Hope and a call to action

So I am cautiously optimistic about the new narratives being scoped: at the Labour Party conference, Lisa Nandy underscored the cultural sector’s role in supporting children’s development and declared that ​‘a complete education is a creative education’. Furthermore, the English curriculum review aims to deliver a ​‘broader’ programme ​‘with improved access to music, art, sport and drama’. What emerges, however, will depend on many factors, not least the interplay of this goal with others, such as the guarantee of ​‘an excellent foundation in the core subjects of reading, writing and maths’.

Many of the inspiring TDF partnership projects have examined the synergies between the arts and literacy, exploring the impact of drama on children’s writing, for instance. These have widened teachers’ assurance as creative pedagogues, broadened their conceptions of literacy and prompted deeper recognition of the significance of the arts.

To achieve this, changes to the school accountability system are crucial, so it is encouraging that the review seeks ​‘an assessment system that captures the strengths of every child and young person; the breadth of the curriculum’. Excitingly, those involved in TDF projects have pioneered ways to capture arts-based learning—both children’s and teachers. For example, Sarah Eastaff’s reflections on the ​‘Inspiring Leaders, Creative Learners’ project show Doncaster teachers using photos, visual art, and recordings as evidence of what is working well in their schools. Other routes are described by Vicky Storey and Pat Cochrane in the spring newsletter, including the use of dance to help teachers reflect deeply and express their learning.

It was energising to hear the discussions at the recent Round 7 Cohort Learning Day as new partners examined their inquiry questions through the lens of educational inequality. They were determined to make a difference.

The DfE is asking for details of what works well and ideas for potential improvements. This exists in abundance in these transformative partnerships, and whilst PHF will make a submission, the lived experience of those directly involved matters. 

Whilst there is always something more pressing to do, and we may hesitate, wondering if anyone will listen to our perspective, I think we each have a responsibility to respond to this review and I firmly believe the powerful voices of the engaged educators and arts organisations from the 55 TDF projects would command attention.

The TDF team has created a Padlet to support you. You could simply revisit your end-of-project summary and showcase the empowering potential of the arts through a brief case study of what worked well for your children and why. Your insights about professional learning, the value of communities of practice, your particular arts focus, and the impact on the children deserve to be heard. 

Please note, the DfE Call for Evidence closes on 22 November 2024. An interim review will be published in 2025.