ABSTRACT
Editor’s introduction This case study documents how Allens Croft Primary School in Birmingham set about using an immersive creative learning project as a means to engage Year 3 children as leaders of their own learning after a schooling experience that had encouraged passivity. In order to build the credibility of the innovation the leadership recognised the necessity of building confidence in new ways of working to both internal and external stakeholders. Their response to this was to use tracking data to evidence impact on attainment in writing to support their own observations on well-being and the attitudes of the children. However they were surprised by the extent and power of pupil ownership in the project. The elements of their challenge can be characterised as:
„ the pressure to increase attainment in writing across the school; „ the need to counter the passivity of Year 3 children in lessons; „ an inquiry to develop a model and teaching approach that might do that; „ finding the right mix of assessment to show impact.
