Pupils across West Lancashire are learning where their food comes from, gaining hands-on gardening experience, and developing lifelong healthy eating habits.
The Pot Gang initiative reportedly involves 16 primary schools in the borough (out of a total of 55), including Newburgh Church of England Primary School, Halsall St Cuthbert’s CofE Primary School, and Aughton Christ Church CofE Voluntary Controlled Primary School. While the West Lancashire Borough Council press release states that Wates Property Services (WPS) funded subscriptions for participating schools, independent verification remains unavailable. Statements from WPS, the Soil Association, and now the Royal Horticultural Society (RHS) do not confirm which company provided funding for the scheme.
School-based gardening programs like Pot Gang align closely with longer-standing national approaches to food education. The Soil Association’s Lancashire Food for Life team previously told North West Bylines that such programmes “are an effective way of educating children about where their food comes from and developing an understanding of nature.” Children are more likely to taste and incorporate fruits and vegetables when they have grown them themselves, and structured programs like the Food for Life School Award support teachers to integrate cooking, nutrition, and gardening across the curriculum.
The latest independent expert analysis, this time from the RHS, broadly aligns with these findings, adding further depth to what children can learn through hands-on food growing.
Educational and nutritional benefits
According to the Soil Association, children involved in Food for Life programmes are twice as likely to meet the recommended five-a-day fruit and vegetable intake. This is reinforced by the RHS, whose Schools and Groups Engagement Manager told NWBylines that gardening supports:
- understanding plant life cycles from seed to pollination
- observing seasonality and “nature’s rhythm”
- appreciating the time and care required to grow food
- practising sustainable growing and learning about reducing food miles
- inspiring confidence in tasting a wider variety of fruits and vegetables
- consuming fresh produce with higher nutritional value before cold storage reduces quality
While the RHS does not hold its own specific research on long-term dietary change, it points to an established international research base, including studies from Harvard Graduate School of Education and Cornell University, showing that school gardening contributes positively to children’s health, wellbeing, and food-related behaviours.
This combination of national experience, expert insight, and international evidence presents a consistent picture: gardening programmes can meaningfully support nutritional development, environmental literacy, and curiosity about food.
Implementation challenges
Implementing gardening initiatives across multiple schools is not without difficulty. The Soil Association notes that teachers sometimes lack confidence, time, or training to deliver food-growing programmes, and that school budgets can limit equipment purchases.
The RHS confirms these challenges, adding:
- practical barriers such as time, money, and limited growing space
- staff expertise gaps
- difficulties caused by the summer holidays when crops need watering or harvesting
These limitations underscore the importance of structured support. Both organisations highlight that well-designed programmes, including teacher training and accessible learning materials, can help schools with limited capacity to take part successfully.
Community and family impact
School gardening schemes often extend beyond the classroom. The Soil Association reports that schools can share produce with families and partner with community groups and allotments to widen access to fresh food. The RHS adds that gardening initiatives can support households by:
- enabling children to bring small amounts of produce home
- providing talking points that may encourage healthier eating
- establishing family gardening programmes on school grounds
- offering seeds or seedlings for families to grow on balconies, windowsills, or in gardens
Such measures broaden participation and promote equitable access, even for families with limited space or financial resources.
Fostering community engagement and environmental awareness
Evidence from the RHS School Gardening Awards programme suggests that gardening strengthens community engagement and environmental understanding. Children gain:
- practical skills in growing and harvesting
- awareness of ecosystems and biodiversity
- a sense of pride in nurturing plants
- hands-on experience of sustainability
Similarly, the Soil Association notes that linking with local allotments or community organisations strengthens ties between schools and residents, helping children recognise their role in shared environmental stewardship.
Equity and access considerations
While the educational benefits are widely supported, both experts emphasise the risk of uneven access. The Soil Association warns that schools in more deprived areas may struggle due to limited outdoor space or insufficient resources. The RHS echoes this concern, noting that schools with tarmac-only grounds must be given viable alternative methods, such as raised beds or containers, to avoid being unintentionally excluded. They also highlight the importance of making teacher training accessible online, ensuring staff from all schools can participate regardless of location or capacity. Garden maintenance is a further challenge. Without sustained care, school gardens risk becoming unproductive, especially during summer holidays. Both organisations stress that structured guidance and seasonal planning are crucial to sustainability.
Best practices and national models
The Food for Life framework provides a comprehensive “Whole School Approach,” covering catering, food education, cooking, and growing. Lancashire County Council’s commissioning of this programme for local schools demonstrates a commitment to coordinated, evidence-based food education.
RHS experts identify additional best practices:
- collaboration with community organisations
- learning from established regional programmes
- supporting teacher confidence through training
- designing growing models suitable for schools with limited space
These recommendations suggest that sustainable school gardening works best when embedded within broader community and educational structures.
Connecting children, families, and communities
The Pot Gang initiative illustrates the growing national interest in school-based gardening as a tool for improving health, education, and community connection. While the programme’s funding source cannot yet be independently verified, its educational aims are consistent with those endorsed by leading food and gardening organisations.
Expert evidence from the Soil Association and the RHS shows that such initiatives can help children understand food production, build confidence with healthy foods, and engage meaningfully with nature and their communities.
Challenges remain, including resourcing, equity, and long-term maintenance. But with thoughtful planning, targeted investment, and expert support, school gardening programmes can offer lasting value, helping children grow food, grow confidence, and grow connections with the natural world.
Friends of Bylines Network
There has never been a greater need for grassroots journalism that investigates the stories that really matter, holds power to account and champions the voices of everyday citizens. We are proudly powered by volunteers but what we do isn’t free.
STAND WITH US for independent, citizen-led journalism that makes democracy stronger, and you will even get some exclusive benefits.
