NEFF Event - Food for Life Partnership, food growing


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Presentation from Amanda Donnely at the NEFF event in Durham 22nd May 2013

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NEFF Event - Food for Life Partnership, food growing

  1. 1. Food growing in schools as part of abroader food education programmeAmanda DonnellyFFLP Commissioning Manager (North of England)Food for Life Partnership
  2. 2. This presentation will cover..• The findings of an evaluation of theimpact of growing food in schools aspart of a broader food educationprogramme• Why food growing is important, not onlyfor health, but also for education,sustainability and communityparticipation• School farmers markets –a case studyfrom Durham• How food growing is developed in FFLPcommissioned areas
  3. 3. A little bit of FFLP background• FFLP is a complexcommunity food initiative.• Food growing is a significantpart of the FFLP framework(along with cooking, farmvisits, improving schoolfood, engaging communityin food activities….)
  4. 4. Evaluation of food growing in schools• FFLP commissioned the Centrefor Research in Education and theEnvironment (CREE) at theUniversity of Bath to undertake astudy of food growing in FFLPschools• The aim was to understand theimpact of food growing in schoolswhen delivered as part of a widerfood education programme i.e.FFLP
  5. 5. Evaluation of food growing in schoolsMuch of the positive impact of food growinghas been seen only through observation andanecdotes from schools.This research shows the diverse benefits offood growing in schools, and highlights thedevelopment of important evidence in thisarea.Research Team:Elisabeth Barratt Hacking (Project Director)William Scott (Professor)Elsa Lee (Research Officer)
  6. 6. The Food for Life Partnership
  7. 7. Methodology• Case study method• Nine schools (Primary,Secondary, Special)• Across the nine English regions• School visits and site surveys• Document analysis (e.g.Ofsted)• E-Consultations• Telephone interviews• Focus groups with pupils,teachers, parents and otherstakeholdersFindings: Five key impact areas
  8. 8. 1. Acquiring practical skills andknowledge• Practical food-related skills• Inspirational learning• Enterprise and vocational skills• Social and interpersonal skills• Holistic knowledge,understanding and awareness
  9. 9. 2. Understanding and appreciatingthe environment• Teaching pupils to care• Inspiring change• Living more sustainably-schools reported less foodwaste. Pupils, parents, carers,and staff started to grow athome and make changes tosourcing food, cooking, andwaste at home
  10. 10. 3. Improving health and wellbeing• Adopting a healthy diet-school meals and menus were reported to haveimproved in the schools• Encouraging physical activity• Restoring a sense of calm• Building confidence• Providing a complete picture of food
  11. 11. 4. Encouraging positive values andbehaviours• Engaging pupils• Inspiring a positive attitude• Teaching a sense of responsibility• Fostering a caring role• Improving relationships• Preparing for the future
  12. 12. 5. Increasing participation in schooland the wider community• Removing barriers• Giving pupils a voice• Contributing to the community• Learning with and from thelocal community• Involving others
  13. 13. Optimising the impact of foodgrowing in schoolsThe researchers noted the following elementsthat are essential for schools to get the most outof food growing:•Develop a whole school ethos•Establish multi-skilled leadership•Integrate learning•Include everyone
  14. 14. School Farmers MarketsAlso uses food to lead to a number of benefits……•We have sourced European funding to implement aprogramme to develop school farmers markets withseveral schools in East Durham•Three recent markets made between £819 and£1077•300+parents in the first 20 minutes at one market!•The project has included farm visits, butcher visit,enterprise skills, partnerships with local producers•A great way to support local producers and provideeducational benefits
  15. 15. How food growing is developed inFFLP commissioned areas• Training of school staff• Steering group engaging local partners• Building capacity and partnerships• Focus on embedded change throughleadership in schools• Flexibility to meet local needs, e.g. compostand food growing training for school cooksHorticulture is on the draft curriculum review–will there be a greater need for training?
  16. 16. Wider FFLP Evaluation• 3-year programme evaluation by the University of the West ofEngland (UWE) and Cardiff University• Supporting studies by New Economics Foundation (NEF),National Foundation for Educational Research (NFER) andCentre for Research in Education and the Environment (CREE)
  17. 17. Greater than the sum of its parts“Analyses of student characteristics showstatistically significant associations betweenhealthy eating and FFLP related behaviours –such as participation in cooking and growingat school or at home; participation in farmand sustainable food learning; and attitudesto school food.”- Orme et al, 2011, p.107
  18. 18. Thank you!Amanda DonnellyFood for Life