3. RESTORE THE REST

The progress of 'restoring the rest' is measured against the wider countryside and education.

a) WIDER COUNTRYSIDE

Performance Indicator:

By 2010, there should be a positive trend in the indices for farmland and woodland bird populations, for bats and for butterflies.

FARMLAND AND WOODLAND BIRDS

ASSESSMENT - AMBER / RED

The latest annual England natural environment indicator on farmland bird populations was published in January 2011¹. The smoothed index for farmland birds (19 species) in Englandwas 54% lower in 2009 than its 1970 level.  The index is now at its lowest level.  Twelve of the 19 species on the indicator declined between 2008 and 2009 and for six of these (including lapwing, grey partridge and skylark) the decline was significant². For many of these species the decline in the year is a continuation of the trend over the last four or five years. Seven species of farmland birds increased between 2008 and 2009.  The increase was significant for only two, whitethroat and goldfinch.

The updated index for woodland birds showed that the smoothed woodland birds index for England (35 species) was 25% lower in 2009 than its 1970 level. The greatest decline took place between the mid 1980s and mid 1990s.  There has been little change in recent years. The decline in woodland birds has been driven by declines in specialist woodland birds.  Nine species have declined by more than half since 1970 and six (wood warbler, willow tit, tree pipit, spotted flycatcher, lesser redpoll and lesser spotted woodpecker) have declined by more than 70% in this time. Generalist woodland birds have fared better.

BATS

ASSESSMENT - AMBER / GREEN

In the twentieth century there were significant declines in bat populations which affected conservation status.  There are currently 17 species of bat breeding in the UK.  Trends for 11 of these species have been assessed using data from 1997-2010 from a number of different surveys as part of the National Bat Monitoring Programme (NBMP).  To 2010, seven species (greater horseshoe bat, lesser horseshoe bat, Natterer’s bat, common pipistrelle, whiskered/Brandt’s bat and noctule), showed statistically significant increases in population trends in at least one survey type. The four remaining species are considered to be stable. However, not all survey results confirm these trends (for example, colony counts for Natterer’s bat are showing declines in numbers) and other species still need more data. It is for this reason that any trend should be treated with caution.  

These are early indications that some species are starting to show signs of recovery thanks to the significant conservation efforts in the last decade. More information is required to ensure that these trends are true reflections of the status of bats and that bat populations recover to the full capacity of the landscape.

BUTTERFLIES

ASSESSMENT - AMBER

For butterflies, composite indices of abundance have been produced (covering 49 species) at a UK level using data collected at 1777 sites since 1976, with measures for species strongly associated with semi natural habitats (specialists) and for those found in the wider countryside (generalists).  Large fluctuations in numbers between years are typical features of butterfly populations therefore assessments are based upon analysis of the underlying smoothed trends.

The smoothed trend for generalist species shows little or no overall change since 1976, although some species including speckled wood and comma have expanded northward responding positively to climate change, whilst others including wall brown and small heath have declined in their core range.  The situation for specialist butterfly species is less positive, with the smoothed index significantly lower than the period 1976-79 and an overall decline of 28%.  The decline in specialist species is considered to have been triggered by the 1976 drought and their subsequent failure to recover appears linked to a range of factors including intensification of land management, abandonment/habitat neglect, inappropriate conservation management, climate change and habitat fragmentation.

b) EDUCATION

Performance Indicator:

By 2010, all school children should have gained experience of the natural world through out-of-classroom learning as an integral part of school education.

ASSESSMENT -AMBER / RED

Despite a positive report in April from the then Children, Schools and Families Select Committee following their inquiry about ’Transforming Education Outside the Classroom’, the subsequent response from the Coalition Government has signalled a significant withdrawal of support and backwards step for outdoor learning. The onus for ensuring all children regularly experience nature has firmly be transferred to the organisations providing these opportunities (including many members of Link), with little apparent consideration of the considerable contribution they already make (or the recommendations of the Select Committee). These changes are also reflected in revisions to the HLS scheme by Defra, which have withdrawn funding to new entrant farmers for hosting educational visits.

In March, as part of the England Biodiversity Strategy, and in support of the International Year of Biodiversity, Defra and DCSF produced a booklet for schools to introduce various ways to engage with biodiversity, and the diverse benefits associated with doing so.  This was in support of the DCSF’s National Framework for Sustainable Schools, and was a welcome step in acknowledging the critical role of the natural environment in delivering this framework. However, the Coalition Government has indicated that it will no longer be promoting Sustainable Schools, which will greatly diminish the potential impacts of this booklet for benefitting biodiversity and children.

The Government has announced that it will review the Qualified Teacher Status standards – the professional requirements for teachers. This offers a decisive opportunity for the Government to ensure that every teacher is trained to be confident, competent and committed to thoroughly engage with learning outside the classroom and environmental sustainability.

Further assessments:

Stop the Rot
Protect the Best

Full Progress Assessment (pdf)