SALLY FORT

teacher tom. Who wouldn't love to arrive at a school where your teacher wears a cape? A teacher who says his blog is from the children?

Who wouldn't love to send their child to a teacher who loves their job so much he says, "I intend to teach at <insert your school name here> for the rest of my life". 

A teacher who not only shares what your child has done, but why and how. Who makes learning looks like such good messy fun. Who can make anything out of anything and show you how to do it too.

At a time when the future for creative learning in the UK looks quite depressing, it gives me hope to read what people like teacher tom are doing, it makes me smile about what children can achieve in good hands.

Imagine if all teachers were like teacher tom.

Incidentally if you go to his blog and click on his profile, you'll see a list of other blogs teacher tom follows, many of which are equally wonderful. If you know of any other great teacher blogs, so share them in the comments below, I'd love to see more. 

In evaluation, looking at outcomes is vital. When you've invested in a project of course you'll need to know what was achieved and where there are still gaps. But it can be cumbersome reading mounds and mounds of text in a report. Charts, graphs and percentages can help clarify, but can still make for dull reading (and for some feel too much like maths homework).

To help busy partners to any project, finding a variety of ways to report on activity can make all the difference between people remembering what went well and being able to advocate the value of their work... or not.

I've recently been creating a toolkit for early years practitioners looking at how creative engagement can help achieve new and unexpected results. Its aim is to be quickly digestible and highly practical. The toolkit is based on the activity of ten creative early years projects in schools and Children's  Centres in the North of England.

The projects were mapped against the Early Years Foundation Stage six areas of learning. To illustrate which of the EYFS outcomes the projects really brought to life, I used wordle to create this at a glance illustration. The larger the word, the more presence it had in the projects. You can see here Personal, Social and Emotional development was the strongest feature across the programme overall.

It doesn't replace the need for writing other information in the report of course. However the teachers, children's centre staff and creative practitioners involved, and readers of the toolkit, can now instantly see where the projects thrived and what kinds of outcomes similar work might expect to achieve, so much more quickly and easily than deciphering a big chunk of writing or trying to analyse a graph.

Unintentionally I have carved out something of a niche in my repertoire, in the form of evaluation. I'm not sure if its because I naturally love to disect and deconstruct what is seemingly apparent to see what else is really going on; or whether it's simply because other people don't enjoy it and are happy to hand it to someone else. (I'm lucky in that much of my evaluation work comes through recommendation).

I know at times it's because organisations know in great detail so many things about what they do and the way they work, but need to be able to show that they have explored this objectively, and so hire an external consultant.

Often I never know how much it influences organisations to change, adapt and experiment, though I have one client who I know does read them with a fine tooth comb, come back to me query and delve deeper into some parts, and act on it annually, which is very rewarding indeed.

For reasons not exciting enough to share here, I spent much of today re-reading past evaluation reports and realising how fascinating this process of reflection really is. It was refreshing to read these again, with space and time, for what they really say, rather than in a proof reading and contract fulfilling, deadline looming frame of mind.