Permaculture & Belonging | Philosophy into Practice

A Typical Day | Making Belonging Make Sense

Our permaculture approach helps children understand that belonging is something we grow together. Each day follows a gentle rhythm that mirrors nature’s cycles. By observing, caring and adapting, children learn how learning itself can be sustainable.

Rationale

Permaculture is more than planting and gardening. It is about creating balanced systems where people, places and learning can thrive together.
At Mayflower Community Academy, this means we design every part of the day around the principles of Earth Care, People Care and Fair Share.

Earth Care teaches responsibility for materials, outdoor spaces and living things.
People Care helps us nurture wellbeing and emotional safety through co-regulation and trust.
Fair Share encourages equity, kindness and collaboration.

Through this balance, children see that care for the environment and care for each other are the same skill.

Models

Our approach is shaped by three simple models that guide both adults and pupils:

The Cycle Model
Observe → Plan → Act → Reflect → Adapt.
Each day flows like a natural cycle, allowing time for reflection and change.
The Novice to Expert Pathway
Children move from supported exploration to independent decision making. Progress is visible in how confidently they take ownership of space, materials and relationships.
The Ecosystem Classroom
Every group becomes its own ecosystem. Roles are shared, materials are reused, and ideas are allowed to grow naturally.

Arriving

The day begins with connection.

Children are welcomed calmly and given time to settle, breathe and prepare. Some start by watering plants, feeding animals or simply observing the weather. These small acts of care set a tone of curiosity and belonging.

Morning reflection or “circle time” helps everyone set their intention for the day and notice what the environment can teach us.

Main Day

Learning is treated as a living system.

Lessons connect with natural cycles, materials and sensory experience. Children collaborate, solve problems and use both indoor and outdoor spaces to test ideas.

Adults act as facilitators rather than instructors, encouraging children to explore, question and make links between what they learn and how the world works.

Mealtimes are calm and sociable, with gratitude and shared responsibility as part of the routine.

Extending After School

The principles continue beyond 3.15pm.

Our After School Club keeps the same ethos of care, curiosity and connection. Activities reflect the season and the children’s interests: cooking, crafting, planting or building.

It is a calm and inclusive environment where children can unwind, explore freely and strengthen friendships.

Belonging does not end when lessons finish; it carries through every part of the day.

Roles and Responsibilities of Adults

At Mayflower, adults act as facilitators of growth rather than directors of behaviour. Our role is to create the conditions in which children feel safe to explore, take risks and develop independence. The permaculture principles of Earth Care, People Care and Fair Share guide every interaction.

Facilitator of Learning

Adults shape experiences rather than deliver content. They model curiosity and allow ideas to emerge naturally.

Offer clear boundaries while allowing freedom within them.
Encourage discovery through questioning rather than correction.
Adapt the environment so each child can access learning in their own way.

The goal is not control but co-creation, tending to learning like a gardener tends to soil.

Co-Regulation Partner

Every adult is part of a shared emotional ecosystem.

Notice and respond to children’s states with empathy and calm.
Use tone, pace and physical presence to support regulation.
Model self-awareness and language around emotions.

By maintaining consistency and warmth, adults become a stabilising influence within the learning environment.

Steward of Space

Our classrooms and outdoor areas are living ecosystems. Adults care for them and teach children to do the same.

Promote sustainability by using natural and recycled materials.
Maintain spaces with attention and respect, showing that care for the environment equals care for one another.
Plan routines that include shared responsibilities such as watering, tidying and sorting.

Stewardship is not a task but a habit of care that models belonging.

Distributor of Voice and Agency

Adults help children recognise their voice has value and their ideas can shape the world around them.

Invite children into planning, reflection and decision-making.
Share responsibility for projects and problem-solving.
Encourage peer mentoring and celebration of others’ success.

When agency is shared, belonging deepens and behaviour becomes purpose-driven rather than rule-driven.

Reflective Practitioner

Permaculture teaches us to observe and adapt. Adults at Mayflower use reflection to nurture both their own growth and that of the children.

Reflect daily on what worked, what needs tending and what might grow next.
Use gentle feedback and open dialogue to support colleagues.
Keep curiosity at the heart of every interaction.

By modelling reflection, adults show that learning is lifelong, adaptive and relational.

Roles and Responsibilities of Pupils

In the Village of Curiosity and throughout Mayflower, children are not passive participants but active contributors. They are trusted to care, create and collaborate within the shared ecosystem of the school. Every action is rooted in the same principles that guide the adults: Earth Care, People Care and Fair Share.

Stewards of Space

Children help look after the environments they use.

Water plants, feed animals and tidy shared areas.
Treat tools, materials and resources with respect.
Notice what the environment needs and take small actions to improve it.

Through daily stewardship, children see that their contribution keeps the system alive.

Contributors to Belonging

Belonging is created through kindness, voice and inclusion.

Welcome others into play and learning.
Offer help to peers who need support.
Share achievements, ideas and discoveries with pride.

When children take responsibility for how others feel, community becomes a shared project.

Observers of Systems

Permaculture begins with observation. Pupils learn to notice patterns and connections in both nature and people.

Observe changes in weather, plants and materials.
Notice how moods and energy shift across the day.
Ask questions about how and why things grow or change.

Observation helps pupils become reflective thinkers and empathetic learners.

Decision-Makers and Problem-Solvers

Children learn that choice and responsibility go hand in hand.

Suggest ideas for projects, activities and improvements.
Take turns leading small groups or helping to plan tasks.
Solve problems through collaboration rather than competition.

This shared agency teaches confidence, accountability and fairness.

Reflective Learners

Every child is encouraged to reflect on their own learning and growth.

Talk about what went well and what might be done differently next time.
Celebrate progress rather than perfection.
Recognise how their actions affect others and the environment.

Reflection helps children see that learning is cyclical, just like nature, and that every day brings an opportunity to grow again.

Roles and Responsibilities of Community

Our school community extends beyond the classroom walls. Families, local partners and volunteers are vital parts of the ecosystem that helps children grow. In keeping with the principles of Earth Care, People Care and Fair Share, we invite the wider community to contribute to learning, nurture and sustainability at Mayflower.

Partners in Care

Families and local volunteers help us maintain an environment that values wellbeing and connection.

Support shared routines such as planting, tidying and seasonal projects.
Model empathy, patience and curiosity when working with children.
Share feedback and ideas that strengthen our sense of belonging.

When adults across the community work with the same calm and caring intent, children see that kindness is a collective responsibility.

Custodians of Place

The local environment is both classroom and teacher.

Help care for green spaces, gardens and local areas used by the school.
Celebrate nature-based events that connect learning with community life.
Advocate for sustainable practices that protect and restore local ecosystems.

This shared stewardship helps children understand that their learning has a real-world impact.

Contributors of Knowledge

Every member of our community brings unique skills, stories and experiences that can enrich learning.

Share crafts, trades, languages, cultural traditions or life experiences with pupils.
Join school projects that link curriculum themes to real-world contexts.
Support creative and practical workshops that highlight sustainability and inclusion.

By sharing their knowledge, community members model lifelong learning and generosity of spirit.

Champions of Fair Share

The principle of Fair Share reminds us that wellbeing grows when resources are shared fairly.

Contribute time, expertise or materials where possible.
Participate in community initiatives such as food growing, recycling or tool swaps.
Help to ensure that every child and family has access to opportunities for learning and belonging.

Through this collective care, the community helps to sustain the balance between people, planet and progress.