News and publications

As we publish the headline findings from our audit of funding towards Black or minoritised community-led organisations, Kirsty Gillan-Thomas and Nina White in our Evidence and Learning team reflect on the process and share their learning.

After a period of making emergency grants during the first lockdown, we reopened the Arts Access and Participation Fund in November last year with a number of changes. Ushi Bagga, Head of Programme – Arts, provides more context for these changes and outlines next steps.

Colleagues from the Teach-Make partnership discuss their programme working with teachers from across seven schools in Coventry using arts-based approaches within the context of real world problems to support outcomes in English, Science and Mathematics.

Colleagues from Essex Music Education Hub, Chelmsford Teaching Schools Alliance and London Music Masters share some of the challenges of delivering an EYFS programme during the pandemic and the opportunities that arose to rethink and reshape the project in response to the emerging context.

Johanne Clifton, Director of Curriculum and Virtual Learning for the Elliott Foundation and TDF Advisory Group Member, looks back on what we have learned through the pandemic and how the arts can create new and innovative opportunities for teaching and learning.

Supported by Paul Hamlyn Foundation’s Shared Ground Fund, Migration Policy Scotland (MPS) is an independent think tank, Rebecca Ferguson-Grant, Events Officer, Migration Policy Scotland outlines how MPS aims to take a constructive approach to migration.

Hannah Tyreman, Head of Learning Design at the Chartered College of Teaching and a member of the TDF Advisory Group, talks about what we mean by blended learning and how to construct an effective hybrid approach.

What we’ve learned so far about investing in youth-led change, and what funders all need to do better.

As the new school year kicks off, Hannah Baker, Primary Literacy Lead for Astrea Academy Trust, highlights the vital role the arts can play in developing creativity in teaching and learning, igniting the imaginations of teachers and pupils and re-connecting school communities in the face of the challenges posed by the pandemic.