Drake Primary’s Growing Sustainability Journey (Part 2)

Last year, we shared the story of Drake Primary School’s ambitious sustainability journey—how a small school in Thetford was embedding climate action into its culture. One year later, we returned to see how those plans have blossomed. We spent the day exploring the site, meeting staff and pupils, and hearing about their next big chapter.

One Year On: Drake Primary’s Growing Sustainability Journey

Kit Marie Rackley (Climate Ambassadors East of England Regional Hub Manager, UEA) and Jenna Gilmour (National Education Nature Park East, RHS), October 2025

From Vision to Reality

After initial visits from the Department for Education Sustainability Support Programme “sister projects” – Climate Ambassadors, National Education Nature Park and Let’s Go Zero, Drake produced a clear Climate Action Plan and a strong sense of purpose. Now, those ideas have taken root—literally. The school grounds are alive with new habitats and green spaces:

  1. A wetland and pond area buzzing with life.
  2. Hedgerows and trees providing shelter and food for wildlife.
  3. An allotment where pupils learn to grow their own produce.
  4. Plus, wider sustainability measures like solar panels and even electric minibuses.
Mini solar panels powering a pond pump in the school’s wetland area. The pond has a layer of lily pads on its surface. The main school building in the background featuring rooftop solar panels.
Sustainable energy in action: mini solar panels power the pond pump. The pond and wetland area increases biodiversity while acting as part of sustainable drainage. The school roof showcases its commitment to renewable energy.

Children identifying trees and leaves in Sofia’s Garden, supported by sustainability co-lead Danielle Ware and RHS representative Jenna Gilmour.
Hands-on learning: pupils explore tree and leaf identification in Sofia’s Garden, guided by Danielle Ware and Jenna Gilmour.

Raised allotment beds at Drake Primary School, used by pupils to grow vegetables and learn about sustainable food production.
Growing knowledge: the school allotment helps pupils connect with food, nature, and sustainability.

Dr Jess Tipton, Head of the National Education Nature Park based at the Natural History Museum (lead delivery organisation working with Royal Horticultural Society and others), captured the spirit of the day:

“It was wonderful to visit Drake Primary and see how many habitats have been improved and installed on the site, ranging from a wetland and pond area to lots of hedges, trees and even an allotment, alongside wider sustainability measures like solar panels and electric minibuses. The children were so comfortable being outside and were very knowledgeable about habitats and species, even telling me that one of their ash trees is healthy so may be resistant to ash dieback. It was inspiring to hear from the sustainability leads and SLT about all the thoughtful and creative work being done to embed climate and sustainability through the curriculum in a way that doesn’t overwhelm their colleagues, takes care to address any eco-anxiety and ensures all their students leave school knowing about the issues and solutions.”

Pupils Leading the Way

One of the most striking things about our visit was how at home the pupils were outdoors. They confidently identified tree species, explained the importance of biodiversity, and even discussed the challenges of ash dieback.

This is what climate education looks like when it’s embedded across the curriculum: knowledge, connection, and action.

Children outdoors examining trees and using a “Twig ID” sheet on a clipboard for identification.
Exploring biodiversity: pupils investigate tree species as part of their sustainability learning.

An outdoor wooden shelter with benches, hooks for hanging items, and stacks of wellington boots, with two adults near a wall display.
Outdoor classroom: a dedicated space for nature-based learning and sustainability activities. The outdoor learning syllabus and scheme of work for each year group is pinned to the wall.

A selection of children’s books and educational sheets on a table, including titles like “Sunny’s Blazing Battle” and “Buddy’s Rainforest Rescue.”
Stories for sustainability: books and resources help pupils explore environmental themes through reading. Use of these texts and their resources are embedded into the curriculum.

Next Chapter: The Year of the Tree

Drake isn’t stopping here. For 2025/26, they’ve announced an exciting whole-school initiative: The Year of the Tree.

This isn’t just about trees. It’s about deepening nature connection, supporting wellbeing, and embedding sustainability in a way that excites and empowers.

A child creating a nature-inspired artwork, drawing a tree on paper with coloured pencils, alongside a strip decorated with leaves and moss.
Creative connections: pupils combine art and nature by sketching trees and crafting with natural materials.

Three documents on a wooden surface, including “HALCYON Year of the Tree” and Drake Primary School’s Climate Action Plan for 2025–26.
Planning for impact: Drake’s Climate Action Plan and Year of the Tree vision set the course for 2025/26.

Why It Matters

Drake’s approach is thoughtful and inclusive. They’ve completed the Climate Adapted Pathways for Education course, embedded climate education without overwhelming staff and taken care to address eco-anxiety. Their story shows what’s possible when sustainability becomes part of a school’s culture—not an add-on, but a shared journey.

Follow Their Journey

Drake Primary Sustainability Page and Climate Action Plan