As we reviewed this year’s Growbag Leeds applications, one message came through loud and clear: schools see food growing as far more than a gardening activity.
Across Leeds, schools are using growing projects to bring learning to life, support wellbeing, strengthen communities and give children valuable experiences they might not otherwise have access to.
For many schools, the garden is becoming an outdoor classroom. Teachers described how growing activities can support learning across a wide range of subjects, from science and maths to art, design technology and English. Growing food provides a practical, hands-on way for children to explore topics such as plant biology, weather, measurement and sustainability, while also helping them understand where food comes from and the journey from seed to plate.
The wellbeing benefits were another recurring theme. Schools spoke about the calming and therapeutic nature of gardening, highlighting its ability to improve focus, reduce stress and support positive mental health. Many felt that outdoor learning offers particular benefits for pupils with SEND, SEMH and behavioural needs, creating opportunities for success that may not always be available indoors.
Applications also highlighted the important role growing can play in developing life skills. Teachers described how caring for plants encourages responsibility, patience and independence, while shared gardening activities help children learn teamwork and cooperation. Giving pupils ownership over a growing space, and ultimately the food it produces, was seen as especially valuable.
Community connections emerged as another strong theme. Many schools are keen to involve families, volunteers and local community groups in their growing projects. Some are already planning cooking clubs, harvest events and enterprise activities, creating opportunities for children to share their learning and strengthen links between school and community.
For a significant number of schools, growing projects also help address issues of equity and access. Many applicants work in areas with high levels of deprivation, limited green space and increasing levels of need. For some children, school provides their main opportunity to experience nature, grow food and spend time in a green environment. Schools see growing projects as a way to ensure all children can benefit from these enriching experiences, regardless of their circumstances at home.
While enthusiasm is high, schools were equally honest about the challenges they face. Most already have some form of outdoor space, but many lack the confidence, knowledge or resources needed to make the most of it. A strong theme throughout the applications was the demand for practical training, ongoing support and curriculum-linked resources that help staff embed outdoor learning into everyday teaching.
Perhaps most encouragingly, schools are thinking beyond a single growing season. Many described ambitions to create lasting change through staff development, curriculum integration and greater community involvement. Others linked their growing projects to wider environmental goals, including climate education, biodiversity and Eco-School initiatives.
Taken together, the applications paint a powerful picture of what growing can achieve in schools. It is not simply about producing vegetables. It is about nurturing curiosity, confidence, wellbeing, skills and community connections, while helping children develop a deeper understanding of the world around them. The passion, commitment and creativity shown by Leeds schools suggest that these projects will continue to flourish long after the first seeds have been sown.
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