SECONDARY PARTNERS – The Meadows Special School

• Through engagement in a CPD programme focussing on using art as a device for inclusion across the curriculum teachers gain new skills with which to creatively address the behavioural challenges they face from pupils.
• Teachers show increased enthusiasm to try new approaches in their teaching (based on pre and post project dialogue and/or questionnaires)
• Pupils gain important knowledge about how art activity affects their mood and concentration (qualitative data based on teacher feedback post project and documented evidence such as video recordings of sessions)
• Teachers have acquired the skills to use art to enhance the curriculum for challenging pupils (based on documented pre and post project dialogue)
• Behavioural problems are noticeably improved in 40% of pupils as a result of the art interventions. (based on documented dialogue with teachers and number of incidents of poor behaviour in targeted pupils)

• Use collaborative music activity to increase confidence of Key stage 4 Meadows pupils to engage with and work with other people their own age.
• Through interaction with Tividale yr10 students, 75% of participating Meadows pupils have increased confidence to communicate with other teenagers (based on teacher assessment and documented dialogue with all staff and pupils involved in project)
• All participating Meadows pupils learn new skills in music as a result of interaction with other pupils (based on qualitative evidence from pupils, teacher observations and documentation of outcomes from project)
• 50% of participating Meadows pupils gain new perspectives to bring to their studies in music. (based on dialogue with pupils and evidence from teachers 1 term after project concludes)
• Schools plan future music collaborations to ensure continuity of relationships between students and to maintain and extend skills acquired through activity (evidence based on plans produced by the schools)