Lead Creative Schools scheme – innovation and inspiration in ERW schools
72 schools from across the ERW region have successfully joined the Lead Creative School scheme for Round 3 of the programme. This is the largest cohort of schools to join the scheme and all 6 authorities are well represented. There are a wide range of schools involved in this round including a special school, a 3 – 16 school, urban and rural primaries and four secondary schools.
Sophie Hadaway and Daniel Trivedy from the Arts Council ERW Regional team are in the process of matching Creative Agents to the schools and beginning the initial introductions. Each school will be invited to send a school coordinator up to two teachers to the Lead Creative School training in Autumn 2017 after which the individual project planning will begin for each school in earnest.
The scheme supports innovative, long term partnerships between schools and creative professionals. These partnerships are intended to inspire schools to deliver the curriculum in ways which engage the interest of learners through innovative teaching. They also support young people to challenge themselves in new ways, to gain in confidence and to take on a more active role in learning.
Round 1 and Round 2 schools have already benefitted from their involvement in the scheme which focusses on the school development plan and targeting specific classes/cohorts of pupils. A wide range of creative professionals have worked on the projects within schools including animators, app designers, authors, architects, film makers and coders amongst many others to work alongside teachers to deliver learning activities to the pupils.
Round 1 and Round 2 teachers have reported increases in pupil attainment related to the curriculum areas addressed and in many cases class assessments, national tests and in certain cases GCSE results have evidenced this.
Pupil motivation and engagement have also increased alongside a greater willingness by pupils to speak in class and, in many cases, to produce extended writing. Many teachers have also reported a significant increase in pupils’ cooperation and problem solving skills plus an increase in self-esteem and self-confidence.
All schools involved in the project have submitted an evaluation form along with examples of activity and pupil progress. This serves as a bank of evidence to support the value of creative learning approaches in the classroom.