VIEW FROM THE CLASSROOM
How does lambing support pupil learning and development?
We are keen for our children to have the chance to experience the miracle and beauty of seeing new life being born into the world. Lambing also provides us with the opportunity to combine the teaching of science topics such as life cycles, with real life examples whereby children learn where the lambs come from and are able to witness the birth of a new-born lamb for the first time. Lambing teaches children valuable lessons in life too. It highlights the importance of demonstrating calmness, quietness and understanding around baby animals. It allows children to recognise the stages of reproduction and ultimately the miracle when the lamb is finally born. Children are intrinsically drawn to the strong bond and nurturing instinct they see between the mother and its lamb, which is helpful when discussing their own families and family values. We also find that children tend to think more carefully about their actions when they are around young animals. The need to be caring, kind and gentle and how this behaviour is also reflected in how they treat their peers and family. Trust is another skill children will learn – as well as how can they gain trust from an animal that doesn’t understand them simply through being patient, gentle and offering food as a reward.
What other life skills have the pupils learned during this period? As well as the obvious links to academic learning, being around any animal also helps to improve a child’s mental wellbeing as the brain releases endorphins, which make them feel happy and safe. Witnessing a new life being born into the world is very rewarding too, each lamb has its own personality, and the children are able to build long-term relationships with them, watch them play, grow and develop, and to feel part of their life story.
Watching lambs being born into the world teaches our pupils more than how life begins – it nurtures kindness, curiosity, empathy and responsibility. In every tiny heartbeat, our pupils discover the beauty of growth, care and new beginnings alongside their own school journey.
How have the pupils reacted to the new lambs?
It has been another successful season with our first-born ram being healthy and strong. The pupils were amazed to see him stand on his own and take his first drink within 30 minutes of being born. To see first-hand, the resilience and strength of these tiny animals from such an early stage of life is a wonderful learning experience for the children.
The lambs will stay at York House and join the rest of the flock during the summer holidays. They will enjoy grazing in the valley paddock along with daily feeding from nursery and reception pupils during outdoor learning and smallholding clubs across the school. The pupils will also have the privilege of seeing our lambs grow alongside their own school journey.
Has the smallholding seen the birth of any other animals this spring?
Yes, in addition, we have all enjoyed the arrival of several baby chicks this spring, which have successfully hatched onsite. This includes a Serama chick called Peanut, the smallest breed of chicken at the school, along with a Silver- Laced Wyandotte called Walnut. The children have witnessed several chicks hatching during their early morning clubs and have been able to see the lifecycle of a chick from eggs collected from its own chickens, from 21 days in an incubator to the chick hatching. The newborn chicks will join the flock in the smallholding once they are fully feathered. The pre-prep pupils are very much involved in the care of the chicks during their early morning and after school clubs. They have been able to have the chicks out in their play pen, taking turns to have some time with them, while learning to handle and care for such small, fragile creatures.
Do the onsite animals have an impact on mental health provision and wellbeing for pupils?
Absolutely, and far more than we had first envisaged. Pupils learn that animals must have their physical needs met in terms of water, food and shelter. They also learn that different seasons bring different challenges. We ensure that the animals have variety and are rotated around our paddocks periodically, so they don’t become bored or suffer a negative impact on their mental health. We also run a programme of wellbeing interventions, which supports those children facing challenges or barriers to learning. This gives them the opportunity to interact, in small groups, with some of the animals. That interaction brings a sense of calm and purpose to the child on almost every occasion. Once they understand how beneficial and necessary nurture is for the animals, they can apply that lesson to human interaction as well.
July/August 2026
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