Improving pupils' writing through drama

What went well? What could have been improved?

The headteacher's view

From the outset, our targets were clear and fed directly into our planning. We had weekly targets and reviewed the project direction every week. Looking for specific outcomes meant that we were able to focus our sampling and evidence collection.

With more time, we would have been able to study, reflect on and review the project better. Ideally, the project would have been longer. It would have been helpful to have an initial period to familiarise ourselves with the work and to develop our own subject knowledge.

Our project framework, timetabling and the review team worked well. The support and enthusiasm of all staff was essential.

Overall, the range of outcomes from this project was very wide. Most pupils showed significant improvements in their writing ability. They used language more expressively and creatively, took risks and showed increasing confidence in, and enjoyment of, writing.

However, the negative impact on a few reception year pupils raises an important issue about whether drama should be directly linked to writing, at least in the reception stage where pupils need to develop confidence in the use of their voice in dramatic activities before they link this to writing. In the future, we will ensure that the younger children enjoy drama for its own sake and we will build on their language skills using drama in years 1 and 2.

As a team, we have seen the positive effects of this project and all team members have decided to continue the work. The unexpected improvement in the behaviour of more challenging children was a key outcome.

As a school, we feel that drama supports the autonomy and holistic development of children. This project encompassed all learning styles -- visual, auditory and kinaesthetic -- to stimulate all children.