Martin described the magnificent National Education Nature Park programme, available free to all schools in England, to get youngsters out into nature, to enhance biodiversity, to improve wellbeing
Last updated
00:00 - 17:33 Presentation (note the built-in video that starts at 04:33)
17:33 - 40:13 (end) Q & A
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.
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!
00:51:24 Martin Harrison: email address for the West Midlands setting: westmidlandsnature@ltl.org.uk (see next comment below)
00:52:14 Eleanor Hervieu: Sorry, that email above is slightly wrong. Its - westmidlandsnaturepark@ltl.org.uk
00:54:32 Martin Harrison: Email address to get in touch: hello@educationnaturepark.org.uk
00:54:59 Lydia Havill | Centre for Sustainable Energy | Bristol: Thanks very much!
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 andwestmidlands@ltl.org.uk 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.
00:46:48 Eleanor Hervieu:
00:53:17 Eleanor Hervieu:
