# Banter 66: 23Apr25 Nature Park, with Martin Harrison {% embed url="" %} Martin's video on Nature Park {% endembed %} ### Video Timeline (min:sec): 00:00 - 17:33 Presentation (note the built-in video that starts at 04:33) 17:33 - 40:13 (end) Q & A *** ### Presentation: {% file src="" %} *** ### Meeting Summary: pr 23, 2025 11:52 AM London ID: 834 5460 8536 Martin presented his background and discussed the National Education Nature Park, a five-year program launched in October 2023, which aims to increase biodiversity in schools, colleges, and nurseries. He also introduced the Climate Ambassadors program, which provides free support for settings writing their climate action plans, and highlighted the benefits of the Nature Park for young people. The ongoing work to relaunch a program more suitable for early years was also discussed, along with the current number of schools signed up for the project and the role of Martin's team in supporting education settings. **Actions:** Martin to share data on the proportion of schools that have signed up to the National Education Nature Park program. Martin to forward contact information for Louis and Jenna (East of England regional leads) to Kirsten. Martin to provide Neil with information about potentially presenting at his July event. Martin to check if the evaluation report on short-term effects of the program is available on the website. Martin to follow up with Esri and Natural History Museum colleagues about potentially adding dots on the map for schools that have signed up but not yet mapped their boundaries. Martin and Eleanor to assist interested participants in identifying schools in their areas that have signed up for the program. **Martin's Environmental Studies Background** Martin presented his background in environmental studies and ecology, sharing his experience in managing sites for a water company and education programs. He is currently working on a project at the Nature Park, which he will discuss in detail. Graham and Tristram expressed interest in the project, with Tristram asking about the funding and other details. Martin agreed to address these questions later in the presentation.
**National Education Nature Park Program** Martin discussed the National Education Nature Park, a five-year program launched in October 2023 as part of the Department for Education's sustainability and climate change strategy. The program is led by the Natural History Museum and aims to increase biodiversity in schools, colleges, and nurseries, improve green and digital skills, and foster a connection with nature. Over 5,200 settings have signed up, with the goal of mapping their outdoor spaces to inform future conservation efforts. The program follows a five-step process, including mapping the outdoor space, identifying opportunities, making decisions, making changes, and recording the impact. Curriculum-linked resources are available for each step, and the program is free for all educational settings in England.
**Climate Action Plan for Education** Martin discussed the Department for Education's initiative for every education setting to have a Climate Action Plan by 2025. The plan includes four pillars: biodiversity, climate action, adaptation and resilience, and decarbonisation. Martin highlighted the Nature Park's role in supporting these pillars, particularly in biodiversity. He also mentioned the CO-OP Academy of Manchester's green wall project, which demonstrated a 10-degree temperature difference in a south-facing wall. Martin introduced the Climate Ambassadors program, which provides free support from professionals for settings writing their climate action plans. He emphasized the benefits of the Nature Park for young people, including a connection with nature, physical and mental well-being, and digital and green skills. Martin also mentioned the availability of high-quality resources for staff and the support of regional staff members for settings. He concluded by stating that the Nature Park's work could inform scientific research and contribute to environmental conservation.
**Education System Collaboration and Outcomes** Martin presented an uplifting presentation about the education system, highlighting the collaboration and positive outcomes. Graham and Cllr Stuart Withington expressed their appreciation for the presentation. Cllr Lydia Havill asked about the proportion of schools that have signed up and the outcomes of their interventions. Martin explained that the unit size and time scales involved in the management of the interventions might be a challenge for head teachers and SLT. He also mentioned that the awareness of these challenges is being discussed at a higher level. Graham opened the floor for questions, and Neal expressed interest in using Martin's presentation for an upcoming event. Martin agreed to provide assistance, depending on the event and his availability. Cllr Joanne Stone asked if the program is open to any school and college, and Martin confirmed that it is.
**Relaunching Early Years Program Discussion** Martin discussed the ongoing work to relaunch a program more suitable for early years, with the goal of launching it in the new academic year. He mentioned the program's potential to link with geography and science, and its current focus on primary education. Martin also highlighted the program's relatively new status and the need to improve its marketing and communications. He mentioned the program's current evaluation process and the hope for continued funding beyond the current five-year period. Councillor Withington asked about the program's lasting effects, to which Martin responded that they are currently conducting year-on-year evaluations to assess the program's impact.
**Project Expansion and Regional Contacts** Martin discussed the current number of schools signed up for the project, which is 651 in the West Midlands region. He clarified that the project is open to all schools, including private ones, as long as they have a unique reference number. Ken inquired about the connection between the project and forest schools, to which Martin responded positively, stating that they work with forest school leads and see the Nature Park as a way to enhance the connection with nature. Kirsten asked about the contacts for the East of England region, to which Martin provided the email addresses for Louis and Jenna.
**Supporting Education Settings With Resources** Martin discussed the role of his team in supporting education settings, including providing resources and guidance. He mentioned that his team can help identify schools in a specific area that have already signed up for their program. Peter raised a concern about the difficulty in finding the interactive map on their website, which Martin addressed by explaining that the map only shows schools that have mapped their outdoor space. Martin also mentioned that his team can assist in finding schools that are already signed up. Cllr Withington shared a challenge faced by schools in finding time for extra activities due to a tight curriculum, to which Martin responded that they are working on improving their resources to better align with the curriculum. *** ### Chat: 00:32:56 Lydia Havill | Centre for Sustainable Energy | Bristol: What proportion of schools have signed up and where are they on their journey? \ 00:40:49 Joanne Stone, Shiplake PC: When you say it is available free for all schools, does this include the private sector? I would assume not. Such schools tend to have more grounds and thus a great potential for making an impact. \ 00:42:10 Lydia Havill | Centre for Sustainable Energy | Bristol: Replying to "What proportion of s..." Thank you! \ 00:46:48 Eleanor Hervieu: [Find help and local expertise | Education Nature Park](https://www.educationnaturepark.org.uk/finding-local-help) \ 00:51:24 Martin Harrison: email address for the West Midlands setting: (see next comment below)
00:52:14 Eleanor Hervieu: Sorry, that email above is slightly wrong. Its -
00:53:17 Eleanor Hervieu: [Resources | Education Nature Park](https://www.educationnaturepark.org.uk)
00:54:32 Martin Harrison: Email address to get in touch:
00:54:59 Lydia Havill | Centre for Sustainable Energy | Bristol: Thanks very much! *** ### Speech-to-text (for AI search engine): 00:12:22.760 --> 00:12:28.210\ Graham Stoddart-Stones - Great Collaboration, Bembridge: So why don't I hand everything over to you, and wish you the best of luck. 124\ 00:12:28.390 --> 00:12:36.090\ Martin Harrison: Thank you, Graham. Afternoon. Everyone really appreciate the opportunity to speak about the project I'm currently working on. 125\ 00:12:36.450 --> 00:12:56.890\ Martin Harrison: Graham asked, or mention what my background is. So before I kick off with the actual Nature Park stuff, I'll just give you a little bit of background about me, as you'll probably tell from the accent. Well, maybe you won't tell. I'm from Stoke-on-trent. I work from home, currently born and bred here. Never lived anywhere else. My background. When I graduated environmental studies and a master's in ecology. 126\ 00:12:56.910 --> 00:13:13.989\ Martin Harrison: I've worked managing sites for a water company in England and in Wales, and I have managed education programs in food and in ecology type stuff. I am not a trained teacher. A lot of my colleagues in the Nature Park team are trained teachers which I'll sort of touch on in my presentation. 127\ 00:13:14.240 --> 00:13:17.630\ Martin Harrison: So what I will do now I will attempt to share my screen 128\ 00:13:18.210 --> 00:13:22.980\ Martin Harrison: apologies if this takes a little bit of time, and 129\ 00:13:28.180 --> 00:13:30.159\ Martin Harrison: there they are. 130\ 00:13:32.120 --> 00:13:33.280\ Martin Harrison: Just bear with. 131\ 00:13:41.290 --> 00:13:46.580\ Graham Stoddart-Stones - Great Collaboration, Bembridge: We go. Well, seeing your screen. There we go. Yeah, perfect. 132\ 00:13:59.520 --> 00:14:02.170\ Graham Stoddart-Stones - Great Collaboration, Bembridge: You seem to have gone on to mute Martin. 133\ 00:14:03.280 --> 00:14:05.359\ Graham Stoddart-Stones - Great Collaboration, Bembridge: so we're not hearing you at the moment. 134\ 00:14:15.610 --> 00:14:16.880\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Yeah. So if you. 135\ 00:14:16.880 --> 00:14:18.420\ Martin Harrison: Just gonna just go back. 136\ 00:14:18.420 --> 00:14:19.669\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Yeah, that's fine. 137\ 00:14:19.670 --> 00:14:26.949\ Martin Harrison: Let's see if I can share again apologies for that. It did seem to do that automatically, Graham, when I shared my screen. 138\ 00:14:27.940 --> 00:14:30.250\ Graham Stoddart-Stones - Great Collaboration, Bembridge: How very unhelpful! 139\ 00:14:31.080 --> 00:14:34.769\ Martin Harrison: Indeed! Indeed! Let me see, let me try again. 140\ 00:14:41.970 --> 00:14:43.349\ Graham Stoddart-Stones - Great Collaboration, Bembridge: This time it looks better. 141\ 00:14:44.940 --> 00:14:45.889\ Martin Harrison: Can you hear me? 142\ 00:14:45.890 --> 00:14:47.040\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Yeah, you're fine. You're. 143\ 00:14:48.330 --> 00:14:54.650\ Martin Harrison: Perfect apologies again, as my colleagues would tell you, my me and it are not that good friends? So 144\ 00:14:55.540 --> 00:15:04.869\ Martin Harrison: in terms of the National education, Nature Park. There's 2 things I'd like you to bear in mind throughout the next 25 min or so. So a couple of facts, if you like 145\ 00:15:05.160 --> 00:15:22.190\ Martin Harrison: one is that if you added all the outdoor space in schools, colleges, and nurseries in England, this is just England. It would equate to twice the size of Birmingham. So that's 1 fact. Bear that in mind. The second one, there was a study done in February of 21 146\ 00:15:22.220 --> 00:15:36.109\ Martin Harrison: about the economics of biodiversity that states that the Uk is one of the most nature depleted places in the world. So if you bear those things in mind as I go through, and maybe in terms of any questions at the end. 147\ 00:15:37.570 --> 00:15:55.239\ Martin Harrison: So the National Education Nature Park is a 5 year program we launched in October of 2023. So just over 18 months old. Currently, it is part of the department for Education's sustainability and climate change strategy 148\ 00:15:55.360 --> 00:16:04.089\ Martin Harrison: linked to climate action plans which we'll touch on shortly. It is led by the Natural History Museum, which I think is a fantastic partner. 149\ 00:16:04.220 --> 00:16:09.240\ Martin Harrison: They lead on the Community science part of the project again, which I'll touch on shortly. 150\ 00:16:09.480 --> 00:16:15.430\ Martin Harrison: The engagement side is led by the RHS, the Royal Horticultural Society, and 151\ 00:16:15.560 --> 00:16:18.350\ Martin Harrison: let me go back on that. Apologies for that. 152\ 00:16:18.670 --> 00:16:34.569\ Martin Harrison: And I work for an organization called Learning through Landscapes, and we lead on the engagement in the East and the West Midlands, the other main one to mention on. There is Ezra Uk. I'll touch on the main program aims. They lead on the mapping side. 153\ 00:16:34.710 --> 00:16:42.700\ Martin Harrison: So they all the stuff I'm going to mention about mapping. They lead on that, and they work with ordnance survey and and other organizing organizations as well 154\ 00:16:44.360 --> 00:16:50.639\ Martin Harrison: as I said at the start. The Uk, unfortunately, is one of the most nature depleted places in the world. 155\ 00:16:50.870 --> 00:16:57.089\ Martin Harrison: So we want to make a real difference in schools and colleges and nurseries to increase that one of the nature park. 156\ 00:16:57.230 --> 00:16:58.110\ Martin Harrison: those 157\ 00:16:58.330 --> 00:17:05.380\ Martin Harrison: the second one, is to improve green and digital skills. So those green skills are maybe the obvious ones in terms of 158\ 00:17:05.490 --> 00:17:28.759\ Martin Harrison: horticultural skills identification skills. But also those transferable skills team building team working reporting analytical skills for those young people and the digital skills. We're very aware that digital is a huge part of today's world, and it doesn't replace being outside in those skills. But we are incorporating those in terms of those mapping. 159\ 00:17:29.570 --> 00:17:53.100\ Martin Harrison: We want young people and adults to make a real connection with nature. The reason I do what I do is apologies for that, again, is because I, my primary school was right. Next to a nature reserve, I really enjoyed. It had a real connection with nature, those emotional connections in nature, and that's why I do what I do. So if you've had that connection when you're young, that will stay with you or come back. 160\ 00:17:53.280 --> 00:17:55.980\ Martin Harrison: And I think it's universally accepted 161\ 00:17:56.290 --> 00:18:07.880\ Martin Harrison: that being outside in nature is good for young people's and ours mental and physical well-being. So they're the nature part goals. None has one more credence, more strength than the other. That they are all equal. 162\ 00:18:08.810 --> 00:18:20.579\ Martin Harrison: as I said, is commissioned by the Department for Education a part of that strategy. It's free for every setting in England. So that's nursery primary, secondary, and further education. 163\ 00:18:20.900 --> 00:18:36.799\ Martin Harrison: That map on the right shows settings. Those little green dots show settings that have signed up and mapped their outdoor space. So the boundary. So currently, we've got over 5,200 settings that have signed up. Not all of those have mapped their boundary. Currently. 164\ 00:18:36.920 --> 00:19:02.609\ Martin Harrison: as with any sort of nature conservation site management program. The 1st thing you do is to see what you've got before you make any changes about that. So in terms of that increasing biodiversity in those educational settings, before they do any of that, we need to know what they've already got. And, as it says on there, it's contributing to proper science. So our colleagues at the Natural History Museum that data will inform what we're going to do in this country in the future. 165\ 00:19:06.290 --> 00:19:13.740\ Martin Harrison: So now, hopefully, this will work. I'm going to show a short video about 4 and a half minutes, 5 min long 166\ 00:19:13.910 --> 00:19:23.340\ Martin Harrison: that will demonstrate how the program works. It'll touch on a thing we call the 5 step process, and then we'll move on from that as well. Please tell me if this doesn't work 167\ 00:19:30.860 --> 00:19:39.009\ Martin Harrison: the national education, nature park empowers children and young people to make a positive difference to both their own and to nature's future. 168\ 00:19:39.160 --> 00:19:49.589\ Martin Harrison: and we want you to get involved together. We are creating a network of green spaces across England by boosting nature on school nursery and college grounds. 169\ 00:19:49.940 --> 00:19:58.639\ Martin Harrison: Young people lead the way in improving their site for both people and wildlife. All while connecting to nature and developing skills for their futures. 170\ 00:19:58.760 --> 00:20:01.260\ Martin Harrison: Every small act makes a big impact. 171\ 00:20:01.500 --> 00:20:08.589\ Martin Harrison: The growing national education, nature Park is displayed on an online map showing the collective difference everyone is making. 172\ 00:20:08.690 --> 00:20:16.450\ Martin Harrison: So how does it work? You'll follow a 5 step cycle to boost nature on your site, which can be built upon year on year. 173\ 00:20:16.920 --> 00:20:22.140\ Martin Harrison: Let's look at each of these steps in a bit more detail, and hear from those who have been getting stuck in. 174\ 00:20:33.260 --> 00:20:35.730\ Martin Harrison: Step one getting to know your space. 175\ 00:20:36.640 --> 00:20:40.939\ Martin Harrison: The 1st step is all about exploring and learning about your outdoor space. 176\ 00:20:41.290 --> 00:20:48.300\ Martin Harrison: Through creating a map of your site, you'll discover what's there, what's not there, and how people and wildlife experience it. 177\ 00:20:48.960 --> 00:20:56.539\ Martin Harrison: You'll begin to form a closer relationship with your environment, understand your starting point and the strengths and opportunities your site? Has. 178\ 00:20:56.980 --> 00:21:09.150\ Martin Harrison: We mapped our site 1st of all to have a look what we've got available. And then we've looked at all of the different activities to think, what have we got for nature in our school ground, but also what we could improve. 179\ 00:21:10.230 --> 00:21:16.909\ Martin Harrison: Step 2 identifying opportunities next up is asking the question, Where do we want to be 180\ 00:21:17.320 --> 00:21:27.699\ Martin Harrison: using information you've already collected. You'll consider what wildlife and people need to thrive and create a vision of what you'd like your spaces to be like for yourselves and future generations. 181\ 00:21:28.560 --> 00:21:32.370\ Martin Harrison: Some areas were just grass that was all cut to the same length. 182\ 00:21:32.490 --> 00:21:47.099\ Martin Harrison: But we've planted so many more trees. We've put so many more little structures in place so that we can get outside whatever the weather, and we've let lots and lots of it grow so that we're rewilding the site. But we're also rewilding our children as well. 183\ 00:21:47.520 --> 00:21:53.129\ Martin Harrison: Step 3 making decisions now it's time to ask, how do we get there? 184\ 00:21:53.360 --> 00:21:58.569\ Martin Harrison: We've got a range of habitat suggestions for you to choose from depending on your goals for your space. 185\ 00:21:58.730 --> 00:22:02.669\ Martin Harrison: from growing pollinator, friendly plants to creating rain gardens. 186\ 00:22:02.810 --> 00:22:09.969\ Martin Harrison: You'll work together to make a plan of how you're going to do it, and how you'll get your school nursery or college community on board to help. 187\ 00:22:10.510 --> 00:22:30.560\ Martin Harrison: Well, we just listen to like what areas get like complaints about and see if there's like nature-based solutions we can use to fix those problems so like tech wall too warm. How can we fix that? Put a green wall there. The green walls definitely reduce the temperature a bit in the tech zone. I think there's less people complaining about how warm it is in there. Now 188\ 00:22:31.410 --> 00:22:41.030\ Martin Harrison: step 4. Making change happen. It's time to put the plan into action. You might be planting, growing, building, fundraising, and much more. 189\ 00:22:41.350 --> 00:22:44.790\ Martin Harrison: So we've got dead hedges like the ones right there. 190\ 00:22:45.010 --> 00:22:54.590\ Martin Harrison: We've made some other ones that are like smaller bugs, and we've got hedgehog homes around the school, too, that we've also made 191\ 00:22:55.490 --> 00:22:57.809\ Martin Harrison: step 5. Recording change. 192\ 00:22:58.250 --> 00:23:05.229\ Martin Harrison: How is nature and wildlife improved? How do people use the space? Does the school community feel happier and healthier? 193\ 00:23:05.560 --> 00:23:13.720\ Martin Harrison: This final step in the cycle is all about monitoring the difference you've made. It's also an opportunity to celebrate and share all of your amazing work. 194\ 00:23:14.180 --> 00:23:28.209\ Martin Harrison: Initially, the Eco Club themselves. They were really excited to get involved. All the students around the school have commented because they can see the green wall around there, and during their breaks, times and stuff, they've also had access to this garden. So yeah, they've all had 195\ 00:23:28.430 --> 00:23:30.949\ Martin Harrison: access to these green spaces that we've put in. 196\ 00:23:31.580 --> 00:23:36.910\ Martin Harrison: Everyone can take part, no matter the size, shape, or type of outdoor space you have. 197\ 00:23:37.020 --> 00:23:41.069\ Martin Harrison: You don't have to be an expert, and it can be linked to all curriculum subjects. 198\ 00:23:42.120 --> 00:23:49.479\ Martin Harrison: The more people that get involved, the bigger impact we can have for both people and the planet. So start your nature park journey today 199\ 00:23:54.520 --> 00:23:57.660\ Martin Harrison: cool, hopefully that did work. It worked for me. 200\ 00:23:58.140 --> 00:24:14.209\ Martin Harrison: So touching on that 5 step process that was mentioned in the short video for each of those steps of the process. We have curriculum, linked resources that are searchable by the subject. The key stays the length of time, and also which part of that 5 step process. It relates to 201\ 00:24:15.660 --> 00:24:20.989\ Martin Harrison: loads of resources on there, as you can see, there's just a few examples which we'll touch on later as well 202\ 00:24:24.200 --> 00:24:38.559\ Martin Harrison: as I said at the start, a big part of the program is for schools, nurseries, and colleges to map their outdoor space currently dfe the Department for Education haven't got that information. So it is real data that's going to help us in terms of nature conservation in this country. 203\ 00:24:38.640 --> 00:25:05.670\ Martin Harrison: The 1st step would be to map their boundary. So you can see that school. There's mapped their boundary that, including their main part of the building as well on the right hand side, that donut, if you like, shows the habitats they've mapped, and the percentage of those within their outdoor space. So the amber color is grass and wildflowers. Natural History Museum decided that there are potentially 8 types of habitats on school grounds 204\ 00:25:05.900 --> 00:25:15.530\ Martin Harrison: which are, if I can remember all these, I have to count them on my finger ground without plants, trees, hedges and bushes, water, vertical surfaces. 205\ 00:25:15.680 --> 00:25:21.960\ Martin Harrison: microhabitats such as bird and back boxes, grass and wildflowers and wildflowers and food. 206\ 00:25:22.450 --> 00:25:36.740\ Martin Harrison: So we're asking the students the young people to lead on that with the teachers and practitioners, to map what they have already to identify, where they could make those improvements that were mentioned in that short film. Then 207\ 00:25:39.170 --> 00:25:55.590\ Martin Harrison: for each of those 8 habitat types there is an activity for the young people. This one is regarding trees that you can see at the moment a guide for the teachers, the practitioners, in terms of all the information and stuff they need to do that. 208\ 00:25:55.670 --> 00:26:14.300\ Martin Harrison: And then there's a flow chart to complete, so they can decide what type of tree habitat that is. That's the picture on the right as an example. If it was a single tree they would go down that Flowchart to decide it was a single tree, and then map that on their map. 209\ 00:26:15.590 --> 00:26:26.960\ Martin Harrison: and like, I say, for each of the 8 habitats there is an activity guide for the teachers, an activity for the children, young people, and a flow chart to key out what type of habitat that is. 210\ 00:26:28.690 --> 00:26:38.869\ Martin Harrison: I mentioned at the start. This is part of a bigger scheme for the Department for Education. They suggest that every education setting should have it. 211\ 00:26:39.470 --> 00:26:52.329\ Martin Harrison: Climate action plan. By this year 2025. It's not overly descriptive, and in terms of that date it could be the end of this academic year. It could be the start of the next academic year, or the end of this year, this calendar year. 212\ 00:26:52.490 --> 00:27:12.610\ Martin Harrison: The 4 pillars on there, as you can see on the screen biodiversity, climate, action, adaptation and resilience and decarbonisation. The nature park is very much the biodiversity one, because that makes sense. It's very clear to that. But we say, and we suggest that we can support those other pillars as well climate education as we've touched on 213\ 00:27:12.610 --> 00:27:35.969\ Martin Harrison: with the resources, the mapping adaptation and resilience and decarbonisation. Very much so. That picture on the right is the same one that was in the short video. So that is the excuse me, Co-OP Academy of Manchester. So a secondary school in Manchester, the green wall. So that is their tech, as the young person suggested their tech room, and it was very warm. It was south. Facing. 214\ 00:27:36.360 --> 00:28:03.860\ Martin Harrison: They put some green walls up, as you can see there, relatively narrow. They did have to replace some of the plants using the RHS plant finder to get the most appropriate ones. What they did find, though, was they used an infrared camera, and where those plants were where no green walls were, it was 10 degrees cooler than the rest of that building, the rest of that self facing wall and windows. So it does make a real difference in terms of what we're doing. 215\ 00:28:03.860 --> 00:28:28.619\ Martin Harrison: All the stuff was done by the young people. The best they can see were made using recycled pallets. They chose the plants they did have a grant from the Nature park which we'll touch on at the end as well. So within the climate action plans as well. The Dfe, the Department for Education have what we call sister projects. So there is climate ambassadors. Let's go 0 and sustainable support for education. 216\ 00:28:29.000 --> 00:28:51.339\ Martin Harrison: climate ambassadors are professionals in the trade, if you like. So it could be an ecologist that sign up via the stem learning platform to support settings along their climate action plan journey so it could be a setting wanted to put in a pond. They will get an ecologist, or maybe someone who works for the wild Trust to support them on that, and that is free for that school. 217\ 00:28:51.960 --> 00:29:06.350\ Martin Harrison: Let's go. 0 are a partner in this. They're not funded by the Department for education, and they support schools and settings writing their climate, action, plan, and sustainable support for education is a website that brings everything together. 218\ 00:29:06.350 --> 00:29:07.080\ Colin Marsh: Hello! 219\ 00:29:07.080 --> 00:29:07.560\ Martin Harrison: Clearly. 220\ 00:29:07.560 --> 00:29:08.090\ Colin Marsh: Nope. 221\ 00:29:09.215 --> 00:29:09.780\ Colin Marsh: 8. 222\ 00:29:10.000 --> 00:29:11.350\ Martin Harrison: Including the Nature Park. 223\ 00:29:11.350 --> 00:29:12.900\ Colin Marsh: No, not at all. 224\ 00:29:13.787 --> 00:29:15.579\ Colin Marsh: You're going through. 225\ 00:29:16.360 --> 00:29:17.999\ Martin Harrison: So to summarize 226\ 00:29:18.430 --> 00:29:35.139\ Martin Harrison: the benefits of taking part for the settings for the young people. It's that real connection with nature. So they notice things, not just if they're walking their dog with their parents and grandparents, or going playing the part. You meant that real connection with nature. So they see it. They feel it and want to do something about it. 227\ 00:29:35.820 --> 00:29:49.029\ Martin Harrison: As I said, big thing is that physical, mental well-being? I always go for a walk at lunchtime. I always feel better afterwards, and it makes me process information as well as an adult. But we want the young people to feel that and realise that as well. 228\ 00:29:49.480 --> 00:30:02.670\ Martin Harrison: those digital and green skills. We want the young people to be able to and want to make a difference in the future, to act on climate change. It's really important. They get that connection. But they have those skills as well 229\ 00:30:03.370 --> 00:30:10.589\ Martin Harrison: for the staff, in schools and in nurseries and in colleges. It's all free, every setting in England. It is free to sign up 230\ 00:30:11.670 --> 00:30:25.289\ Martin Harrison: and high quality resources that are written by colleagues, ex-teachers, and by natural history, museum colleagues or community scientists, a real top quality stuff as well as well as information and activities from partner organizations. 231\ 00:30:25.770 --> 00:30:42.150\ Martin Harrison: We're very aware that sometimes teachers and practitioners don't have the confidence or skills or knowledge to be outside, and feel confident that they are doing their job as well. So very much supporting those colleagues and practitioners to do that. On that point 232\ 00:30:42.370 --> 00:30:55.929\ Martin Harrison: we have 9 regions in England that are supported by 2 members of staff. So in the West Midlands, where I am. It's myself and my colleague Eleanor. So there are colleagues all around England now to support settings along their nature park journey. 233\ 00:30:56.740 --> 00:30:59.120\ Martin Harrison: and as I mentioned a couple of minutes ago. 234\ 00:30:59.350 --> 00:31:07.109\ Martin Harrison: taking part in nature. Park supports climate action plans that central government suggests that all settings should have this year. 235\ 00:31:08.120 --> 00:31:10.300\ Martin Harrison: And for nature, as I said, it's 236\ 00:31:10.490 --> 00:31:39.339\ Martin Harrison: if you added all that space together, it would be twice the size of Birmingham. So huge opportunity for people, young people, schools, school communities to make a real difference in improving biodiversity in nature, in England, so they can see what they're doing in their school, their local community, their region, and also in this country, in England. That map that I showed you early. You can zoom in. You can put your postcode in there. You can see what you've done. You can see what other schools have done as well. 237\ 00:31:40.470 --> 00:31:57.759\ Martin Harrison: Very much scientist scientific research as well. So I've got 2 colleagues in the Natural History Museum who are doing Phds on this work. So some of the stuff that young people will be recording will inform what we do in this country in terms of nature conservation. 238\ 00:31:58.260 --> 00:32:06.249\ Martin Harrison: And, as it says, at the bottom, we want to care for the environment. We have all those with young people and ourselves. We're going to make a real difference. 239\ 00:32:08.530 --> 00:32:23.390\ Martin Harrison: And that's it. That is me at an event in in Shrewsbury, Shrewsbury Town football ground any questions that is our website there. And that is our email. I will stop sharing now and open to any questions. 240\ 00:32:25.430 --> 00:32:35.900\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Martin. I thought that was really one of the most uplifting presentations we've had. Thank you very much. It was wonderful to see how well, the education system is doing. That's just. 241\ 00:32:35.900 --> 00:32:36.350\ Martin Harrison: Thank you. 242\ 00:32:36.350 --> 00:32:41.519\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Very reassuring stuff. Thank you, Stuart. Would you like to start the ball rolling, please? 243\ 00:32:41.860 --> 00:32:47.859\ Cllr Stuart Withington, Gt Dunmow TC, Essex: Yeah, I I would just like to thank Martin for a real great presentation. 244\ 00:32:48.080 --> 00:32:56.899\ Cllr Stuart Withington, Gt Dunmow TC, Essex: And it strikes me as though this is the great collaboration in action. Really good 245\ 00:32:58.310 --> 00:33:04.389\ Cllr Stuart Withington, Gt Dunmow TC, Essex: you. You mentioned that you're measuring the outcomes of your interventions? 246\ 00:33:06.310 --> 00:33:12.129\ Cllr Stuart Withington, Gt Dunmow TC, Essex: If so, could you be selling these outcomes as Bng credits. 247\ 00:33:14.140 --> 00:33:34.699\ Martin Harrison: So that is a good question, Stuart. We have had internal conversations about this from my limited knowledge. I think one of the challenges would be this the unit size, I think. And also, I think, when we're having internal conversations about this is in terms of the time scales involved in that from the little I know. 248\ 00:33:34.700 --> 00:33:49.789\ Martin Harrison: I think in terms of management, you have to sign up to 30 years of management to maintain what's in there. And we think currently there's nothing been signed off as such that that may be a challenge for head teachers and Slt and business management schools. To do that. 249\ 00:33:49.920 --> 00:33:57.430\ Martin Harrison: we are aware of it, and we're and higher up. Colleagues are in conversations about that. And so I think that awareness is a good thing. 250\ 00:33:57.600 --> 00:34:03.510\ Martin Harrison: But we're a bit wary of that 30 year time scale in terms of that. And like, I say, the unit size. 251\ 00:34:03.790 --> 00:34:16.479\ Martin Harrison: it may be an option, for where there's a new build school rather than the ones that are already making, or potentially making relatively small changes because of the cost implication, and that ongoing management cost as well. 252\ 00:34:17.420 --> 00:34:18.469\ Cllr Stuart Withington, Gt Dunmow TC, Essex: Okay. Thanks. 253\ 00:34:19.780 --> 00:34:24.980\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Martin for those of us who are not familiar with the term. What was that? Was it? BAG. 254\ 00:34:24.989 --> 00:34:27.729\ Martin Harrison: Yeah, it's bnj, so it's biodiversity net gains. 255\ 00:34:28.131 --> 00:34:32.150\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Just. I know that is right. I just misheard it 256\ 00:34:33.690 --> 00:34:37.509\ Graham Stoddart-Stones - Great Collaboration, Bembridge: and wide open for questions from other people. Anyone 257\ 00:34:37.889 --> 00:34:41.369\ Graham Stoddart-Stones - Great Collaboration, Bembridge: keen to come through. Yep, go for it, please, Neil. 258\ 00:34:44.239 --> 00:34:46.269\ Graham Stoddart-Stones - Great Collaboration, Bembridge: No, you're on mute, Neil. 259\ 00:34:47.659 --> 00:34:49.340\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Neil. You're still on mute. 260\ 00:34:53.130 --> 00:34:55.289\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Not yet. No, you still on mute. 261\ 00:34:55.830 --> 00:34:57.360\ Graham Stoddart-Stones - Great Collaboration, Bembridge: See, I can unmute you. 262\ 00:35:07.730 --> 00:35:08.790\ Neal Whipp: Can you hear me now? 263\ 00:35:08.790 --> 00:35:10.110\ Graham Stoddart-Stones - Great Collaboration, Bembridge: That's better. Yeah, that's fine. 264\ 00:35:11.000 --> 00:35:28.130\ Neal Whipp: Morning, Martin. Good to talk to you again. I understand from our last communication that the schools in Bromyard aren't available for a grant just now, but we have my show coming up in July, and I would very, very much like to put the messages you put across today to the audience who's there 265\ 00:35:28.400 --> 00:35:36.019\ Neal Whipp: recognizing you may not be able to come. Is there any way can I achieve that? Do you have any assistance, or is this material you can provide us that we can use. 266\ 00:35:36.640 --> 00:35:45.049\ Martin Harrison: Yes, Neil, I know who you are now, mate, so apologies, I think, as far as I know, I did get back to you, but I will check that. Yeah, it will depend on 267\ 00:35:45.080 --> 00:36:10.489\ Martin Harrison: the time. And the day really is, the, is the honest answer, and also because there is only 2 of us in each region. So the reason I cover geographically this might be helpful. I'm a stoke on Trent. I cover up to the peak district, and as far down as Hereford and Worcester, and either side of that. So we have to be strategic in terms of our support. So, depending on the on what the event is. The short answer is, Yes. 268\ 00:36:10.790 --> 00:36:16.839\ Martin Harrison: the ideal, because what I feel is that, however, we can raise awareness of this 269\ 00:36:16.970 --> 00:36:44.260\ Martin Harrison: is the right way to do it, because there will be people, at all events, that are parents, grandparents, school teachers with children. We went to an event in Malvern last week, which was a family event. So it was aimed at children under 11. But we spoke to a lot of parents, a lot of teachers, home home guidance people as well. So I think the opportunity. The short answer is, yes, it just depends. But I will. I will reread what you sent me, Neil, but if you send it to me again. 270\ 00:36:44.480 --> 00:36:47.940\ Martin Harrison: then I'll have another look at it. Apologies. If I didn't get back to you as well, mate. 271\ 00:36:48.310 --> 00:37:07.269\ Neal Whipp: Okay, that's fine. Yeah, we have a series of what we call question times in a marquee, different dealing with different subjects during the day, and I'm delighted to say that Ellie Chaunce is coming to present one of them. But there's certainly a slot probably better in the morning that we could put aside. But yes, I'll obviously be back in touch with you. 272\ 00:37:07.270 --> 00:37:08.560\ Martin Harrison: Cool. Thank you, Neil. 273\ 00:37:09.970 --> 00:37:12.250\ Graham Stoddart-Stones - Great Collaboration, Bembridge: You've got a follow on question. 274\ 00:37:13.447 --> 00:37:20.280\ Cllr Stuart Withington, Gt Dunmow TC, Essex: Yes. Just a few questions, really, is this program open to any school and college. 275\ 00:37:21.190 --> 00:37:22.280\ Martin Harrison: Yes, so. 276\ 00:37:22.280 --> 00:37:27.060\ Cllr Stuart Withington, Gt Dunmow TC, Essex: A lot of the people in the video seem to be little people. 277\ 00:37:29.160 --> 00:37:31.710\ Cllr Stuart Withington, Gt Dunmow TC, Essex: Yeah, go up to sort of 6th form. 278\ 00:37:31.710 --> 00:37:58.489\ Martin Harrison: So to give you a little bit of background. So what we are working on currently to sort of, I think relaunch is perhaps the right way of describing it is to make it more appropriate for earliers. So it's sort of a 1 fits all at the start. We're aware that doesn't overly fit with earlier. So that's what we're concentrating at the moment to hopefully relaunch in the new academic year and other areas that we 279\ 00:37:58.990 --> 00:38:22.330\ Martin Harrison: is more difficult to engage with is secondary, because it's very much about attainment. We see there are links with Gis, so that mapping side in geography and science, and that is another area that we're going to be looking at after. We've looked at earliers and very aware that further education as well is similar to secondary where a lot of these programs historically and currently fit really well with primary. 280\ 00:38:23.580 --> 00:38:38.480\ Martin Harrison: So that's 1 thing, the other thing is because we're relatively new in terms of 18 months old. A lot of our marketing and communications aren't at the level we would want them to be at. So it is a lot of where, you know, I myself and my colleague Eleanor. 281\ 00:38:38.900 --> 00:38:59.959\ Martin Harrison: started the program 6 months before in terms of what we call the Pathfinder stage of working with a certain amount of settings to test what we were doing. So if we've got a really good connection with those, then we'd ask them if they would be able to take part in a case study or a little bit of filming. So hopefully, you know, over the next 3 and a half years, 4 years that we will get to a stage where 282\ 00:38:59.960 --> 00:39:09.640\ Martin Harrison: it we are being inclusive in terms of our marketing and communications. We are physically, that is what we are, but in terms of our marketing and communications. What we've got to show 283\ 00:39:09.900 --> 00:39:12.140\ Martin Harrison: we perhaps aren't, aren't there yet? 284\ 00:39:12.560 --> 00:39:15.555\ Cllr Stuart Withington, Gt Dunmow TC, Essex: Okay, thanks. And and just just a supplemental. 285\ 00:39:16.350 --> 00:39:26.060\ Cllr Stuart Withington, Gt Dunmow TC, Essex: are you planning any? Follow up? Does this intervention have lasting effects on people? Do they take it through into adult life. 286\ 00:39:26.730 --> 00:39:53.600\ Martin Harrison: So that is what we're again repeating myself to a degree, because we're only 18 months old. Those interventions were on sort of the second lot of those, if you like. We are looking to include more surveys, so more surveys in terms of nature conservation, and also in terms of our evaluation to see if they do so. We had a report that was done. I think it was back end of last calendar year, looking at 287\ 00:39:54.190 --> 00:39:57.079\ Martin Harrison: the short term effects in terms of engagement. 288\ 00:39:57.200 --> 00:40:25.170\ Martin Harrison: I will check if that is available on our website, if it's open for everyone. But we, we are having currently year on year evaluations from an external organization to see what works, what doesn't. So we can change it in the short term. And then, as far as I'm aware there will be a final report at some point. We're very hopeful that because we're doing so well in a relatively short time, and it is really important and good stuff that we will get funded further than the 5 years from the Department for Education. 289\ 00:40:25.480 --> 00:40:35.539\ Martin Harrison: Who knows if that will happen? But colleagues higher up are having those communications all the time, and as long as we're demonstrating it, what we're doing in terms of numbers, and that quality which I think is the important thing. 290\ 00:40:35.740 --> 00:40:41.519\ Martin Harrison: So the numbers and the quality. Then we're then we're hopeful. We will get funded further than the the current. 5 years. 291\ 00:40:42.160 --> 00:40:43.229\ Cllr Stuart Withington, Gt Dunmow TC, Essex: Great. Thank you. 292\ 00:40:44.360 --> 00:40:53.090\ Graham Stoddart-Stones - Great Collaboration, Bembridge: And Kirsten, I promise to come back to you. But I just thought this was a topical moment to mention to Martin. Have you seen Lydia's question in the chat. 293\ 00:40:53.270 --> 00:41:00.230\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Well, I think you've almost answered it, but perhaps, if you just give a finer detail of what proportion of schools have signed up, and where. 294\ 00:41:00.230 --> 00:41:16.170\ Martin Harrison: I think that is a good question. So what I can do I can share that. After this. I know how many schools are in my region there is 8 other regions, and we do do monthly reporting on that. I don't know apologies that I don't know in terms of how many out of 295\ 00:41:16.270 --> 00:41:30.239\ Martin Harrison: that are eligible to sign up everyone's eligible. I know in in my region, the West Midlands we currently have 651 that are signed up. That's including nurseries, colleges, and primaries, and secondaries. 296\ 00:41:30.440 --> 00:41:36.899\ Martin Harrison: As I said in 18 months, I can find that, and more than happy to share that in terms of current numbers. 297\ 00:41:37.530 --> 00:41:52.979\ Graham Stoddart-Stones - Great Collaboration, Bembridge: That's wonderful, Martin. Thank you. And then it's still on the topic. I see. Joanne's come up with a great question. I've actually written down on my piece of paper, asked my daughter what her school is doing about this? Because that's also a private school. But is it open to the private schools? 298\ 00:41:53.950 --> 00:42:16.730\ Martin Harrison: Yeah, the criteria is such in terms of being able to sign up is that you have a urn. So a unique reference number for your school. So what that means is that you can sign up as anyone can sign up, so as a charity as an individual can sign up, but to be able to access the mapping and actually do the mapping. You need a urn, a unique reference number that every education establishment should have. 299\ 00:42:16.730 --> 00:42:26.139\ Martin Harrison: So then we've done our mapping and our reporting and numbers, then we can link it properly. So yes, if you have a urn you can sign up very much. So 300\ 00:42:26.310 --> 00:42:32.980\ Martin Harrison: we are. We do work with some. If private schools is the correct term that do have fantastic grounds. 301\ 00:42:33.560 --> 00:42:52.549\ Martin Harrison: they are not recorded anywhere. Maybe they are within that organization, that school, but not centrally. And also we feel there's a huge opportunity there, because they've already got fantastic grounds to use them, maybe more than they already are, and to be able to share that with other schools, locally and nationally. Best practice case studies. So yeah, very much. So. 302\ 00:42:53.680 --> 00:42:57.989\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Brilliant. Thank you, and ken my apologies. But you're up now, please. 303\ 00:42:57.990 --> 00:43:09.310\ Ken Huggins Parish Council north Dorset: Thanks, Martin. Really interesting project right? One. I've got a family member who runs forest schools for kids in near Bristol. Would there be any connection between the 2, any possible connection. 304\ 00:43:09.620 --> 00:43:29.440\ Martin Harrison: So. Yes, is the short answer. I'm a Forest School practitioner as well, and a lot of the the Pathfinder that I mentioned earlier that myself and Ella went into. We were working with the Forest School lead, and what tends to happen? We work with forest school lead, or an outdoor lead, or if it's higher up, it can be a science lead. 305\ 00:43:29.500 --> 00:43:43.320\ Martin Harrison: So yes, very much from my. I haven't ran Forest School for about 10 years now, but from my experience it's very much about the young person's, the child's development in terms of self-esteem and responsibility and resilience which is fantastic. 306\ 00:43:43.570 --> 00:43:56.500\ Martin Harrison: So we see the Nature park as maybe that, and more in terms of that connection with nature, not not saying it doesn't necessarily happen in forest school, but I think it's a different way of learning. So it is very much 307\ 00:43:57.350 --> 00:44:16.320\ Martin Harrison: an example. We, when we're working in early years, a lot of the little is they always go out all the time, and the practitioners do so. They're outside. But maybe they're not having that real connection with nature, because the staff aren't confident or knowledgeable enough to do that so very much a link. But it is something to add on to that, and we do work with forest school leads as well. 308\ 00:44:16.990 --> 00:44:18.050\ Ken Huggins Parish Council north Dorset: Brilliant. Thank you. 309\ 00:44:19.220 --> 00:44:21.770\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Kirsten, good day to you again. 310\ 00:44:23.010 --> 00:44:47.650\ Kirsten Newble Cambridge: Hello! Actually, the good news is an awful lot of my questions have been answered in the thread which is fabulous. So thank you. This is a really interesting talk. My question hasn't quite is, if, in trying to encourage schools in my local area to join in with this scheme through various avenues. Is there any way of letting us know the people that we should talk to you very kindly outlined the area that you 311\ 00:44:47.650 --> 00:44:54.040\ Kirsten Newble Cambridge: covered? And it wasn't me, so I'm wondering who I should communicate with out East, if that's at all possible. 312\ 00:44:54.620 --> 00:45:01.179\ Martin Harrison: It is apologies. I remember this morning that it wasn't just a West Midlands thing. So apologies. Am IA lot of my. 313\ 00:45:01.180 --> 00:45:01.900\ Kirsten Newble Cambridge: Project, work. 314\ 00:45:01.900 --> 00:45:21.780\ Martin Harrison: Based around that. So yes, there are 9 regions, and my colleagues in the East of England, because you're in Cambridge, are Lewis and Jenna. So if you email me, I can forward that on. There is a page on our website with all the regional addresses on. If I could multitask, I could write it in here. Let's see if I can do this. 315\ 00:45:21.780 --> 00:45:24.239\ Kirsten Newble Cambridge: Sorry I should have looked at your website. I didn't mean to. 316\ 00:45:24.611 --> 00:45:26.099\ Martin Harrison: I should have been. 317\ 00:45:26.100 --> 00:45:28.810\ Kirsten Newble Cambridge: Didn't think the personal details would be on there to be honest. 318\ 00:45:28.810 --> 00:45:41.959\ Martin Harrison: Yeah, how how it works. This is very specific is that we have a regional inbox for each of our regions. So again, I'll try and remember these regions, the East and West Midlands. There's London, the North, west, and northeast. 319\ 00:45:41.960 --> 00:46:06.619\ Martin Harrison: east of England, southeast and southwest. I might have missed one. Then, hopefully, my colleagues aren't listening to that. How it works is that each? So the East and the West Midlands are led by Ltl, so those email address would be East all the other ones RHS, led by the RHS. So in terms of cursed in the East of England. It will be east of England's nature. Bark 320\ 00:46:07.310 --> 00:46:13.129\ Martin Harrison: at rhs.org.uk. Similarly, Northwest would be Northwest Nature Park. 321\ 00:46:13.350 --> 00:46:24.630\ Martin Harrison: but that that is on our website all those emails. And what happens then? One of the teams. So either Janet or Louis would pick up on that and decide who's the most appropriate person to support or to help you out with that. 322\ 00:46:25.090 --> 00:46:31.110\ Martin Harrison: just going a little bit further on that our role is to support settings. So there is a lot of stuff 323\ 00:46:31.300 --> 00:46:55.870\ Martin Harrison: on our website, and it can be sometimes a little bit difficult to find what the most appropriate bit may be. The the mapping guidance and stuff like that. So that is part of our role to point people in the right direction. We've got stuff saved, and we know where to help people, because we're very aware that in any education setting, the 2 things that they pour on is time and money. So we want to help them as much as we can with those sort of things. 324\ 00:46:56.540 --> 00:46:58.810\ Kirsten Newble Cambridge: That's brilliant. Thank you. That's really helpful. Cheers. 325\ 00:46:59.320 --> 00:47:01.279\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Thanks, and I know that's a big help. 326\ 00:47:01.952 --> 00:47:06.749\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Peter. Now that you switch to your part of the world, let's continue, please. 327\ 00:47:07.050 --> 00:47:13.966\ Peter Bates - East Cambridgeshire Climate Action Network: Okay, yes, Martin, I I was just check looking at your website. And 328\ 00:47:14.470 --> 00:47:18.550\ Peter Bates - East Cambridgeshire Climate Action Network: actually was having some difficulty finding where the interactive map is 329\ 00:47:18.660 --> 00:47:39.949\ Peter Bates - East Cambridgeshire Climate Action Network: have finally found it. Now. So in terms of pointing to the interactive map, I mean, the whole reason looking for the interactive map was so that I could try to identify or put in my postcode and identify what schools in my area. Actually, I have already signed up, and that doesn't appear to be possible? Or am I incorrect. 330\ 00:47:40.180 --> 00:47:58.133\ Martin Harrison: No, what it does show on the map, Peter, is that if a school signed up and mapped their boundary of their outdoor space so it doesn't actually show that the numbers of schools that are signed up. We have access to that in terms of what schools in your area are signed up so 331\ 00:47:58.790 --> 00:48:14.449\ Martin Harrison: again. My colleagues, Lewis and Jenna, would be the ones supporting in that. And my colleague Eleanor. Thank you for that. Ellen has put the link into to their email address. So they would be the ones to speak to in terms of helping out to finding schools that already signed up. 332\ 00:48:14.950 --> 00:48:17.029\ Peter Bates - East Cambridgeshire Climate Action Network: So are you saying on the map 333\ 00:48:17.260 --> 00:48:44.589\ Peter Bates - East Cambridgeshire Climate Action Network: which I have now found? I zoomed into my area, and I was getting quite excited because it seemed to be several plots that have been marked on it. I only discover when I actually got even closer. It was just one school, the King school, which is a private school, had actually kind of plotted all their plots. Are you saying that there may also there will also be other schools which don't actually appear on this map. 334\ 00:48:44.990 --> 00:48:46.610\ Martin Harrison: Yes, so 335\ 00:48:47.430 --> 00:49:01.739\ Martin Harrison: yes. As a school signs up, they will sign in with their urn where they are their address, and you can have more than one teacher or head teacher signed up to one school as well, so that won't show on the map. 336\ 00:49:01.920 --> 00:49:15.149\ Martin Harrison: and until they have mapped their boundary, so that was the 1st thing that we asked them to do is to map their boundary before they do anything else. And there is links on the website. How How to do that as well. That is relatively simple. 337\ 00:49:15.990 --> 00:49:18.659\ Martin Harrison: Coming from a person who's not great at it. 338\ 00:49:20.070 --> 00:49:21.770\ Peter Bates - East Cambridgeshire Climate Action Network: No, yeah. I mean, I 339\ 00:49:21.990 --> 00:49:46.179\ Peter Bates - East Cambridgeshire Climate Action Network: I was just thinking that if people signed up just having a dot would be a useful starting point, because for people who are now not involved in education, although I have been a teacher 16 years I would have actually wanted to know what are my local schools, which have actually already signed up, so there's no need for me to approach them. 340\ 00:49:46.180 --> 00:50:08.130\ Martin Harrison: I think in the short term it's getting in touch with my colleagues, Lewis and Jenna, to be able to do that, to see where they are, and in the medium long term. That is something that I can bring up with our colleagues at Esri and natural fish museums. See if there's a way we could change that. As I said earlier, we're evolving all the time improving our resources, including the website. So I can feed that back, Peter, so thank you for that. 341\ 00:50:08.640 --> 00:50:09.470\ Peter Bates - East Cambridgeshire Climate Action Network: Thanks. 342\ 00:50:13.960 --> 00:50:15.960\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Typing a message here to somebody. 343\ 00:50:22.580 --> 00:50:30.249\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Peter, you saw your hand up. Is that it's now gone? Okay. Does anyone else have any questions, please for Martin. 344\ 00:50:30.856 --> 00:50:37.640\ Graham Stoddart-Stones - Great Collaboration, Bembridge: I'm looking at an empty screen at the moment, and an empty set of questions in the chat. 345\ 00:50:38.265 --> 00:50:47.820\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Which sounds like we've exhausted everyone's list of things, which means it was a very comprehensive presentation, Martin. There are no questions left. 346\ 00:50:49.190 --> 00:50:55.310\ Martin Harrison: Yeah, what I would say is, please do have a look at our website. I know Ellen's put the link to 347\ 00:50:55.670 --> 00:51:03.430\ Martin Harrison: our regional emails on there. But do have a look on our website, please do. I'll put our email in here as well. 348\ 00:51:03.670 --> 00:51:16.200\ Martin Harrison: Give myself and Eleanor a shout, and we can point people in the right direction of schools or settings, or my colleagues in your area in terms of your region. Quite happy to do that. 349\ 00:51:16.450 --> 00:51:20.780\ Martin Harrison: and sorry, as you can see, I can't multitask 350\ 00:51:23.500 --> 00:51:28.059\ Martin Harrison: So yeah, give us a shout on that email myself. And then I'm more than happy to point in the right direction. 351\ 00:51:29.520 --> 00:51:35.120\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Okay, thank you very much. And if we help Stuart. Well done. 352\ 00:51:35.710 --> 00:51:42.188\ Cllr Stuart Withington, Gt Dunmow TC, Essex: Hi, thanks. I I was in a meeting yesterday, and one of the things that came up was 353\ 00:51:43.070 --> 00:51:45.480\ Cllr Stuart Withington, Gt Dunmow TC, Essex: How do we get into schools. 354\ 00:51:45.830 --> 00:51:49.540\ Cllr Stuart Withington, Gt Dunmow TC, Essex: and several people in the group said. 355\ 00:51:50.080 --> 00:51:56.810\ Cllr Stuart Withington, Gt Dunmow TC, Essex: they are being ex-teachers, or they had been involved in setting up things at schools, and 356\ 00:51:56.920 --> 00:52:02.159\ Cllr Stuart Withington, Gt Dunmow TC, Essex: they were saying how difficult it is these days, because the curriculum is so tight 357\ 00:52:02.370 --> 00:52:09.650\ Cllr Stuart Withington, Gt Dunmow TC, Essex: that the school day just doesn't have enough time in it to allow for extra activities. 358\ 00:52:11.520 --> 00:52:39.430\ Martin Harrison: Yes, one thing I didn't mention Stuart, is that ideally, as with a lot of these programs, it would be a whole school approach. So everyone within a school setting will have at least an awareness of this. What we do say is that, however, a school setting wants to do Nature Park, if you like, is the right way. So initially, as I said earlier, when we were talking about forest school, it could be the Forest School lead or the outdoor lead that takes this on 359\ 00:52:39.670 --> 00:52:43.379\ Martin Harrison: so it could be during lunchtime, Eco club or after school. 360\ 00:52:43.880 --> 00:52:50.710\ Martin Harrison: So that would be initial thing. And what we are trying to do so. Like, I say, any setting. However they do. It is the right way. 361\ 00:52:50.820 --> 00:53:12.490\ Martin Harrison: What we are trying to do within our resources is to link them to the curriculum in the best way that we can. So the resources we currently have. As I said, you can search them by key, stage by topic. So there is stuff information there, almost off the shelf for teachers to take. We're very aware that teachers and settings plan. 362\ 00:53:12.610 --> 00:53:18.759\ Martin Harrison: like almost a year advance, and things of like that. So we are with our colleagues at Natural History Museum. 363\ 00:53:19.200 --> 00:53:25.069\ Martin Harrison: improving that all the time, so we can make it as best and easy for schools and settings 364\ 00:53:25.240 --> 00:53:45.700\ Martin Harrison: to take this on. We're very aware that, like you say that there is hardly any time in the curriculum to do stuff. So we we wanted to make it as real and realistic and usable as possible, so we are continually to to evolve, to improve those in terms of getting into schools. It is a challenge sometimes for ourselves as well. So that's why, when I was talking 365\ 00:53:46.200 --> 00:53:56.030\ Martin Harrison: to Neil earlier about events, any way, we can raise awareness or make contact or make relationships with anyone that's working in the school is is the best way to do it. 366\ 00:53:56.740 --> 00:54:14.189\ Martin Harrison: So a couple of things that. Yeah, we're trying to improve our resources all the time feedback from practitioners and people on this call and also making connections. So we can get into schools, into settings to raise awareness and support them as much as we can with relatively limited resources that we've got. 367\ 00:54:15.520 --> 00:54:16.500\ Cllr Stuart Withington, Gt Dunmow TC, Essex: Okay. Thanks. 368\ 00:54:19.270 --> 00:54:31.249\ Graham Stoddart-Stones - Great Collaboration, Bembridge: All right. Well, if there are no other questions for Martin, I'd just like to say Thank you very much for a really enjoyable and educational presentation. Martin, it was brilliant, really liked it. Thank you very much. 369\ 00:54:31.450 --> 00:54:45.539\ Graham Stoddart-Stones - Great Collaboration, Bembridge: and next week our presentation will be from Gary, who is going to tell us all that caution is doing to rejuvenate our environment. So I do ask you all to pitch in and help us out there. 370\ 00:54:45.730 --> 00:54:55.050\ Graham Stoddart-Stones - Great Collaboration, Bembridge: and if no one else has got anything. Let us say good day to you all, and go and enjoy your Easter holidays, that I'm sure you're all fascinatingly enjoying. 371\ 00:54:55.620 --> 00:54:57.680\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Take care all. Thank you very much. 372\ 00:54:57.680 --> 00:55:00.750\ Martin Harrison: Very much, and cheers all. Thank you. Take care. 373\ 00:55:00.750 --> 00:55:01.490\ Graham Stoddart-Stones - Great Collaboration, Bembridge: Bye, bye. \
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