Memorandum submitted by Tor View School, Lancashire

 

 

How can we define creativity in the context of Tor View School?

· Offers opportunity and inclusion for all.

· Exposes pupils to new experiences that they would otherwise not encounter.

· Pupil independence, confidence and self esteem improved.

· Fun, enjoyment and enthusiasm.

· Teaching tool to be used cross curricular.

 

What impact has CP had on teaching staff?

· Opened up new possibilities; new ways of teaching.

· Themed weeks.

· Different approach to subjects.

· Opportunities to question practice and extend, share ideas and resources.

· Work as a team; team teaching.

· Allows staff to implement sensory aspects and therefore target individual needs.

· Access to external agencies.

· Learning new skills from the practitioners

· Gaining confidence to try new things.

Creative Professional development:

· Creative stress management highlighted times of stress and how to approach it.

· Learnt new skills and used with pupils.

· Staff bonding; up close and personal.

· Learning new things about staff.

 

What impact has CP had on teaching support staff?

· The opportunity to try new things with the pupils.

· Enjoy work

· Widen horizons in terms of pupil achievement.

· Gain confidence.

· Different ways of working; roles.

· Chance to implement own ideas.

· Staff leisure skills encouraged in school; valued.

 

What impact has CP had on the pupils?

· Pupils have the opportunity to try new experiences.

· Practitioner good role models.

· Pupils are involved in processes and visit new places.

· Cultural experiences.

· During the projects engagement, concentration and attention improved.

· Impact on life skills, teamwork, togetherness, does not rely on ability.

· Confidence and achievement.

· Strengthened pupil voice.

 

What impact has CP had on parents/carers?

· Parents value the arts and have supported Specialist arts bid with various donations.

· Comments in annual review.

 

What evidence do we have that a creative curriculum assists achievement?

and

How can creative achievement be acknowledged and assessed?

· Pupils tend not to opt out during CP projects.

· Early communication. (see DVD.)

· Length of time on task increased.

· Detailed drawings reflect new skills learnt.

· Post 16 Expressive Arts accreditation.

· Greater uptake of GCSE art in academic year.

· Retention of pupils post 16 due to Expressive arts curriculum.

 

How can we embed creativity across the curriculum and within the ethos of Tor View?

· SPD

· Performance management targets.

· Inspire, learn, enjoy and achieve-school

 

 

 

How can we link creativity in school to the real work of work and leisure?

· Develop work experience links into creative work environments.

· Pupils' art work in work places.

· Cotton Shed - inclusive theatre company during leisure time.

· Opening horizons; developing a creative person for the work place.

· HE providers for post 19 provision

· Involvement of parents in CP projects.

· "Hub school status" - network with other schools.

July 2007