To mark Flood Action Week, Emma Blunsum from Chilton Trinity Secondary in Bridgwater explains how the school transformed a previously unused, waterlogged area. It is now a vibrant eco-garden that supports biodiversity, wellbeing and student ownership.
Starting point: a forgotten space
Before the project began, the area outside our science block was a forgotten, grey, wet space. Poor drainage meant it regularly flooded, and it had little use within the school day.
Pupil feedback highlighted the issues:
“No one really goes there because it’s always wet and there’s nothing to do. It just feels a bit dead.”
“I have never seen any wildlife in that bit of the school…”
We decided to sign up to the National Education Nature Park to get support for two clear priorities identified by staff and students: improving drainage and introducing nature.
Listening to pupils and building a shared vision
The Eco-Council, which has grown from 10 to 20 students, used the Nature Park’s ‘ground without plants’ Habitat Mapping activity to assess the area.
The area was covered in tarmac, a non-natural, impermeable surface, which explained the flooding and lack of biodiversity. We concluded that the project was likely to involve some tarmac removal to reduce flooding and support plant growth.
The Eco-Council led the design and creation of the garden, bringing fresh ideas. The emerging design combined staff priorities with pupil ideas. Early concepts included:
- Removal of tarmac replaced with a curved planted border
- Raised planters with integrated seating, creating a place to socialise
- Sensory, pollinator-friendly planting, supporting biodiversity
Inspired by nature-rich local spaces such as ‘Oudolf Field’ at Hauser and Wirth in Bruton, the design transformed our underused area into a vibrant, climate resilient landscape. A gravel garden was chosen to address flooding through its free-draining structure, while drought-tolerant planting will thrive in a changing climate.
The combined planters and seating balanced a professional-looking environment with somewhere to sit and chill – resulting in a welcoming space that is both beautiful and practical.
The project is more than just a garden. It’s a place for learning, bringing sustainability to life, improving well-being, and creating a lasting legacy for future generations.
Bringing the school community together
The project extended beyond the Eco-Council to involve the wider school community. It has been included in assemblies, curriculum-linked events, and our wider climate action plan. During the trust-wide Eco-Summit Day, one of the Nature Park Programme Officers hosted a Habitat Mapping workshop for Year 8, helping them understand the school grounds and contribute ideas.
When it came to planting, we adopted a simple but powerful approach: “one person, one plant”. Students, staff and families were invited to take part, creating a strong sense of ownership and pride.
A space that is used and valued
Today, the eco-garden is a well-used and respected part of the school environment. Children sit in the space and use it as a meeting place. They look at the insects and pick up any litter – everyone respects ‘our’ garden.
The space supports both social interaction and wellbeing and connection with nature and wildlife.
The project has had wide-reaching benefits:
- Increased student engagement, pride and ownership
- Greater awareness of biodiversity and climate action
- Stronger connections between school and community
Looking ahead
This is the beginning of our Nature Park journey. We’re exploring ideas including teaching students how to propagate plants, extending planting into other areas of the school, and selling surplus plants to fund further sustainability projects
