestyles of other people through history or the world than by eating and  learning about why their food grows?

Here are some suggestions for getting eveyone involved: 

Use Winter Veg to Bring Your Vikings Topic to Life:

Experience the food that was available seasonally to Saxons and invading Vikings at that time by making a hearty Viking stew with home-grown produce.

Discuss cooking methods available too; no microwaves or air fryers in sight! Get outside and cook in a pan over a smoky firepit – yes please! Give the children the opportunity to taste the fruits of their labour. 

Promote respect for nature:

One teacher told me that she’d temporarily ‘dumped’ a new fruit tree in a pot by her classroom door and it turned out to be one of the best learning opportunities ever.

Changes every day were noticed and discussed, leaves appearing on a branch, buds appearing, flowers turning into fruit. Magical education whilst calming and focussing the children lining up to come inside after play at the same time. The tree stayed where it was. 

Get Everyone on the School Staff Invested:

Teachers, TAs, cooks, governors, site supervisors, lunchtime staff.

If each teacher grows one item with their class, then each child will have experienced growing 6 or 7 foods by the time they leave primary school.

Grow lettuces and cress in Nursery and Reception, share out the onions and courgettes and the low maintenance herb garden throughout KS1 and KS2 depending on staff confidence…and leave the fruit trees for Y6 as they will just look after themselves until harvest time after SATs.