This is Manchester — Embedding learning and sharing practice

This is Manchester works across six schools with 12 teachers partnering with four creatives—two poets from Manchester Poetry Library and two musicians from Digit Music. The project was designed to develop teacher confidence and creativity through sustained partnerships with cultural practitioners, while embedding creative learning more deeply into school practice.

At the heart of this project is teacher development. In year one, teachers were given dedicated time to collaborate with their creative partners, allowing them to focus on developing their own professional practice. For many, this felt like a luxury—some even expressed guilt about being out of class. Yet this time proved invaluable, with teachers describing how important it is to ​“fill your own cup so that you can fill the cup of others.” This reframing of professional development—as essential rather than optional—has been a key cultural shift across the participating schools.

By the second year, the focus shifted from personal development to leadership and wider impact. Teachers were supported to share their learning within their own schools, across trusts, and throughout the Diocese. This transition was powerful: teachers who had once felt unsure of themselves were now stepping into visible, influential roles. One teacher reflected with surprise on how far she had come—she recalled being frightened to speak during staff meetings, and now she is working directly with her headteacher on curriculum development and has led human rights training for the entire staff. This individual story echoes the broader shift seen across the group: the growth in confidence among teachers has been both remarkable and inspiring.

A significant area of development has been in music education, particularly where it intersects with technology. Teachers have gained new skills and, just as importantly, new confidence. This impact has been especially notable among teachers with an existing interest in music, who have embraced the tools and techniques introduced by Digit Music. One Early Career Teacher (ECT), who had little prior experience in music, has demonstrated extraordinary growth. Her confidence has flourished thanks in part to a strong partnership with her creative and her senior leadership team—highlighting the critical role of school leadership in the success of this kind of work.

Equally important is the journey of a teacher who has long struggled with self-confidence. Through regular support and a culture of encouragement fostered by the project, she is now beginning to overcome her challenges. Evidence gathered from classroom observations, 1:1 discussions with SLT, and collaborative group meetings clearly demonstrates the emerging impact: teachers are not only acquiring skills, but also reshaping their identities as creative educators.

This work has not been limited to individuals. The culture in participating schools is shifting. Teachers have met with their headteachers to explore how creative and cultural approaches can be embedded more systematically into their curriculum. One school has gone so far as to completely redesign its curriculum, building it around the creative pedagogies developed during the project.

The long-term legacy of This is Manchester lies in the empowered teachers it leaves behind—professionals who are confident, connected and committed to sharing what they’ve learned. The project has shown that, with time, trust and the right partnerships, teacher development can be both profound and transformative. And when teachers grow, so do their schools.