Creativity Project Evaluation Pilling St John’s Church of England School

1. Project Outline The initial aim of the project was to look at the development of music within the school and to explore ways to incorporate this in the wider curriculum. In developing a creative approach to our whole school curriculum we felt that the music and drama aspect was not as strong as other subjects and that this was an area which would greatly enhance this agenda. Through this project we wanted to develop the children’s creative thinking, motivation and enquiry skills. Linked to their English work we hoped to raise standards in writing by developing different ways of responding through writing, drama and speaking and listening. Performance in drama and music was also be an area children would be encouraged to explore and to use these media to communicate and develop their enjoyment. We chose to work with the Lancashire Music Service to support us with the project. 2. Objectives and success criteria The objectives for the project were to:

• To raise the profile of music throughout the school. • To improve the musical opportunities offered to the children. • To investigate how music could be used to develop skills in other

areas of the curriculum e.g. English, art, dance, geography and science.

• To develop a planning format which ensures creativity yet maintains the rigour in the basic skills.

Success criteria • We wanted to see music developed and embedded into the life of

the school. The opportunities for the children will be wide and motivating.

• Through the project teachers will be seen using music to develop cross curricular work.

• The planning formats in the school would be seen to be creating clear links between subjects supporting the provision of the national curriculum, yet also providing opportunities for creative responses.

3. Organisation of the project As a small school we decided to develop the project as a whole school. By all working on the same topics it was felt that the teachers could support each other and the children could share and work together across key stages and year groups. Our aim was to continue the project for the year. We did not want the project

to be a one off but to develop whole school practice and ensure that the links and planning approaches developed became embedded in the work of the teachers. We were supported each week by a teacher from the music service providing the basic music curriculum and who also helped to develop a choir for all children in KS2. Two teachers from the music service also supported the children in KS2 through the Wider Opportunities programme – a swing band. In KS1 the children were supported through the music sessions and years 1 and 2 began to learn the recorder. Reception had their own extra music and movement session linking to the project theme. We agreed whole school themes for each term – Rainforest for the autumn term and Carnival of the Animals for the spring term. 4. Personnel Involved All staffing the school were involved in the project – 3 class teachers and 3 teaching assistants. We worked with colleagues from the Music Service as we have no music specialists in the school. We also had the Lancashire Sinfionetta in school to support our work using the Lancashire Carnival of the Animals project resources. 5. Monitoring and Evaluation Among the staff much of the monitoring has been through discussion and informal evaluation of the projects outcomes. We have discussed the impact across all subjects and also discussed any other benefits from the project e.g. motivation. Parents have readily fed back the impact on the children. We also looked at the results of the end of year tests to see what impact there had been on these scores. One worry for some staff members was that the amount of time given over to the projects would adversely impact on the test results. 6. Impact

• The children: The impact of the project has been immense, both for the children and the staff. There has been improvement in children’s work across the curriculum – the main reason for this seemed to be that there was a clear purpose for their work and this enthused and motivated the children. Teachers reported that the children were keen to work and complete tasks set. They reported that children were keen to stay in at playtime and complete unfinished work and were also keen to complete work at home – often without prompts. In English, with support from the Music Service, children worked to write poems about the Rainforest and local trees. They then put these to music. Since then the children have used the same software and have been enthusiastic in their work. The artwork

Music workshop with the Lancashire Sinfionetta

produced to support the themes has been outstanding and the pride the children have in this is great. Much of the work they have been able to share – we have taken part in concerts and performances which challenged some of the children. However, having been involved in these successful performances, they have visibly grown in confidence and enthusiasm. One area of improvement has been in the children’s attitudes and confidence. They have thoroughly enjoyed the work and have enjoyed working with different people in different contexts. Concentration has improved and the children impressed all staff by maintaining concentration through a recent concert in which all children in the school performed. It has worked to develop a palpable ‘can do’ culture throughout the school with children now more willing to have a go in subjects which previously they may have felt was not for them. We have also noted that the boys have been especially wiling to get involved in subjects which they previously they would have seen as girly e.g. sewing and dance.

• Standards and achievement One thing which has concerned the staff is that we have invested a lot more time in subjects like music and art. Indeed, we have had to find time to practise for the performances. Attendance at different events has taken time away from core subjects at times. The end of year test results have been very encouraging. This year all the children achieved their targets in the core subjects – a small minority also made better than expected progress. Writing was one area which we wanted to focus on and results show some improvement. What has been noted is the willingness of all the children to write. They have been motivated by the projects and there has been a clear purpose to the work they have been asked to do. The curriculum has certainly been enhanced and standards and achievement in art and music has dramatically increased with some individual children showing great talent which had not been identified before.

• Teachers The impact upon teaching has also been great. Although we were able to develop links and creativity, at first it was difficult to link QCA subjects together. We knew that we were covering aspects of geography, art and DT and that skills were being developed but were unsure as to balanced coverage. However, in the final term we worked to find a planning format which, whilst ensuring coverage of the national curriculum, does not cause too much extra work for staff and successfully meets any monitoring criteria. One thing the teachers have commented on is that,

Year 2 boys working on the tapestry

working in this way has also given them extra time to cover different subjects. For example, in our work on the Rainforests content was covered in English, geography, music and art, extending children’s understanding and communication. The work also gave a focus for the children and a real reason for the work they were doing.

• Parents and community The parents have been very impressed with the work. They have been very pleased at the extra opportunities provided for the children, both in the music sessions and the visits which supported the project E.g. visits to the Lakes Wildlife Park to observe animals. They have been so impressed with the performances given by the children – singing, playing instruments, dance and artwork. At the last whole school concert the parents gave a standing ovation at the end – they had not expected the professionalism and level of achievement from the children! We have involved the local community in the work sharing our successes and work in the press and at village events. They too have been very impressed and are very proud of the school at the heart of their community. 7. What next? The project will continue. In fact staff are already planning for the next half term and have begun to change their way of planning. As each term progresses the staff are developing confidence in this new approach and the process is becoming embedded and developing in and between other subjects. 8. Sustainability! We have been lucky to be involved in this project as it has provided us with the funding needed to develop our ideas and approaches. The projects have also been greatly enhanced by input from specialists and the opportunities to learn out of the classroom by visiting other places and having the opportunity to perform within our own setting and with others. We can sustain the planning and work in school but the costs of using specialists and funding trips out is high. Finance may be the one thing which might hamper us in the future but we are committed to continuing to provide experiences which enhance and enrich our children’s learning, enjoyment and motivation!

Children working at a Whirlwind Theatre workshop