Our Reflection

Upon completion of the project, the group reflected on the ways in which we had transformed the garden area and the journey we took together over the last eight months.

After our first visit to school, where we gained a deeper insight into the scope of the project, the group shared a great feeling of excitement and wanted to get to work transforming the garden area into an enriching learning environment. Although none of the group had any real experience in this field, the huge amount of time and effort that we would need to achieve this goal was never underestimated. To ensure our time was managed effectively, regular meetings were held to discuss our progress and the next steps we would need to take. 

Communication between the members of the group was crucial throughout, especially during these meeting as it was ensured that all ideas and opinions were discussed fairly, thus encouraging a positive group dynamic. Without effective collaboration, the garden area restoration would not have been possible. The group felt that this project provided the opportunity to not only make a positive difference to children, but also allowed us to develop our own collaborative working practices. These important skills will serve all members of the group well throughout their teaching careers.

There were obstacles to overcome throughout the project. One particular issue was the delivery of Play Bark that, after repeated enquiries, was still not delivered in time for completion of the project. As the creation of an area which children may use to read or simply enjoy the garden was a fundamental aspect of the project, not having the Play Bark that was required is a concern for the entire group. We have discussed this issue with the school and have reached an agreement that will ensure that the Play Bark, when delivered, is installed as planned.

Another issue was our lack of expertise required to successfully undertake such a task. To overcome this, the group worked together to research all aspects of the project regardless of which focus zone had been attributed to what member of the group. This not only builds on the collaborative skills discussed earlier, but also enhances the group as individual practitioners who can research effectively and understand unfamiliar working practices. Again, this is another important skill that will be taken forward in our future careers.

Overall, the group felt that the project was a massive success. The garden area had been transformed in such a positive way that had far exceeded the original scope of the project brief. However, simply finishing the task was not the most rewarding part of the project. It was felt that handing over the garden area to the school council knowing that they will maintain and evolve the garden area for future pupils to enjoy as both a quiet, safe space to enjoy nature and as an environment in which learning about the natural world can be conducted in a hands-on way, was a fantastic achievement that will stay with each individual member of the group for a long time to come.

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