Using creativity to engage and improve results in a challenging environment
Corpus Christi RC Primary School: 'Shifting Shoes'
Two creative practitioners worked with: Reception pupils focusing on their transition to Year 1; with Year 1 pupils across the whole curriculum; while physical theatre group 'Highly Sprung Performance Co', worked with pupils in Years 4 and 6. There is a group of children in both year groups that have a mixture of emotional, social and academic difficulties resulting in some challenging and inappropriate behaviour. Often some of these children don't understand basic mathematical language.
A new learning space was developed for use with all year groups and the community, as well as a stimulating, immersive learning space for reflection. The 'CCCC' (Corpus Christi Creative Crew), a group of children who meet regularly to help influence decision-making in the school, are well established and have been very involved with the design, development and promotion of the space.
A Maths afternoon for Years 4 and 6 took place during which pupils shared live performances and solved problems alongside their parents.
Reception and Year 1 pupils created a multi-sensory celebration of the whole process using the Creative Learning Space and then showed their parents around. Year 1 pupils wrote to Reception pupils about the Giant's Garden and set up a trail for the Reception children to follow. The whole activity helped to ease the transition from Reception to Year 1.
Dedicated continual professional development took place for teachers, during which creativity was explored. Further sessions, building on the progress, took place throughout the year.
Impact
- At the start of the project, 93% of the Foundation group were working in line with or below national expectations in calculating. 30% are now working above national expectations.
- On entry into Reception, 10% of the children were working below national expectations with regard to dis/attitudes and social development. On leaving, 100% were in line with national expectations.
- 13% of Reception children were initially working below expectations in Emotional Development but on leaving Reception 100% of children were in line.
- At the end of the project, 100% of children questioned felt they had explored/experimented in maths lessons. Previously only 13% felt they usually did this in maths lessons.
- 38% of the children said that in a normal maths lesson they would be scared to speak out. 100% of the children like an open-ended approach as they felt it gave them confidence.
"The school serves an area of high social deprivation. Many of the children enter the foundation stage below national average with very poor language skills, challenging home circumstances and limited life enriching experiences. We want to maintain the progress of Reception pupils into Year 1 and engage Key Stage 2 pupils in Mathematics."
- Debra Newman, Headteacher
Results
"Maths is all around us; it's everywhere."
"We are more involved. The teacher writes our ideas down and uses our interests in class. Sometimes we get to vote on our choices."
"This project made me realise how you can build on children's ideas, extend their interests and encourage and support them without taking over..."
"We are more inclined to make the most of unexpected events, putting aside lesson plans when appropriate."
Staff recognised the importance of inspirational and motivational adults to lead the children. 84% said it is important to show pupils that they are learners too.
If you are interested in this project and would like to find out more about this project and others, please visit: www.cre8us.org.uk
