How the arts and fun can improve our schools

When we look back on our school days what do we remember most? Invariably, I would say it is something creative - an outstanding teacher who inspired us, a school trip, or perhaps a school play. In a new report published last week by Estyn, the Schools Inspectorate, three Pembrokeshire primary schools are among only 14 from the whole of Wales highlighted for embedding the creative arts in their lessons. The schools are praised for demonstrating how involving children in art and design, dance, drama, and music has spin-offs for their reading, writing, numeracy and, above all, for their confidence, initiative, and leadership. 

At Milford Haven Junior School all the children are given the opportunity to learn a musical instrument free of charge. Currently 80 are members of the school’s Big Band which meets weekly after school. In 2013 the Band reached the finals of the annual Music for Youth competition in Birmingham. The Estyn report comments how the children still recall their feelings of excitement at this event and how the audience joined in the Band’s rendition of a Tom Jones medley. It says they still speak “with pride and passion” about their performance.

  

This year Fenton Primary School in Haverfordwest, like many others in Pembrokeshire, is taking part in the annual UK-wide Shakespeare festival for schools, performing scenes from The Tempest. The school, which has also established a choir and orchestra, says the arts have a positive impact on its pupils’ wellbeing and broadens their horizons, especially those from poorer backgrounds. Significantly, involvement in the Shakespeare festival has improved attendance. “Pupils say this is because they want to be present for the rehearsals and are looking forward to the performance on stage.” 

Puncheston Primary School in the Preseli hills owns an impressive collection of over 200 original art works donated by many famous Welsh artists including Kyffin Williams, David Tress, and Stan Rosenthal. Built up by a previous headteacher Alun Ifans, the collection is used to provide inspiration for cross-curricular lessons. Estyn comments, “Nearly all pupils showed a rich respect and reverence for the art and culture of Wales displayed in their school. They have a clear understanding of their own cultural identity. They speak knowledgeably and fondly about familiar artists, their styles and techniques.” 

We can be proud that three of our schools in the county are among those carrying the torch for the arts in Welsh education. We pay too much attention to the bottom line of results in examinations without first appreciating what it takes to inspire children to want to learn in the first place. The challenge is to ensure the approaches demonstrated by forward looking schools travels to others. As the Estyn report (Best Practice in teaching and learning in the creative arts at Key Stage 2) says, too much depends on whether there is an enthusiastic teacher on the staff with specialist skills and knowledge. The answer, I think, is to value and respect our teachers more, and invest in their training, professional development and support. After all, it is good teachers who make great schools.