A vibrant and engaging curriculum is the best way to engage pupils, to encourage them to attend school, and to inspire them to improve. A creative curriculum encourages problem-solving, critical thinking, and emotional intelligence.
For children, engaging with the creative arts is not only enjoyable but a way of developing essential thinking skills – exploring ideas, taking risks, and trying something new.
The initial report from the Curriculum and Assessment Review (DfE, 2025) has offered its early findings but no hard and fast recommendations as yet.
We do know that “standards in English and maths are rising, which is to be celebrated”, and that “in comparison to other jurisdictions, we have a reasonably broad and balanced curriculum to age 16”.
However, we could be better at supporting a wider range of children, because “nearly 4 in 10 children are not meeting all the standards” and children from deprived backgrounds and those with SEND “fail to make sufficient progress” (DfE, 2025).
Please allow me then – before the final report is upon us – to make my plea for creativity at the heart of the primary curriculum.
Creativity in primary schools enriches the curriculum and fosters critical skills that will serve children throughout their whole lives. The ability to think creatively, solve problems and collaborate with others is essential, especially in an internet-connected world. By embedding creativity through the curriculum, schools can nurture these skills and ensure that every child has the opportunity to thrive – academically and personally.
Drama, for example, invites children to explore different perspectives and situations. It is a good way of encouraging empathy, developing confidence, and improving verbal expression. Reading simple scripts and joining in with role-play can play a significant role in helping children to develop language skills in a dynamic and engaging way while enhancing their English lessons.
Similarly, music provides opportunities for language development. Through singing, listening and playing instruments children develop listening skills, motor control and widen their vocabulary, as well as learning about rhythm, patterns and structure – essential skills for mathematics.
Drawing and painting are some of the first activities that children do – before they even start primary school. Without conscious thought, children imagine what their work will look like, considering space and colour and making important decisions which affect the outcome. If they don’t like their work, they will often start again. This planning and refining process is not just important for art, but also for computing, writing, and maths.
Yes, creative subjects are important in their own right, but creativity can be a valuable way of engaging with other subjects. English lessons can benefit immensely from story-telling. When children engage in dramatic interpretations of stories, they develop a deeper understanding of characters, plot structure and language. This active learning promotes vocabulary acquisition and reading comprehension, which are foundational to success in English.
Perhaps more importantly, it allows children to develop emotional intelligence, as they often grasp the emotional nuances of texts more easily by seeing and hearing them through performance.
Maths and science also benefit from active learning – this is why practical science activities are always popular with students. They are a way of visually and physically representing ideas and concepts that may not otherwise be possible, like showing how shapes tesselate or creating the net of a triangular prism.
The scientific process itself of forming hypotheses, testing ideas and thinking critically about results is inherently creative. It’s not unusual for drama teachers to be asked by maths and science teachers to add some inspiration to lessons.
Perhaps one of the most profound impacts of creative education is its ability to support children with SEN. For those who find traditional forms of learning challenging, creativity can offer an alternative and often more inclusive approach to accessing the curriculum. Drama, music and art can all be powerful tools in helping children with SEN to communicate, develop social skills and express their emotions, and help students to understand less tangible concepts.
It is vital that trained professionals are available with effective strategies to ensure best outcomes for students.
Role-playing can allow children on the autistic spectrum to explore social interactions in a safe, structured environment, helping to develop communication skills such as understanding verbal and non-verbal communication through gestures, facial expressions, and body language – areas where autistic children often struggle.
For children with dyslexia, song and rhythm can help with information retention and improve the ability to decode words and sounds, with many adults recalling songs from childhood years later.
But it’s not just those with particular needs. The creative arts offer a sense of success to all, offering an opportunity to showcase abilities in a non-competitive, supportive environment.
When children are encouraged to use their strengths in creative areas, it can enhance their overall confidence and sense of belonging, leading to improved academic performance across all subjects.
Ultimately, creativity is not just about producing art, performing music, or acting in a play; it is about developing the skills that enable children to approach life’s challenges with imagination, curiosity, and resilience.
In a world where many future career paths do not even exist yet, the importance of fostering creativity in primary education cannot be overstated.
By embracing the power of creativity, schools can create a vibrant, inclusive and engaging learning environment that nurtures the potential of every child, equipping them with the tools they need to succeed in a complex future.
- Helen Osgood is operations director and national officer (education and early years) at Community Union. Read her previous articles for Headteacher Update via www.headteacher-update.com/authors/helen-osgood/
Further information & resources
- DfE: Independent report: Curriculum and Assessment Review: Interim report, March 2025: www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report