Curious Minds

The Speedwell Centre is a KS4 medical pupil referral unit in Blackpool for young people, a large proportion of whom suffer from long term psychiatric or psychological issues. Service objectives state that pupils must ‘achieve and make progress, have an opportunity to contribute to their own lives and those of others, be prepared for adulthood and improve their health through rich learning activities experienced in and out of the centre.’

The young people at Speedwell are less motivated and have a lower self identity than their peers in mainstream education. These issues are at the heart of their learning. The school wanted to use this opportunity to engage pupils more effectively in Citizenship and PSHE.

It was important that the selected practitioner was familiar working in this kind of setting. A careful selection process brought on board Vanessa Card, a visual artist who specialises in running sessions around developing emotional literacy in young people.

The project activity took place weekly over two terms. Vanessa Card and teacher Cathy Shevlin co-delivered a programme of visual arts based activity with nearly all the young people from the centre. PSHE themes and issues were explored during these activities through the vehicle of mask making.

Pupils researched masks from different cultures, including African and voodoo. They also explored a collection of images of masks and faces collated by the practitioner over many years, using these to discuss the ‘self’ and identity. The young people made masks expressing how they felt about themselves, using this as a platform to have a series of discussions about their own identity and place in the world.

• Pupils developed skills in problem finding and solving, refining and communicating new ideas, taking risks, working as co-constructors of learning and reflecting on learning. This resulted in more focused work and increased motivation and creativity.
• Teachers and support staff took a risk in introducing new techniques to this cohort of young people but felt it worked well. Positive relationships were developed between teachers, practitioners and pupils. Apathy towards learning was also reduced, demonstrated by how much more visibly engaged the pupils were in what they were doing.
• The group of young people spent a lot more time together than they usually would and this led to the group being more cohesive. Visible friendships were developed.
• Increased concentration and confidence. A greater number of young people consequentially went on to take part in extracurricular activities.

• This project contributed to the development of increased motivation as confidence and ease in each other’s company developed. Pupils interest in the work of others has collectively created a stronger ethos of work and creativity. Teaching staff are now developing this approach to use again independently.