We are calling on the UK government to invest in a Nature Premium to fund regular and ongoing nature experiences for all children in education with additional funding for those who need it most. The investment would demonstrate to a generation of children and young people that reconnecting with nature is a priority that will help them manage their mental wellbeing and give agency to address the climate emergency and biodiversity crisis.
‘Nature’ could mean wild school grounds, gardening, adventurous activities, Forest School, conservation work, tree planting, urban farms…
The Nature Premium model is loosely based on the existing Sports Premium, introduced after the 2012 London Olympics, which sees each school receiving a pot of money to ensure every child participates in sport. We see the Nature Premium as a legacy of COVID-19, the Nature Premium is similar to the Sports Premium when it was first introduced, we propose:
the funding is confirmed for 3 years (at least) and is sent direct to each education setting by the Department for Education.
Senior Leadership teams decide how the funding is used based on their location and their children’s life experiences.
Five key indicators that funding could be used for include:
- CPD for teaching staff.
- Buy in of expertise.
- Purchase kit.
- Modify grounds.
- Work in the community.
The Nature Premium differs from the Sports Premium in that we propose:
- Nature Premium funding is provided to all children and young people from 2 years – to 18 years and throughout their education.
- Each Key Stage would receive £5000 and Free school meal (FSM) eligible children would receive £100 and those not eligible for FSM would receive £25 per academic year.
The Nature Premium proposal differs from the Sports Premium in it’s focus on closing the inequity of access to nature demonstrated during Lockdown 1.
We believe that the Nature Premium is an idea who’s time has come. This commitment to the future of our environment, economy and health will allow our children to Grow Up Greener.
Read the full benefits of a Nature Premium and the supporting evidence by clicking the links below.
The Nature Premium is an ‘Idea Whose Time Has Come’…
When the Nature Premium is described as an idea, there is no commercial ownership or value. This is important because:
- A public body such as the Department for Education (DfE) could adopt the idea of the Nature Premium as their own. A brand implies ownership transfer and purchase. Ownership and purchase add complicated negotiations which build in a ‘fatal flaw’ to the strategy. It creates unacceptable legal, financial, process and time hurdles.
- Organisations can support the Nature Premium as an idea because it is something they believe in. While supporting a brand means that the owner of the brand will benefit more than the supporting organisation. How can you quantify the value of the support given? Shouldn’t a supporting organisation benefit from adding value to a brand? Maybe it would be better to set up their own brand?
- It makes it easier for individuals to support the Nature Premium idea allowing them to make their own interpretation of nature, without complicating the issue by locking their understanding of the Nature Premium into ‘a brand’ which inevitably will be limited by you can do this, you can’t do that.
As an idea the Nature Premium is open to interpretation. This supports the ‘autonomy and innovation’ required of schools by the DfE.
Why keep the Nature Premium as an idea?
- Everyone/anyone can buy into an idea and make it their own.
- Nature is all encompassing, it’s OK to interpret nature from your experience, interest, or background.
- The variety and depth of the interpretation of nature makes the idea stronger.
- The variety and depth of the interpretation of nature increases the support.
- Nobody owns the idea; nobody benefits over someone else.
- The DfE insists that schools are autonomous and innovative. Schools will take the Nature Premium idea and make it their own within:
- a framework of Key Indicators (train staff, buy in expertise, buy kit, modify grounds, work in the community).
- a framework reporting Key Outcomes.
- the context of the school’s location.
- the context of the children’s experience.
Regular nature experiences have been loosely defined as gardening, city farms, Forest School, pond dipping, exploring the countryside, farming, improving the local biodiversity, developing ‘green’ skills, permaculture and more.
Each school will make decisions that are ‘right’ for their children, taking account of:
- the type of area they live in e.g., urban, rural.
- The location of the school e.g., near the coast, moorland, forest, river, mountains and more.
- the children’s experience.
- the interest of the staff.
- the current level of nature activity.
