The Provider:

Chilcote Primary School, Birmingham

Chilcote Primary School is a large school which serves a mixed catchment area.  It is a two form entry school with an attached nursery. There are currently 456 pupils on role. The proportion of pupils with learning difficulties and disabilities is average.Three quarters of the pupils are of white British background, one quarter of the pupils are from Asian background, mainly Indian and Pakistani. Less than10% of the pupils qualify for free school meals.

Summary:

At Chilcote Primary it was decided to encompass creativity as an integral part of its curriculum to enrich pupils' experience of learning in the primary phase. Creativity was planned as part of pupils day to day learning in the classroom and special one-off creativity experiences were planned throughout the school. A spiral curriculum was developed to raise the potential of creativity through the arts subjects. Several inset sessions were shared to enable staff to incorporate creativity into their everyday teaching. This is now common practice at Chilcote Primary School and has had a positive impact on teaching and learning.

The Aim:

Creative teaching and learning has had a huge impact on the motivation, interest, independence and enjoyment of pupils. Chilcote School wanted to offer pupils a curriculum that allows all to enjoy and achieve. Creativity across the curriculum provides opportunities for pupils to embed the seeds to become life long learners.

What do you see in the school?

• Staff insets providing training on what creativity is and how to incorporate it meaningfully into the curriculum.
• Creativity days /weeks have been planned/delivered. All staff taken part. Outside providers have been into school to enrich provision
• Medium term plans re written to include more opportunities for creativity. Plans are cross referenced to national curriculum skills to ensure coverage
• International primary curriculum (IPC) adopted by school after pilot last year. Visits made to other schools using IPC. Enthusiastic response to learning/teaching by staff, pupils and parents.
• Creativity is a focus in the school improvement plan. Been a full review of policy and practice in History, Geography and Science to ensure creativity/skills.
• School achieved Arts mark gold in '07.The arts policy emphasises the creativity and art taking place in school.
• Whole school curriculum weeks planned using a stimulating theme. Learning starts with an entry point day, group activities and supports independent initiatives. Weekly plans are monitored to ensure NC coverage and for the impact of creative learning.
• New curriculum implemented after successful pilot delivering high quality, creative topic based approach to learning. Fully monitored and evaluated after first year and ongoing.
• Timetables re written to include periods for creative weeks, thinking skills and independent activities
• Curriculum manager oversees the IPC. She monitors subject leader's planning to check for NC coverage, has developed a spiral arts curriculum to ensure high quality creative experiences for all pupils. Evaluations are undertaken and acted upon.
• School has developed an awards system for independent learning. These awards have three levels and within each level many skills must be reached. Pupils must apply themselves to achieve these levels. Schools offer staff mentors to help pupils and allow time in school before it officially starts to work on their independent activities. This leads to high levels of confidence, motivation and responsibility.
• Insets to develop creativity in the curriculum. Meaningful links made between subjects. Evidence shows good opportunities for learning on their own, in pairs and in groups.
• Monitoring of learning shows curriculum strengths and pupils confidence in acquiring new skills. Pupils get excellent opportunities to learn about other cultures/countries in a creative way.IPC provides an exciting, meaningful curriculum.
• The IPC is closely monitored by the curriculum co-ordinator and subject leaders. A full review of the IPC and its impact on learning has taken place. All creative activities, arts policy/curriculum have also been monitored.
• Monitoring systems in school noted by Ofsted as 'exemplary' School constantly strives to get better at delivering a curriculum that has a positive impact on its pupils. School self evaluation is outstanding; all staff regularly reviews school's provision.
• Co-ordinator for curriculum oversees all creative elements in the school. Weekly plans are monitored, pupil interviews undertaken and subject plans monitored by leaders during curriculum reviews.
• Partnerships developed with leading creative providers/ businesses who have come into school eg Royal ballet, story tellers, circus trainers
• School has links with local network schools who meet to share leading practice on art/creativity. The school has been to visit other schools around the country that use the IPC.
• Local community and stakeholders e.g. parents and members of local businesses come into school to share creative skills, resources.
• School belongs to local network to develop creative curriculum and share good practice. Other schools have been to see this curriculum and understand its impact.
• Head teacher and curriculum co-ordinator have provided training to other schools on creative curriculum.
• Interactive and well presented displays around the school show the wonderful creative opportunities happening in/outside school
• Parents invited into school to see 'inspire workshops' They see how creative and independent activities are taught and therefore how to help their children at home.

What difference does it make?

• Increased parental participation during creative activities and independent award work. School encourages parents in for workshops and creative weeks. Parents very enthusiastic with the independent awards and helping pupils with their learning at home.
• Evaluation of the IPC highlighted year 4 (who first undertook the new curriculum) had the highest attendance of all year groups during that year.
• Pupil's social skills and independent learning have increased. More group/team activities in structured class activities have developed these important skills. These sessions have contributed to pupils high confidence levels.

From where is evidence collected to prove the Leading Aspect?

• Arts mark evidence folder
• Arts policy
• Award booklets & Board
• Booking forms
• Displays in school
• Evaluation of arts policy
• Evaluation of IPC
• Feedback from awards
• Inset notes
• Inset on IPC
• Inset planning notes, staff meeting minutes
• Internal reviews
• Interview with Head
• Interview with parents
• IPC report & review
• Letters home
• Medium term plans
• Minutes of staff meetings
• Network minutes
• Newsletters
• Observations around school
• Ofsted report
• Photos
• Planning documents
• Pupil interviews
• Pupil's work
• SIP
• Spiral curriculum
• Staff meeting minutes
• Subject leader forms & plans
• Timetables
• Walk around the school
• Weekly plans
• Workshop photos

The Verifiers Comment

The curriculum provides a vibrant, stimulating platform from which pupils are encouraged to think creatively. The international primary curriculum develops international links which helps pupils appreciate others' values .It provides pupils with good opportunities for stimulating learning with partners and in groups. The curriculum is monitored effectively and the school strives to improve its delivery through the monitoring process. The many strengths of the curriculum are apparent in the pupil's work and their confidence. The staff pay regard to individual learning styles which encourages a high level of motivation from the pupils.

This in turn helps pupils develop their independent skills. The independent awards are well planned and help provide different challenges graded in difficulty. These awards help pupils develop personal values and skills. They help recognise independent learning and perseverance