Creative Thinkers in the Classroom (Year 1)
Piloting our Education Programme, with funding from Paul Hamlyn Foundation.
The Creative Thinking in Your Classroom project, funded by the Paul Hamlyn Foundation, addresses learning barriers for children with dyslexia by integrating creative, arts-based approaches into the Key Stage 2 curriculum. This innovative initiative fosters inclusion by supporting neurodiverse learners within a whole-class setting, ensuring that no child feels isolated or excluded. By emphasising creativity, teamwork, and leadership, the programme inspires children to take ownership of their learning while developing essential life skills.
Key Outcomes from Year 1
In its first year, the programme demonstrated significant positive outcomes. Teachers observed increased pupil engagement, confidence, and motivation, particularly among dyslexic children. Flexible and imaginative learning activities, such as drawing, clay modelling, outdoor learning, and digital tools, appealed to a wide range of learners, resulting in an average confidence boost of 60-67% across participating classes.
In addition, 24 students achieved Bronze Arts Awards, 26 reached Explore levels, and 4 completed Discover Awards. These achievements were celebrated in school exhibitions, offering children public recognition for their hard work and boosting their self-esteem.
Cross-Curricular Integration
The programme was carefully designed to integrate seamlessly into the Key Stage 2 curriculum. Subjects such as Geography, History, Latin, Reading, and Writing were enriched by arts-based activities and trips, making learning more engaging and accessible for neurodiverse children. For example, in one session, children explored the careers and social structures of Vikings through art activities, and months later, they were still able to recall and apply this knowledge in other contexts.
Teachers appreciated how Creative Briefs' approach prepared children for future learning without increasing their workload. Pre-teaching sessions introduced key concepts in an engaging and memorable way, ensuring that children were equipped to succeed in subsequent lessons.
Teacher Collaboration and Development
Teacher collaboration was central to the programme’s success. Creative Briefs worked closely with schools to ensure that creative methods were integrated into lesson plans with minimal disruption. This co-delivery model allowed teachers to observe the benefits of arts-based learning first-hand, boosting their confidence in adopting creative approaches. Many teachers reported a renewed enthusiasm for teaching and reflected on how the programme made learning more inclusive for all students.
Challenges and Future Focus
While Year 1 saw significant achievements, there were also important lessons to learn. Some teachers were less involved in the co-delivery process, which highlighted the need for greater emphasis on teacher engagement in future years.
As the programme moves into Year 2, Creative Briefs will focus on strengthening teacher involvement, refining curriculum integration, and expanding its impact across more schools. By maintaining a flexible, adaptive approach, the project will continue to meet the needs of neurodiverse learners while ensuring sustainability within the curriculum.
