By the time she leaves Prep School at 11:

She will be a highly-motivated creative thinker who looks at problems or situations from a fresh perspective to conceive of something new or original. She will be persistent in finding solutions to problems and will make the most of the opportunities within the innovative curriculum to cultivate her creative thinking skills. She will find personal relevance in her learning and will follow extended projects which spark her interest. She will be imaginative and make the most of opportunities to develop and stretch her creativity.

Some of the ways we do this:

  • ‘Innovate’ tasks in the Creative Curriculum
  • Active learning in EYFS - children driving the learning themselves
  • Pupils' creative and aesthetic skills are at a particularly high level as evidenced in the Artsmark Gold Award. Pupils have a deep subject knowledge and are challenged as a result of the broad curriculum and use of subject specialists
  • Extensive co-curricular programme including wide-ranging creative visits/workshops
  • In STEM subjects children apply innovative thinking when developing their solutions to STEM projects

By the time she leaves Senior School at 18:

She will approach problems creatively, looking beyond the obvious and bringing in her experience and learning from other disciplines to make connections. She will seize the opportunity to express her imagination in her study of the creative arts, perhaps producing original work of individual value, perhaps within the performing arts area or by producing her own published pieces of writing. She will make the most of the opportunities she is presented with in the curriculum to cultivate her creative thinking skills. She will explore links between different disciplines, always seeking to stretch and extend her understanding of areas which spark her interest.

Some of the ways we do this:

  • Offer a range of opportunities for open-ended projects and learning opportunities beyond the classroom. These include, for example; robotics, coding, and DofE.
  • Opportunities to create their own work and share it, through musical and theatrical performances, creative writing
  • Involvement behind the scenes in technical drama and musical performances
  • Nurturing learners who take risks, view errors as central to the learning process, and produce solutions and ideas that are original and valuable
  • Directly challenge students to think about thinking and develop awareness of their own approach to problem solving