Peterborough Community Education Service

School grounds plan

Watergall School

Management Plan for Watergall School Grounds, Watergall, Bretton, Peterborough, PE3 8NX

By Rachel Price, The Wildlife Trust for Bedfordshire, Cambridgeshire, Northamptonshire and Peterborough

General Site Information

Location: Watergall, Bretton, Peterborough PE3 8NX

Approximate Area: Unknown

Right of Access: None; access to school community only

Site Description

There are two outdoor areas within the school buildings. One is an existing wildlife area, developed some years ago, but left unmanaged for the last 3 to 4 years (area one). The second area is a paved area with few natural features (area two).

Area one – wildlife garden

The existing wildlife area is approximately 8 meters by 8 meters. A good sized wildlife pond features to the west and a number of native and cultivated trees and shrubs are also present. This area is paved with concrete slabs and is enclosed by the school walls, making the area visible from inside the school.

Area two – sensory garden

The second area contains a garden shed which is to be removed. The area is approximately 5 meters by 5 meters. This area is paved with concrete slabs and is visible from inside the school. Otherwise there are few features. This area is to be developed as a sensory garden.

Although both areas are enclosed within the school structures, the school itself sits within Bretton; an area of Peterborough relatively well-off in terms of green spaces, old trees and neighbouring wildlife-rich areas.

Wildlife Interest and Conservation Value

School grounds are recognised as important green spaces for encouraging wildlife. No formal surveys have been carried out, but a number of species such as newts have been recorded in the pond.

The existing features in area one provide a good basis for creating a good wildlife resource, as they comprise a good mix of some native and naturalised tree and shrub planting and an established pond.

Management Objectives

To maintain and improve the quality and diversity of the wildlife value and features of area one.
To create a showpiece and resource for the school community to study and to enjoy.
To create opportunities for study and wider involvement of and ownership by the school community.
To undertake further surveying and monitoring of the site.
To create a new sensory garden in area two.

To maintain and improve the quality and diversity of the wildlife value and features of area one

Pond

The existing wildlife pond has good features and a good size and location. However, due to a lack of management it has begun to dry up. The pond should be cleared by hand using chromes in the winter months. All material removed from the pond are should be left to allow species migration back into the water. This material can them be imported to the compost heap elsewhere in the school grounds.
All trees surrounding the pond should be coppiced. This traditional method of cutting the trees approximately 6 inches from the ground. This will reduce shading of the pond, promote new, healthy growth, and prolong the life of the tree.

Trees and shrubs

The buddleia, two ash trees, the cherry tree and willow have all got too big for the area. The ash and willow trees should be coppiced (see above) in the winter months to allow for new growth in the spring and summer. All cuttings should be left on-site as habitat piles for invertebrates, fungi and other deadwood species.
The trees appear to be in good health. However for safety reasons, all trees should be assessed and pruned as necessary on a regular basis (at least annually).

Grasslands

There are currently no grassland areas on site as the area is paved with concreted slabs.
Wildflower grasslands are to be created through planting or seeding.
Some of the slabs should be removed and wildflower seed or plugs imported to increase the habitat variety. The design of this could be to remove occasional slabs to create a mosaic, or to remove all slabs excepting a circular path. Grasses and wildflowers will attract a variety of insects and other invertebrates, including butterflies and bees.
The grass need only be cut once per year. This cut should be done in September after the flowers have set seed.

Paved areas

Cracks and gaps between and remaining paving slabs create another valuable habitat for wildlife and there are many low-growing plants that will happily live in the gaps. Not only do they add interest to a flat area of the garden, they also provide shelter and food for wildlife.

Habitat piles

Trimmings from pruning the trees and shrubs should be left on site to create deadwood habitat piles. Some of the removed paving slabs should also be broken up and placed in small piles in a corner of the area to create hibernation sites for newts and other species.

Boxes and feeders

To create additional habitats and the potential for study, bird, bat and insect boxes should be installed on the walls and in the trees.
A bird feeding station should be set up at the eastern end of the site. This should include a table with hanging feeders for seed and fat balls.

To create a showpiece and resource for the school community to study and to enjoy

In creating a light, bright, diverse, colourful and well-managed wildlife area, plus a sensory garden which is beautiful to look at and great for wildlife as well as tantalising the senses, two wonderful showpieces will be created for the school to enjoy. Interpretation designed by the children could further enhance this.
Suitable seating should be accommodated at both sites, which could include rustic logs seats, benches, grassy picnic areas etc.

To create opportunities for study and wider involvement of and ownership by the school community

The grassland areas could form a student project, with staff, students and wider school community getting involved in wildflower seed or plug planting.

A comparison study of the success of the tree types of wildflower meadow creation can be monitored to see which is most successful in the short and long term.
Students can be involved in the raking of grassland areas at the end of the summer (timed to fit with the beginning of the autumn term)
The staff, students and parents could also be involved in tree coppicing or pollarding, and creating deadwood habitat piles and hibernation piles
Students can be involved in the siting and monitoring of invertebrate and vertebrate hibernation and nesting boxes, and the making and siting bird feeding stations.
Students and wider school community can carry out regular wildlife surveys of the grounds with advice from The Wildlife Trust.
Through the creation of a student Watch* Group much of the work and results can be brought to the wider school through practical days, presentations and displays.

Students can be involved in future developments of wildlife features within the school grounds including for example:

Installation of bird feeding stations
Installation of swift and swallow boxes
Allotment areas
Art and design projects

To undertake further surveying and monitoring of the site.

Through the creation of a student Watch Group much of the work and results could be brought to the wider school through practical days, presentations and displays.

To create a new sensory garden in area two.

The current shed is to be removed, leaving a clear space of 5 meters by 5 meters. The area is paved, and to maximise experiences, an outer path should be left paved but the slabs removed from the central area. Layout of the garden could be random or the area divided into five sections, each with a different theme to follow the five senses of sight, sound, smell, touch, and taste. Between the planted areas different path surfaces can be created including bark chipping, pea gravel, grass, bare earth and concrete.

Sensory Plants

To create a garden which is beautiful to look at, great for wildlife and tantalises the senses too, a variety of plants can be chosen which demonstrate the five senses and provide opportunities for children to describe in words and pictures the sights, smells, textures and tastes that the different plants bring. Again, plants can be grown from seed or cuttings, or a more expensive option would be to purchase young plants.

Sight - brightly coloured plants

Sunflowers, Helianthus annuus; a bright, bold-looking flower that can grow up to 30cm (1ft) in height in a week!
Pot marigold, Calendula; bright orange daisies that are easy to grow from seed.
Chameleon plant, Houttuynia cordata; amazing three-toned foliage that smells of lemon.

Sound - plants which catch the wind

Greater quaking grass, Briza maxima; an annual grass whose nodding flowers rustle in the wind
Love-in-a-mist, Nigella damascena; bright blue flowers which form puffy seed-heads that rattle when shaken.
Bamboo, Phyllostachys; pretty foliage that whispers in the wind while its stems knock together, creating a hollow sound. Larger bamboo canes are great for making wind chimes with

Touch - plants with leaves which vary; from rough to smooth and furry to spiky

Each texture has a purpose. For instance, furry leaves protect the plants from extremes of hot and cold weather, succulent ones help to store water and sharp spines stop the plants from being eaten by hungry insects.

Lamb's ears, Stachys byzantina; it's easy to see how this plant got its common name when you touch the silky foliage.
Silver sage, Salvia argentea; a cotton wool-like down covers its large, silvery-white leaves.
African sundew, Drosera capensis; meat-eating plant that catches its prey using a glue-like substance on the surface of its leaves - watch out, it's sticky to touch!

Smell – plants with a strong smell

The smells often have a purpose too, such as attracting insects to the flowers or deterring pests from eating leaves.

Curry plant, Helichrysum italicum; curry-scented leaves give off a spicy aroma on a warm, sunny day.
Lavender, Lavandula angustifolia 'Hidcote'; the classic scent of an summer garden. Cut and dry the flowers for use indoors.
Heuchera 'Chocolate Ruffles'; purple leaves with chocolate-coloured undersides and pretty, pale pink flowers.

Taste - there are many delicious plants to choose from.

As most gardeners know, our fruits, vegetables and herbs are not only tasty to us - animals and insects love them too! Many plants have great tasting fruits to attract animals to eat them and disperse their seeds for them.

Spearmint, Mentha spicata; a vigorous growing herb that tastes great with peas or new potatoes!
Rosemary, Rosmarinus officinalis; highly fragrant leaves, used to flavour meat and fish. Plant it in a place where people will brush by and release its scent.
Chives, Allium schoenoprasum; as well as having delicious foliage that can be used in salads, this plant also produces pretty flowers in pink, mauve or purple.
Wild strawberry, Fragaria vesca; children will love hunting for the small, sweet, delicious fruit.

Path surfaces and walls

Between the planted areas different path surfaces can be created including bark chipping, pea gravel, grass, bare earth and concrete. The walls could be covered with different textiles for touch sensations, and the students could create a mural.

Management Responsibilities

Initial works should be carried out by the school children, maintenance staff, or contractors depending on wishes, practicalities, health and safety and budgets.

On completion of the improvements, the school will oversee the management of the two quadrant areas. The school is keen to develop and foster a sense of ownership of the newly developed areas amongst the school community and this can be achieved in part by forming a school committee responsible in part for survey and management of, and promotion of survey and management of, appropriate chosen areas (such as the wildflower areas and nest / hibernation boxes).