Creative Learning is a continuous journey of discovery throughout our school.

Beginning in Reception, children start to develop skills and a sense of identity as a learner through suitably planned, independently accessed activities linked to their learning. In KS1 children develop this identity further through the completion of ‘Must Do’ tasks, often adult supported, linked to curriculum areas alongside independent activities. As the children move into KS2 the number of ‘Must Do’ activities increases and start to become independent activities instead of adult supported. This develops further as the children progress through KS2 culminating in children becoming self-sufficient, confident learners who are able to complete enquiries and investigationsinto chosen areas without adult support by the end of KS2.

To enable this journey, teachers plan carefully chosen activities to enhance and support learning. Children are provided with the opportunity to demonstrate all the characteristics and skills of effective learning identified throughout the curriculum. Creative learning demonstrates exploring and learning through play and enjoyment, giving the children a sense of flow whilst they work. It also enables children to return to their explorations and consolidate their learning over the course of an afternoon or a more extended period. When children do this, they can explore what happens to things as they change over time and make changes to explore new ideas. Creative learning also allows children to make choices and initiate learning with or without
interaction with an adult.

Even with creative learning, the teaching adult’s role is crucial. It’s important that they not only provide a high-quality environment but also support the children’s ability to interact with the resources. When children engage with creative learning, the teaching adult can take the opportunity to make careful observations. This is
especially important, as observations should then determine how the environment is enhanced at a later stage. Creating a well-oiled environment also means that teaching adults need to establish rules, boundaries and behavioural expectations. Once children are clear about the rules and what’s expected, they will then be able
to carry out their explorations with an increased sense of confidence.

To ensure quality outcomes, teaching adults provide verbal and sometimes written feedback to children during activities. This can be in the form of questioning, advice or improvement steps. Children can be asked to revisit work to make improvements and revisions however, this must all be given in a timely manner to ensure maximum engagement from the children. It is the responsibility of every teaching adult to
provide feedback and enable children to progress in their learning.