Nurturing Creativity and Aspiration in Primary Schools

Our creative approach to learning provides accessible opportunities for all our pupils, including those with English as an additional language and those with special educational needs. Pupils are able to display and showcase their knowledge without being limited by their writing ability or language. For example, students learning about geological layers can show their understanding using plasticine instead of being restricted to written descriptions. This empowers them to express their knowledge in diverse ways, making learning attainable through creativity. It is just one of the ways that we foster student engagement throughout the school.

Another indicator of student engagement is attendance. Rather than relying on traditional reward systems, our school has focused on the importance of curriculum. By ensuring our curriculum is relevant, the pupils are able to see a direct connection between their learning and their future and are more motivated to attend and actively participate in their lessons. By evaluating our lessons this way, children who once struggled to attend school more than 50% of the time are now running in, excited for the day ahead, achieving nearly 95% attendance. This change highlights the impact of a meaningful and engaging curriculum.

We use various tools to encourage creative expression in the classroom and beyond. For example, using LEGO bricks allows pupils to visualise concepts in maths and science, providing hands-on engagement with their learning to encourage critical thinking and problem solving, as well as their creativity.

We also believe that creating a vibrant and supportive school environment plays a crucial role in student well-being. When children feel safe, inspired, and engaged, they are more likely to thrive both in and out of the classroom. We have also invested heavily in mental health support by working with the charity Place2Be, an impressive suite of Hamish and Milo interventions, to support social, emotional and mental health needs, and a range of mentoring. This has been key to improving behaviour and attendance across the school.

In addition, we have integrated career aspirations into our curriculum. Since doing this, when we ask pupils about their future jobs, we have seen a shift away from stereotypical answers like footballers and celebrities and instead they are thinking more broadly. We are able to help them understand the different types of careers, especially within the local area. In Dagenham, there are big film studios being built so we run trips to places like the West End in order to highlight the careers that exist in the media industry. This allows them to recognise the potential for jobs within their own community and provides a sense of hope amongst those students who may have felt limited by their circumstances and background.

Pupils also know they have the freedom to change their minds. There have been children who decide, “Today, I’m an archaeologist!” and experience these roles through their learning. Yesterday some of our younger people were working under the mantle of being personal trainers within their PE lesson. These moments highlight the link between creativity and aspiration, showing the pupils that education can be a route out of poverty and into fulfilling careers.

Prioritising both creativity and aspiration is a necessity in primary education. At William Ford, we want to make our education meaningful, enjoyable and engaging for every child. We take pride in ensuring our pupils have the skills as well as the imagination to achieve great things.