Thurrock Trailblazer Evaluation 2015/16

Building capacity through the Cultural Champions
The second year of Trailblazer has seen a step-change in ambition and
engagement from the participating schools. Whilst the refinements made
to procedures and the content of the Cultural Catalogue have
undoubtedly contributed, the crucial factor has been the increased
effectiveness of the Cultural Champions.
The programme team recognised the cultural leadership ‘skills gap’ early
during the first year. Significant time and resources have been invested to
develop the Cultural Champions role, to develop the skills, knowledge and
confidence that they need to extend the reach and impact of cultural
learning in their schools. A number of the Cultural Champions said that
they felt overwhelmed and confused at the beginning of the programme.
However, without exception, all of those interviewed spoke of the growth
in their professional practice and their personal development as leaders.
As one teacher put it “you have to go through the pain if you want to gain.
I couldn’t see the point at first, but it all makes sense now.”
The leadership training, and focus on the Cultural Champions actively
evaluating and reflecting on the impact of Trailblazer have been key to
the success of the programme this year. As the Cultural Champions have
reflected on school priorities they have become more informed, more
strategic and more assertive. As a result, more children are involved,
Trailblazer is being embedded into the curriculum in more schools, and
the awareness of the value of cultural learning is being recognised.
As well as a dialogue within schools about the contribution that
Trailblazer is making to school improvement, the Cultural Champions are
beginning to engage with each other as a learning community. They are
sharing their approach to Trailblazer, ideas for developing curriculum, the
benefits that they have seen, and the range of methodologies that they
are using to capture this.
A model for reflective pedagogy and innovative leadership is being
established here. This is one of the areas that the Ofsted framework has
identified as being a characteristic of ‘Outstanding’ schools.
‘Staff reflect on and debate the way they teach. They feel deeply involved
in their own professional development. Leaders have created a climate in
which teachers are motivated and trusted to take risks and innovate in
ways that are right for their pupils.’ 17
17 Ofsted (Date Accessed: 23/08/2016). School inspection handbook: handbook for inspecting
schools in England under Section 5 of the Education Act 2005.
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