"We believe that the school landscape should be steering everyone towards identifying the virtues and benefits of green living. Our plan is to make our grounds a haven for children and a support for trees, plants and other living things".

The buildings are fairly traditional with some open plan areas, all on one floor. The grounds are a particular feature of the school. These are reasonably extensive but over the years they have been developed to provide an impressive 'extended classroom'. The point is explicitly made that the grounds are the school's largest classroom which nurtures a mind-set towards conservation and sustainability, where children are active in its maintenance. This provides a very stimulating environment in which children can learn and socialise. Throughout the aesthetic and spiritual dimensions to what is provided is also clearly evident.

>Respecting each other

Caring for and valuing each other is a recurrent theme and emphasises the importance placed on diversity by the head. It is impossible to separate sustainability from other aspects of the curriculum, so firm is the embedding process.

The approach to school development is largely through consensus in decision making, with some direction from the head; but the intention is to create 'ownership' of ideas among the staff.

Time is set aside for planning and the curriculum and other provision is under frequent review. The weekly staff meetings are long and allow in-depth discussion. The drive towards a more environmentally based curriculum clearly comes from the head and another teacher, and staff stated that ideas are welcomed and it is safe for these to be adventurous. The ethos of the successive headteachers has been to allow teachers to identify their own CPD needs and to allow them to follow these on their own initiative. Thus the head considers this to be a process of both encouragement and enabling.

>Parental support

There is strong parental support for what the school is trying to achieve and this is also reflected in the governors of the school. It is estimated that some 80% of parents come into the school on a fairly regular basis. One of the benefits of this was explained as an opportunity for sharing skills and encouraging inclusiveness within the community.

The head is keen to continue with the Healthy Schools and Growing Schools initiatives and there is considerable contact between the school and Learning Through Landscapes.

Making it happen...

• The headteachers have had a clear vision of sustainability in their school and they have been able to communicate this to staff and parents.
• Their concept of a sustainable school is linked to school improvement and the development of 'the whole child'.
• Teachers are recruited onto the staff for their commitment to sustainability as an essential component of the education of young children.
• Ideas are encouraged and valued. A working environment is created where people enjoy working there and sharing skills. There is intense staff loyalty.