This chapter considers creativity within contemporary educational debates. It extends previous chapters’ consideration of creativity within understandings of the playful and creative child of nature and within economic understandings rooted in creative industry approaches. The chapter illustrates how these understandings become a key discourse within progressive and neo-vocationalist approaches to education and, through this, a contested concept within educational policy. The chapter illustrates how the waxing and waning of creativity within educational curricula reflects wider political, ideological and epistemological positions. This is illustrated through an analysis of UK educational curricula. The chapter ends by arguing that, while creativity has become prominent within contemporary UK education policy, there is a lack of clarity in how this manifests in school curricula and pedagogy.