Thurrock Trailblazer Evaluation 2015/16

Table 5
Examples of ‘key questions’ for action research
How will improvement in the creative provision impact upon boys’
progression in skills and attainment?
If we strategically extend the cultural offer for the children, will it
inspire pupils writing across the curriculum through broadening their
experiences and enthusiasm?
Has the Trailblazer project raised the aspirations of the children?
Is following a child-led process in arts teaching conducive to
developing transferable skills (eg resilience, risk-taking, teamwork)
that would be useful in core subjects (ie English, Maths and Science)?
How can we use the arts to increase pupil aspiration so that they have
an understanding of the world of work?
Is there a higher parental engagement as a result of our increased
involvement in teaching and delivering the arts?
Can the development of film and related technology improve the
pupils' ability to be better investigative learners?
Can all teachers embrace arts and culture within their teaching and
planning?
When asked about the impact different aspects of the programme had
had on their professional practice, Cultural Champions identified
reflective practice and evaluation as transformative. The importance of
the opportunity to share good practice and engage in professional
dialogue was mentioned many times. A learning community centred
around reflective pedagogy is being established.
“I have been so inspired listening to what other schools have done.
Without these sessions, I wouldn’t get the chance to talk to teachers from
such different types of school.”
Neil Moore, Cultural Champion, William Edwards School
Participating pupils
Some schools are using Trailblazer in an inclusive way, ensuring that all
children in the school take part in some way - Kenningtons Primary
Academy and Beacon Hill Academy are examples of this. William
Edwards School has embedded Trailblazer resources into their personal
development curriculum, which is followed by all of Year 7.
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