The idea behind Creative Partnerships is a simple one :

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Photo Light exploration at the Herbert as part
of Second Skin pilot phase

• The idea behind Creative Partnershipsis a
  simple one
• to animate the nationalcurriculum. thesciences
  as well as the arts and to enrichschool life by
  making best uses of the UKs creative wealth.

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What is Creative Partnerships working towards?
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What does Creative Partnerships seek to achieve?

• Its four principle objectives are to develop
• The creativity of young people, raising their
  aspirations and achievements
• the skills of teachers and their ability to work
  with creative practitioners
• schools approaches to culture, creativity and
  partnership working and
• the skills, capacity and sustainability of the
  creative industries

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Creative Partnerships addresses .
The Cultural and Creative agenda (DCMS) Desired
outcomes - Better understanding of needs
of educators - Cultural and creative
engagement integral to educational experience
- Sector capacity developed - Long term
sustainability for sector
The Educational Agenda (DfES) Desired outcomes
- Greater understanding of creative
expertise / range of creative practices
available - Profession confident to take
risks / seek change to achieve educational goals
and
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Whats the Creative Partnerships story so far ?

• 36 area offices based in the most deprived
  communities in England
• 174m DCMS /12.5m DfES
• Working intensively with 1162 schools, provided
  programmes and CPD to a further 1397 schools and
  disseminated practice to a further 5904 schools
• Worked directly with 545,000 young people, 50,088
  teachers
• Trained 25,917 teachers and 6,237 creative
  practitioners

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And in Coventry we are working with ..

• - 18 schools/settings intensively
• 16 more at project level
• 49 through involvement in professional
  development opportunities (training sessions,
  conferences, research)
• Plus
• all Coventry schools receive copies of
  Newsletters, case studies, invites to Conference
  and CPD opportunities
• Artist development occurs within projects 60
  engaged in additional training
• Also we work with a further 10 schools in
  Warwickshire and Solihull sub-region through
  additional DfES funding

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Creative Partnerships Coventry Objectives

• To cultivate the attitudes, understandings and
  skills essential to creativity
• To offer young people opportunities to
• - Influence and shape their environments and
  learning experiences
• - Value the cultural vibrancy of the city of
  Coventry
• - Develop and recognise their varied
  intelligences and voices
• To promote a learning culture which fosters
  curiosity and a desire to investigate,
  collaborative learning and reflective practice
• To celebrate and communicate the power and impact
  of lessons learned in order to embed practice

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How are we working?
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How do we do it?
Photo Light exploration at the LAB April 2005

• Start with the school improvement plan
• Support proper planning and research
• Ask questions and offer challenge
• Train teachers and practitioners
• Broker and support long-term, developmental
  relationships between teaching staff and creative
  practitioners
• Evaluate and reflect

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How are the schools involved in Coventry?

• 18 schools bid, and were selected (to national
  and local criteria) 1 childrens centre, 9
  primary, 1 special, 1 PRU and 6 secondary.
• Schools are organised into 3 Homegroups of 5 -
  7 schools each a research family working to a
  common focus
• Home group schools commit to work
  collaboratively to investigate and share what
  they learn
• Each school defines its own research focus but
  within the agreed focus area
• Opportunities are made
• to make different
• connections between
• CP schools

Photo Creative Partnerships Kent
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• School Groups Interests centre around
• Developing creative approaches to inclusive
  learning
• Centre 4 PRU, Deedmore Special Primary, Edgewick
• Community Primary,Foxford Secondary Community
  College, Hillfields Early Years Centre, Lyng Hall
  Secondary, St Mary St Benedicts Roman Catholic
  Primary
• Development of creative curriculum
• Blue Coat Church of England Secondary, Ernesford
  Grange Secondary
• Community College, Pearl Hyde Primary, St
  Bartholomews Church of England Primary, Tile
  Hill Wood Secondary.
• Building creative learning cultures
• Finham Park Secondary, Stivichall Primary, Finham
  Primary, Courthouse Green Primary, Southfields
  Primary, Earlsdon Primary.

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How do we measure our effectiveness ?
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Is it working?

• Creative Partnerships completed four major
  pieces of research on the impact of the programme
  nationally
• NFER Tracking 13,000 young people
  (completed February 2006)
• BMRB 650 head teacher interviews
  (completed March 2006)
• BOP Impact on the Creative Industries
  (completed July 2006)
• OFSTED Programme Evaluation
  (completed July 2006, Reported October 1 2006)

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NFER Impact on young people

• Young people known to have attended Creative
  Partnership activities outperformed those in the
  same schools who had not by a statistically
  significant margin at all three stages (Key
  Stages 2, 3 and 4).
• This was evident in average scores, English,
  mathematics and science in key stages 2 and 3 and
  in total points scores, best 8 points scores and
  science at key stage 4.

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BMRB Impact on young people

• 91 have seen an improvement in pupils
  confidence and communication skills
• 87 have seen an improvement in pupils
  motivation
• 79 felt that Creative Partnerships has improved
  attainment at the school

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BMRB Impact on teachers

• 94 have seen an improvement in the teaching
  skills of their teachers
• 92 can see their teachers to be more effective
  in using creative professionals in the classroom
• 92 can see that their teachers are more willing
  to take a creative approach
• Numbers were greater for schools in deprived wards

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BOP Impact on creative practitioners

• 74 of creative practitioners say CP offers more
  space and time for creative practice development
  than other forms of work.
• 66 of creative practitioners say CP allows more
  risk taking than other forms of work
• 59 of creative practitioners had improved their
  creative practice as a direct result of working
  with CP.
• Approximately 70 of all CP expenditure is spent
  on creative practitioners

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Ofsted Impact on young people

• Most Creative Partnerships programmes were
  effective in developing in pupils some attributes
  of creative people an ability to improvise, take
  risks, show resilience, and collaborate with
  others.
• Convincing evidence was provided in all CP
  areas visited about the contribution to the ECM
  outcomes. The vast majority of pupils directly
  involved enjoyed their education in and through
  CP good behaviour, co-operation, enthusiasm and
  pride were common outcomes.
• Improvements in literacy, particularly writing,
  and speaking were significant in the majority of
  schools visited.

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Ofsted Impact on young people

• For some pupils their involvement in CP proved a
  turning point good attendance and participation
  in learning continued beyond the project.
• The relevance of learning was a consistently
  good feature Pupils were particularly driven to
  learn when working for a purpose involved meeting
  deadlines, satisfying a real need or playing a
  role that others depended upon.
• Pupils self-confidence developed through
  collaborative work contributed to clear, fluent
  and sometimes adventurous use of complex
  vocabulary.

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Ofsted Impact on Teachers

• CP had been effective in broadening the
  perception of pupils and teachers that creativity
  can be expressed through many different areas and
  aspects of the curriculum..
• In schools senior and middle leaders were
  committed to Creative Partnerships for
  accelerating school improvements and focusing
  their vision.
• Creative practitioners were very well trained
  and well matched to school priorities and needs.
  Most teachers gained an understanding about
  teaching that promoted pupils creativity and
  creative teaching by learning alongside pupils.

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• National evaluation of development of creative
  learning behaviours
• CP has developed and this year implemented a
  framework for measuring the impact of our
  programmes on the development of creativity
• Before and after (in dialogue), partners /
  participants rate the significance to the overall
  success of the project of the project idea
  values and processes / resources / language which
  the creative partner brings the learning
  environment
• During and after (through a questionnaire and
  interview) partners /participants rate the
  project for themselves and for the young people
  involved in terms of the development of creative
  behaviours? 1(no change) 4 (radical change)
• Results from first 9 months due Early 2007 (see
  next slide
• 
  

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Creative learning behaviours Identifying
problems and solving problems Thinking
divergently ...and generating new ideas Being
fascinated in the moment and becoming more
engaged Learning increasing their
capacity Collaboratively and to learn in new
ways Taking risks and becoming more
confident Being challenged and learning new
skills Refining and valuing real world
outcomes
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What kinds of work is happening?
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Second Skin Building creative Learning
environments

• Pilot involved
• 11 artists from different disciplines and
  teachers from 9 schools / nursery setting
• Professional development time to research, share
  skills, develop a LAB type environment to test
  ideas and ways of working. Reggio visit
• Adaptation of ideas into 5 school settings
  through action research projects
• Currently developing LA partnership to extend to
  children's centres and schools across city

Photo LAB exploration visit, May 2005
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• Space of Possibilities actively inventing a
  cultural strategy for Coventry with young people
• 13 schools / approx 120 children 13 artists /
  creative organisations
• finding out what excites children /what they
  think excites other people? How do they want
  their city to feel?
• raising young peoples awareness of the
  diversity and richness of the creative talent and
  culture in their city
• Setting a brief for Talking Birds to realise as a
  Space of Possibilities at the Ricoh arena as
  part of Made in Coventry 2007
• - generating young ambassadors capable of
  representing and innovating towards a new
  creative and cultural vision of the city and of
  their schools.

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• Young Creative Producers of Public Art
• In 2005 young people researched the cultures of
  their city, developed skills and confidence as
  designers and producers of public art and were
  part of a major cultural event in the
  
  city
• In 2006 we ran a
• Creative careers
• event open to all
• year 11 pupils in
• the city
• In 2007, with
• partners,we are working
• to link such work into
• a cultural offer

Spirit of Coventry opening ceremony, Ernesford
Grange July 2005
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Masterplan

• Developing young people as investigators into and
  designers of their city and school environments
• Working in new /virtual media to research and
  test ideas with wider community and explore
  
  
  possibilities

Stivichall Primary 2005
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Designing for school improvement toilets at
Finham Park and Tile Hill Wood / re-build at
Stivichall
Image Janet Vaughan, Talking Birds, Finham
Park Secondary 2005
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Ultimate Questions

• Year 8 pupils working as creative investigators
  of their year 7 humanities curriculum
• - Researching and consulting peers, parents,
  friends within and without school.
• - Initiating new recognition
• of ways of learning
• more collaboratively
• for teachers and pupils,
• and cross departmentally

Ultimate Questions Foxford March 2006