During visits to ten pupil referral and learning support units over a year, the author observes and comments on a series of arts interventions funded by the Calouste Gulbenkian Foundation, in conjunction with the Arts Council England. The grants allowed teachers to initiate artists’ residencies similar to those set up in many education institutions.

Each chapter contains a snapshot of an intervention. These range from a multicultural project to challenge racism in a mainly white area of Essex, that involved 80 pupils aged five to 16, to 10 nine and 10 year olds exploring their feelings through dance.

Each project is described enthusiastically, and readers can share the participants’ excitement. It is good to see these units being viewed as positive places, less hampered by the constraints of the national curriculum, with time to try creative options. I hope this book will inspire others, both in units and in mainstream settings.

Sarah Beer

SEN support teacher, Croydon integrated support services