One issue with the UK strategies and frameworks is the erosion of creativity. This is now widely recognized. It is true of teacher’s planning and children’s learning. One of the saddest remarks I ever heard was from the head teacher of a primary school being interviewed in the quite young children. “They all know what onomatopoeia is. But they haven’t sung a song for six months.” Indeed, this theme resurfaces against various recent initiatives. The Hargreaves report on changes to the post-16 curriculum regretted the encroachment of the new specifications on enrichment activities (sport, drama, music) in the sixth form. More recently, bodies such as Ofsted have noticed and commented on the lack of creativity in our classrooms. We peer at such reports over the piles of strategies and league tables which separate us form them and from common sense.