Building a Sensory Garden
Written by: Staff at Gold LOtC Mark School Great Kimble C of E.
When the school was allowed to ‘open up’ after the Covid-19 lockdown, staff were concerned with how to help the children get used to the new school routine, school life and all it has to offer.
During the spring of 2020, the school playground was re-designed, and large raised beds were added. It was decided, by staff and students, to turn the raised bed area into a Sensory Garden giving students the opportunity for free play, exploration and learning, whilst connecting to their teachers and fellow students.
Sensory gardens work based on the stimulation of the primary senses – namely touch, sight, smell, sound and taste.
Each week for during the autumn term, the children spent time working on the sensory garden. After preparing the bed, a few plants and bulbs were planted each week, the adults talking about the sense involved. Students learnt how to plant the small plants and bushes and, later in the term, bulbs. Each week the garden ‘grew’ and by the end of term, the garden was finished for the winter, with the flowers and bushes beginning to emerge in Spring. Finally, the children labelled the garden and commissioned Tina Brown to create a garden sculpture.
This was a wonderful project for a difficult year – they started small, received donations and spare plants from parents, staff and governors but remained committed that the plants had to have a sensory connection. Next year, they plan to build on this, tidy the garden, and have another group of young minds very keen to garden.
What we’ve learnt from going outside the classroom
The sensory garden has given students a space to talk to others and staff who could help them deal with any negative feelings or experiences.
Learning outside is beneficial for children as it offers a ‘connection’ with nature, an opportunity to be outside, to see different plants and trees and enable them to make connections to their learning
The children were able to learn about their 5 senses and how they are related to their own bodies.
The students created action plans for the stages of development for the sensory garden and learnt about the importance of organisation and planning.
The children thoroughly enjoyed the process and have found a new joy for gardening. Additionally, the sensory garden is lovely to look at with both students and staff enjoying it as a feature in the school grounds.
