Pilot Phase

Year one: 

The focus was on building trust and collaboration between participating schools to form a professional learning community centred on embedding creativity in teaching. Each school appointed a ‘Creativity Lead’ to drive this work, supported by CCE and expert consultants. Schools explored the concept of creativity through professional development, creative practitioner partnerships, and the development of school-wide theories of change.  

Year two: 

The network expanded its capacity with the addition of an associate lead school. Peer learning increased through school visits, shared practice and greater collaboration. Leadership engagement deepened with headteacher involvement and visits to explore creative models. A second cycle of creative inquiries took place, and development began on a ‘Creativity Toolkit’. Youth voice was introduced through the creation of ‘Young Creativity Champions.’ 

Year three: 

The network grew to 13 schools, with a shift from inspiring to sustaining creative change. Distributed leadership was promoted, and schools contributed further to the ‘Creativity Toolkit’. Peer learning continued through a third cycle of inquiries and visits. A regional event, Imagine If… Presents, brought stakeholders together to discuss sustaining and scaling creativity in education. Advocacy efforts intensified with the release of a film showcasing the impact, aiming to secure the long-term sustainability of the collaborative. 

Summary reports and findings

• Evaluation of the National Creativity Collaboratives Pilot Programme: Summary Report

• National pilot demonstrates the transformative power of teaching for creativity in the classroom  - Durham University

• Creativity Collaboratives | Arts Council England

Legacy Phase

What are our aims?

The network aims to drive educational improvement and excellence by championing collaborative leadership and innovation in teaching and learning. 

It will:

• Value and highlight primary professionalism and expertise.

• Bring together and utilise the skills and knowledge across our network schools to form strong outcomes for children.

• Give space for time to reflect, discuss and challenge thinking and current practice and consider why we do things as we do. 

• Ensure we continually reflect on and challenge what we are doing and why.

• Use the latest research and work with key educational innovators to inform our work and meet demands on schools.

• Explore pedagogical approaches that make learning more meaningful for all children.

• Demonstrate commitment to equity, diversity and inclusion.