Study title

This research sought to explicate the effects on school management, teachers and learners of any successful integrations or tensions between creativity and performativity policies. The methodology was ethnographic, prioritising people's perspectives through observations, formal and informal conversations and relevant documentation in six primary schools. The merging of the two policies was not pervasive across schools or within schools but there were some examples involving cross-curricular projects. More prominent was a 'bolt on' activity of creative teaching and learning such as special creative curriculum weeks or days. Teaching creatively was the preferred form over teaching for creativity. Schools found it necessary to ensure success in national tests by institutionalising lengthy SATS preparation and performativity as a progression from one achievement to the next was valued. Specific assessment criteria for a range of curriculum objectives were used to assess a child's progress and these provided details of where to go next. Performativity imperatives were internalised and sometimes generated guilt if they were unrealised but teachers sought to ameliorate these tensions or to resolve them. Where resolution was not possible they accepted the tension and lived with it facing daily dilemmas, tensions and constraints but acting creatively with colleagues to manipulate the situation.