TT1617 Evaluation Report

Thurrock Trailblazer - Changing Culture 

Evaluation 2016/17 

Thurrock Teachers at the Trailblazer Leadership 

Conference with Professor Mick Waters 

(Photo: Cathy Al Ghabra) 

‘There's nothing quite like the Trailblazer programme...to have such a 

committed group of teachers in one room with a passion for cultural 

learning is quite unique.' 

Darren Henley, Chief Executive of the Arts Council, England 

Report by Michele Gregson. August 2017.

Contents 

Aims of the evaluation ........................................................................................................ 2 

Summary .................................................................................................................................. 3 

Thurrock Trailblazer – a story of growth ................................................................. 3 

Thurrock Trailblazer and how it has progressed during 2016/17 ................... 6 

What has been achieved in 2016/17? ........................................................................ 7 

Key developments ................................................................................................................ 8 

Changing the educational landscape .......................................................................... 10 

1. Quality of offer, consistently high standard of delivery ........................... 10 

2. Providing challenge and high-quality support .............................................. 12 

3. Investing in leadership and training .................................................................. 15 

4. Encouraging and nurturing collaboration ....................................................... 18 

5. Programming ambitious celebration events ................................................. 22 

6. Building strong, sustained alliances with key supporting partners ..... 23 

Change in schools - the Trailblazer effect ................................................................ 24 

Planning for maximum reach ...................................................................................... 25 

Conclusion ............................................................................................................................. 26 

Opportunities for development ................................................................................. 26 

Appendices .......................................................................................................................... 30 

Appendix 1 – progress over three years ................................................................ 30 

Appendix 2 – Influence ................................................................................................. 32 

Appendix Three ............................................................................................................... 36

Aims of the evaluation 

This evaluation aims to capture the progress of Trailblazer over the 2016/17 

academic year. It also reflects on the three-year evolution of the 

programme and ambitions to achieve whole school systemic change. 

Evaluation activity has focused on the leadership capacity of the Cultural 

Champions and the potential of the programme to promote stronger interschool 

collaboration. 

Evidence has been gathered through: 

● Observation and documentation of training and development 

sessions 

● Interviews with teachers and senior leaders 

● National and local school data tables 

● Programme data collection 

● Survey returns from Cultural Champions and Cultural Partners 

● Feedback collected during knowledge exchange activity 

● Enquiry based, teacher led case studies 

The evaluation for Thurrock Trailblazer has developed each year, the focus 

changing to track the overarching aims of cultural entitlement and school 

transformation. A learning history approach in Year One enabled the 

Trailblazer team to gain a comprehensive understanding of the way that 

the programme was being received by schools, and to hone the delivery 

model. Year Two focused on an inclusive strategy that empowered Cultural 

Champions to reflect on impact at a local level. Year Three has observed 

the shift of schools from ‘service receivers’ to active partners with ROH 

Thurrock Trailblazer. 

Thurrock Teachers at the ROH: Discover Drawing CPD (Photo: Luke Spiers) 

A Herringham student participating in a Little Angel Workshop (Photo: Brian Slater) 

2

Summary 

Thurrock Trailblazer – a story of growth 

“Thurrock Trailblazer represents our most strategic and long-term 

investment into an education programme in Thurrock to date and we 

have just renewed our commitment until 2020. We have seen how the 

programme has generated significant impact for students in the 

participating 43 out of 53 schools and we are proud of our 

partnership with the Royal Opera House to deliver cultural entitlement 

for children and young people growing up in Thurrock.” 

Roger Edwardson, Thurrock Council 

Following publication of the Thurrock Education Commission, Royal Opera 

House Bridge (ROH Bridge) was approached by Carmel Littleton, Director 

of Children’s Services in Thurrock to consult with Head Teachers, and a 

cross-section of cultural organisations, to explore the feasibility of 

establishing an enhanced cultural entitlement programme for children and 

young people in Thurrock. 

The need for a co-ordinated, high-quality cultural offer was clear. Access to 

cultural learning was patchy and many schools had little knowledge or 

confidence about how to work with arts and cultural professionals. 

Thurrock Trailblazer was launched in September 2014. The programme was 

based on a sustainable funding model, with school contribution, Royal 

Opera House, ROH Bridge and Thurrock Borough Council investment. 21 

schools appointed ‘Cultural Champions' and worked with 10 Cultural 

Partners, introducing pupils and teachers to a range of arts and cultural 

learning experiences. 

The strategic importance of the Cultural Champion to lead change and 

maximise access and impact across their schools quickly became apparent. 

However, many of them lacked confidence and ‘voice’ within their schools. 

In response, Trailblazer introduced a programme of development that 

included in-school consultant support, leadership CPD and, in Year Two, 

the requirement that schools commit to the Artsmark Award by Arts 

Council, England. 

Artsmark places arts and culture firmly within school development 

planning and provided a valuable tool to support Cultural Champions in 

their role. Trailblazer used Artsmark as an opportunity to engage teachers 

in a process of active evaluation and reflection. The Cultural Champions 

became action researchers, identifying and presenting the evidence of the 

positive change that Trailblazer is making in their schools. 

This shift from being service receivers, to reflective professionals, sharing 

good practice and driving improvement was fundamental. The programme 

expanded, and 2016/17 saw 35 schools and 30 Cultural Partners working 

together as a cultural learning community, with experienced Cultural 

3

Champions encouraging those new to the role. The ‘Leaders in Cultural 

Learning’ (LiCL) course offered high-level professional development for 

nine teachers. The LiCL teachers now lead inspiring sessions for their peers. 

They are challenging their schools, the Trailblazer community and the local 

authority to be ambitious in their aspirations for cultural entitlement for all 

Thurrock children and young people. 

Thurrock Trailblazer enters Year Four, with funding secured until 2020. In 

the first three years, it has established a tight programme, expertly curated 

and managed. A professional community of confident, pro-active 

advocates for cultural learning has been nurtured. Excellent relationships 

and ‘on the ground’ knowledge have secured Trailblazer as a distinct and 

valued service, driving organisational change and inter school 

collaboration, leading to better outcomes for Thurrock pupils. 

Trailblazer culmination event 2016/17: ROHThurrock10 (Photo: Sim Canetty-Clarke) 

4

Whether Trailblazer is a movement that could or should be embraced by all 

Thurrock schools is an issue of debate. 81% of Thurrock schools have now 

been involved, including those who joined this year. Gabrielle Forster-Still 

(Head of ROH Thurrock Learning and Participation) and Roger Edwardson 

(Strategic Lead, Thurrock School Improvement, Learning and Skills) will 

consult with those schools who have not participated to get a clear picture 

of future engagement. The concentration of resources in the future will be 

informed by this consultation. 

At this midpoint, Trailblazer is clear about the direction of travel. The 

Cultural Champions are the key to ensuring that the programme increases 

in influence and impact; the development of leadership and support for 

their ambitions will be a priority over the next year. 

• The programme will continue to support emerging leadership 

through the Cultural Champions twilight programme. It will 

encourage schools to think about ‘succession planning’ and ways 

to build the role into recruitment and retention policy. 

• Communities of interest will be further encouraged. Building on 

the action research approach, schools with common interests and 

priorities will be supported to share ideas and work together 

during the timetabled twilight sessions. 

• The dynamic LiCL cohort will be offered forums to share their 

practice, influence change and reflect on their progress. The 

Trailblazer team will offer time, space and challenge for this group 

of Cultural Leaders and will encourage others to access suitable 

programmes and contribute to the group. 

• The ROH Thurrock Learning & Participation (L&P) programme will 

respond proactively to the priorities and strategies that are being 

proposed by the Cultural Champions, the Leaders in Cultural 

Learning and the schools as they continue their Trailblazer and 

Artsmark journeys. 

Through Trailblazer, ROH Thurrock L&P aspires to support a co-created 

programme for the borough. It is the leadership and advocacy nurtured by 

the programme that will make this a reality. By 2020 Thurrock L&P intend 

the transformation in their relationship with schools and community to be 

fully evident. In making the shift from service receivers to strategic 

partners - from dependency to influence, Thurrock schools can make 

cultural entitlement a reality. 

5

Thurrock Trailblazer and how it has progressed during 2016/17 

Thurrock Trailblazer is an innovative programme of high quality arts and 

cultural activities, visits to heritage sites and specialist teacher training, that 

boosts creative learning in schools and accelerates pupils’ development. 

In partnership with Thurrock Council, the Royal Opera House is working 

with local, regional and national arts organisations to deliver cultural 

education in Thurrock. 

So far, Thurrock Trailblazer has worked with over 325 teachers in 

Continued Professional Development (CPD) programmes. To date, the 

programme has reached 43 schools and each year over 10,000 students 

take part, all of whom participated in creative and cultural activities. 

Quarry Hill Academy at 

ROHThurrock10 (Photo: Rachel Cherry) 

William Edwards School participating in a ROH: Infra workshop (Photo: Brian Slater) 

Now in Year Four of delivery, Trailblazer has been established as a driver 

for organisational change and inter-school collaboration. It provides a 

distinct and valued service to schools, leading culture driven approaches to 

school improvement across a range of school priorities. Trailblazer is 

securing better outcomes for children and young people. 

The Thurrock Education Commission of 2013 made six key 

recommendations to support the acceleration of progress and 

performance in Thurrock. 1 These addressed the need for vision and 

strategy, trust and collaboration, peer-led improvement, recruitment and 

retention and the lifting of aspiration across the community. Trailblazer has 

been a significant factor in the progress that has been made in Thurrock 

schools, and the impact is tangible. The progress that the programme 

made in 2016/17 highlights how closely aligned the Thurrock Trailblazer 

objectives are with the ambitions of the Education Commission. 

1 Thurrock Education Commission, Christine Gilbert and Robert Hill, Report: September, 

2013. 

6

What has been achieved in 2016/17? 

There are a number of features that are key to the growing impact of 

Trailblazer: 

1. Quality of offer, consistently high standard of delivery 

2. Providing challenge and high-quality support 

3. Investing in leadership and training 

4. Encouraging and nurturing collaboration 

5. Programming ambitious celebration events 

6. Building strong, sustained alliances with key supporting partners 

The number of schools engaging in 2016/17 increased from 28 schools to 

35. Three of these additional schools took part in Year One. The range of 

settings has expanded to include alternative provision, FE and a Virtual 

School. The programme is reaching more children, including those from the 

most challenging circumstances. An inclusive offer that all Thurrock pupils 

can access continues to be a priority for Trailblazer. 

The number of teachers who have been involved as part of in-school 

activity and development activity increased in 2016/17. Teachers from 81% 

of Thurrock schools have been able to access and share with their 

colleagues’ high-quality arts CPD. Schools tell us that this would not be 

possible without Trailblazer. 

“I often have to send my teaching staff on training that is less about 

stimulating them and more about meeting legal requirements - so 

it's been great being able to send teachers on Trailblazer CPD 

programmes: they are keen to go and come back inspired and 

energised to put newly learnt skills into practice in the classroom.” 

Penny Johnson, Principal, Grays Convent High School 

The potential for arts and cultural learning to lead school improvement is 

being widely recognised across Thurrock schools. Changes are being made 

to curriculum design and approaches to teaching and learning. The number 

of Cultural Partners working with schools has increased - 30 in 2016/17. 

Opportunities to work within an established school framework, and to 

share good practice have been valued. Many of these partners will continue 

to work with Trailblazer through the refined 2017/18 Cultural Catalogue. 

7

Key developments 

The programme continues to provide a high-quality, curated offer that is 

value for money and valued by schools. 

● Schools are reporting positive impact against a range of measures. 

● Satisfaction with the programme delivery is high. 

● The programme has successfully delivered all planned activity to a 

high standard, on target and within budget. 

● Plans for Year Four reflect emerging priorities and the needs of all 

partners. 

● The programme has secured ongoing investment from ROH and 

Thurrock Council. 

A Herringham student participating in a Little Angel Theatre in-school workshop 

(Photo: Brian Slater) 

St Clere’s School participating in a Trestle Theatre in-school workshop 

(Photo: Hayley Ryan) 

Gable Hall at an Inspiration Day at High House Production Park 


Woodside Academy at the Royal Opera House Schools Matinee performance 

(Photo: Luke Spiers) 

8

A new model for effective school partnership for school improvement is 

being established. 

• Collaboration between schools across both hard and soft alliances 

are emerging. 

Cultural Champions are engaged in a higher level of reflection around 

teaching and learning. 

• Action research questions are sharper, with greater depth and 

relevance to school priorities. 

• Quality of discussion at twilight sessions shows depth and insight. 

Cultural Champions have made a shift from advocacy to influence. 

● The significance of Trailblazer is being recognised and commented 

on beyond the Thurrock school community. 

● The Leaders in Cultural Learning are developing a community wide 

vision. 

Schools are engaged in high level, joined up strategic planning for cultural 

learning. 

● Cultural Catalogue choices are increasingly well-considered and 

tailored to defined learning aims. 

● 9 schools have achieved Artsmark – with 4 at Silver, 2 at Gold, 3 at 

Platinum. A further 34 have registered and submitted statements of 

commitment, 26 of those at case study stage. 

Beacon Hill Academy students celebrating with their Artsmark Platinum Award 

(Photo: Amanda Bradley) 

9

Changing the educational landscape 

Thurrock Council have confirmed that Thurrock Trailblazer has secured 

funding for another three years. At this mid-point, a great deal has been 

achieved and a real ‘culture shift’ has been observed (Appendix 1, Table i, 

1). Year One of the programme tested a format that would support the 

strategic development of cultural learning. It invested in leadership, staff 

training and a curated menu of cultural experiences for all Thurrock pupils. 

As the team have refined and developed this format, key success drivers 

have emerged. 

1. Quality of offer, consistently high standard of delivery 

Aligns with Thurrock Education Commission - Recommendation 2, 

‘Redefine the role of the LA, agree with partners what change means’ 

Trailblazer is developed in partnership with schools and the Local 

Authority. Responding to the trends in school choices, and as part of a 

sharper focus on ROH learning programmes, the Cultural Catalogue has 

been streamlined for 2017/18. The aim has been to fill the gaps that exist in 

school arts provision, as identified by the Cultural Champions. The team 

monitor data provided by schools to ensure that Trailblazer evolves to 

address their priorities. 

“The Cultural Catalogue flagged up that Year 8 was a group that had 

significantly less opportunities. We have been able to address that.” 

Grays Convent High School 

With reduced resource, the team have had a real challenge to present an 

offer that does not compromise on either quality or breadth of experience. 

The Catalogue is reduced in scale and tighter in focus, but has been well 

received by the schools, with no negative feedback, and no schools leaving 

the programme as a direct result. 

“The changes made since last year and the resources provided have 

made a big difference to the clarity of the programme. It is a shame 

that some activities are not available next year but we are happy with 

the choices that have been offered.” 


Satisfaction with the management of the programme, quality of CPD and 

pupil experiences remains high, with 100% giving positive feedback about 

the quality of professional development and impact on the provision of arts 

across the school. Leadership CPD led by Hilary Carty was rated as 

excellent by 100% of participants. 

The proportion of schools engaging year on year has grown, with all but 

three of the current schools continuing into 2017/18. 

10

The team have worked more closely with the Cultural Partners, providing 

forums for discussion and sharing of good practice. They have encouraged 

debate about the quality of feedback collected and how it informs the 

Cultural Partners’ work with schools. There is an interest in working with 

the Cultural Champions network to measure impact on learning; 

“The multi partner meetings at the start of the year are a very useful 

source of both information and inspiration.” 

“Working as part of a network and with ROH as partner offers lots of 

potential. Whilst time is obviously a challenge, there is lots of scope 

for developing new approaches.” 

When surveyed, 50% of the Cultural Partners had made some adaptation 

to their existing offer, to meet the specific needs of the Trailblazer 

programme, 50% had not. Those who made a generic offer from their 

established programme tended to be larger organisations that have 

evolved programmes over time and are site based rather than outreach 

programmes. Those who are tailoring their offer are gaining the most in 

terms of learning and development, and are being well received by schools 

as a result. 

“(Our organisation) always works in a bespoke way when working 

with schools, largely due to primarily working with those with special 

needs, so a tailor-made approach is part of our method. I have 

enjoyed looking at developing the offer to encompass CPD to staff in 

schools to further impact the project legacy.” 

The successful LiCL programme has been a key development this year. It is 

a step-change in the ambitions of the Cultural Champions. It supports 

schools to foster leadership, retain good teachers and secure the positive 

benefits of creative and cultural curriculum development. LiCL illustrates 

just how far Trailblazer has moved from Year One when it was perceived 

primarily as an arts project, to now being a respected provider of staff 

development and catalyst for school improvement. 

“The LiCL cohort could offer a kind of SLE service, going into schools 

to offer support.” 

LiCL group draft vision statement 

Crucially, the Leaders in Cultural Learning are working with ROH Thurrock 

to define what change means for Thurrock schools. They are leading the 

debate about cultural entitlement. 

11

2. Providing challenge and high-quality support 

Aligns with Thurrock Education Commission - Recommendation 1 - 

‘Build a case for change, increase pride and ambition’ 

The importance of the Cultural Champions as agents for change became 

clear early in Year One. Substantial investment of time and resource was 

directed towards them. Support from arts education specialists began in 

January 2015 and has continued since. The challenge and practical support 

provided has been well received by all schools who have made use of this 

resource. The influence of this consultancy can be seen in the growing 

confidence of the action research, as well as more focused selections from 

the Catalogue. There is a much greater match with whole school priorities. 

“We have had input from Pete McGuigan with regards to the 

Artsmark Statement of Commitment and ideas how to develop 

Teacher’s confidence in delivery of the arts.” 

Bonnygate Primary Academy 

The new schools have adapted to the demands of Trailblazer more quickly 

than the previous two cohorts, no doubt following the changes made in 

response to feedback. The confidence and example set by the ‘veteran’ 

Cultural Champions would also seem to be a factor. Entering an established 

programme, with a large number of experienced advocates, who can 

provide concrete examples of the benefits, has helped the new schools. 

Opportunities to share experience have been programmed throughout the 

year, and the LiCL cohort have acted as a key resource for this learning 

community. 

“It’s good to have CPD Trailblazer days where knowledge is shared – 

i.e. understanding the Artsmark Case Study.” 

Harris Primary Academy Chafford Hundred 

Artsmark was introduced in Year Two as a requirement for all schools. The 

challenges of working as a cohort towards a standard in Year One of 

operation has been documented elsewhere. 2 However, as a tool for 

reflection, audit and aspiration for arts provision, Artsmark has provided a 

robust framework. The Artsmark process provided a ‘hook’ from which to 

hang action research and evidence led approaches to arts and cultural 

provision. Cultural Champions were encouraged to think of their Trailblazer 

choices as a series of targeted interventions, and to evaluate the impact 

thoughtfully. In Year Three of the programme, this approach is well 

embedded. Cultural Champions are increasingly confident to identify need, 

gather evidence and report on the impact of cultural learning experiences. 

2 The Thurrock Trailblazer 2015/16 Evaluation report can be accessed at 

http://www.roh.org.uk/learning/learning-in-thurrock/thurrock-trailblazer 

12

Benyon Primary Academy students participating in 

ROH: Create and Sing Carmen and ROH: Chance to Dance workshops 


"Trailblazer has been key to developing a reflective approach to 

cultural learning." 

Benyon Primary Academy 

“The Trailblazer programmes would be integrated into the student 

voice surveys each week to ensure we are covering all elements of 

the programme and uncover any further improvements needed as 

well as the cohorts of students we need to further target and 

develop." 

Hathaway Academy 

Artsmark has galvanised Trailblazer schools to embed cultural learning 

within their school development plans. Trailblazer sits at the top of the 

Artsmark ‘leaderboard’, second only to Hull (a city-wide initiative as part of 

their City of Culture legacy). This has been used repeatedly as a rallying 

call, a motivating, bonding achievement that has helped forge a sense of 

shared purpose and pride. The schools who have been levelled as Platinum 

not only have an Arts Council ‘license to lead’, they have a wide, fertile field 

in which to operate. 

“This is the most effective way for us to ensure that pupils coming 

through our schools have the chance to access the best cultural 

education.” 

Steve Munday, Head Teacher, William Edwards School 

13

Trailblazer schools recognise that this programme has real impact across 

the school - 100% report impact this year. The stakes that have been raised 

through Trailblazer are instrumental to the aspirations and potential to 

make change across the whole of the borough. 

“We have raised awareness of how much creative and cultural 

learning is already taking place within non-arts subjects. Non-arts 

teachers have been really surprised by how many activities they do 

within their departments that do fit under the creative/cultural 

umbrella. We can really work with this.” 

The Ockendon Academy 

A comparison of the aspirations expressed by Cultural Champions over the 

last two years reveals a growing ambition and confidence to make the case 

for change. Cultural Champions feel better able to communicate and 

influence policy in their schools. 86% agree that ‘Trailblazer is taken very 

seriously in my school, the senior leadership team are closely involved’, 

compared with 72% last year. In general, the longer they have held the role, 

the greater their reported confidence in their own leadership and influence. 

The language used around change ambitions this year reflects this growing 

confidence, with Cultural Champions recognising the importance of 

‘managing stakeholders’. 3 

And 

"The Trailblazer Project will make a fundamental difference to our 

pupils and is mentioned clearly within our SDP ensuring that all 

stakeholders are guided by the drive to develop our curriculum and 

engagement through the arts...should, in time, allow our pupils to 

enhance their own appreciation of the creative arts and see that they 

have as much a place in our school as English and Maths have 

attained." 

Quarry Hill Academy 

"We aim to have confident, self-assured learners, demonstrating an 

excellent attitude to learning and are proud of their achievements 

and of the school." 


3 Hilary Carty, Post workshop Report, April 2017 

14

3. Investing in leadership and training 


‘Grow the role of schools as leaders, supporting other schools to improve’ 

Staff development is the strategic heart of Trailblazer. This has ranged 

from practical, skills based and art form specific ‘one hit’ workshops, to indepth, 

high level professional development for aspiring leaders in cultural 

learning. Practitioners in schools, leading activities with pupils is in itself a 

rich seam of professional development that has shaped the classroom 

practice of the many teachers who have been a part of those sessions. 

“Through the Trailblazer CPD activities, many experts came out of the 

woodwork at Palmers, sharing ideas and knowledge relevant to 

projects and enabling me to plan for the programme next year.” 

Palmer’s College 

Support for the Cultural Champions has been carefully reviewed and 

tailored to the needs of successive cohorts. Over time, it is anticipated that 

Cultural Champions (and schools) will move in and out of the Trailblazer 

programme. A number of schools who took part in Year One took a ‘gap 

year’ and returned in Year Three. Whilst Cultural Champions have 

alternated in schools, there has been a relatively small turnover of Cultural 

Champions. It was noted last year that 66% of Cultural Champions had 

achieved promotion. Far from taking them out of the realm of cultural 

learning, in some cases new roles have been created that recognise the 

importance of the work that they are doing. 

Encouragingly, schools are thinking about succession and the potential of 

the Cultural Champion role as a leadership route for talented teachers. This 

was intended from the beginning by Trailblazer, with the recommendation 

that a deputy be in place, but there is now evidence that schools are 

thinking about this more strategically. In the Year Four applications, we 

typically see thoughtful reasons for the choice of deputy: 

“She is a supportive member of staff who a lot of the students look 

up to and is keen to expand the arts at GCHS and her own experience 

of arts and culture.” 

“To develop the Arts within the curriculum.” 

“To give a strategic leadership element to the team.” 

“Keen to develop leadership skills, extremely creative and passionate 

about creative learning.” 

“She is a creative enthusiastic teacher who is developing as a leader 

and can implement literacy within learning.” 

15

By contrast, for less established schools, the reasons for their choices are 

still based on the fact that the teacher has an interest in the arts or an arts 

responsibility. 

When asked to consider how they are sharing knowledge, they have mainly 

cited opportunities to develop skills and knowledge within their schools 

(excepting those on the LiCL course). However, that dissemination is now 

much wider, with whole staff and departmental INSET being a standard 

follow on from Trailblazer CPD. 

“knowledge gained through CPDs and projects are shared during 

staff meetings and uploaded onto the staff shared drive.” 

Woodside Primary Academy 

Investment in the Cultural Champions has continued with the LiCL course. 

Selected participants were invited to join this ‘test bed’ development 

programme that ran over 8 sessions. 4 The progress made by this group 

was rapid, substantial and inspiring. The LiCL candidates presented at the 

Managing Change workshop, led by Hilary Carty and were described as 

‘inspiring’ by the other Cultural Champions. 

“the LiCL course has been invaluable in driving and leading Trailblazer 

in school. As a ‘Champion’ I was able to lead and train staff back at 

school and boost morale.” 

Thameside Primary School 

It will be interesting to compare the work of the other two models and 

whether they are able to move as quickly to such a productive, bonded 

dynamic. Each of these Cultural Champions were nominated by the team 

on the basis of potential shown during the first two years of Trailblazer. 

They have already experienced the leadership training led by Hilary Carty, 

the twilight programme, one to one consultant support, Artsmark 

development and action research strategy. This progression is 

acknowledged in feedback about the course. 

“LiCL course - wow! I’ve learnt a lot and had some great successes, 

building on the last two years with Trailblazer.” 

Beacon Hill Academy 

The LiCL candidates have worked as a supportive peer network, 

developing individual ‘theory of change’ models for their own settings. The 

culmination of the course brought their vision together into a Thurrock 

wide statement of intent. These teachers are empowered, galvanised and 

ready to make change that is felt across the borough, addressing issues 

that they have identified as priorities. Increasingly, the Cultural Champions 

can be seen as a leadership force that can support the development of 

other schools. 

4 This is one of three models commissioned by ROH Bridge. 

16

“I have always believed in arts in education and the impact it can 

have on teaching and learning, yet as a fairly newly qualified teacher I 

lacked the confidence and leadership experience to affect change. I 

had made small victories during my time as Cultural Champion, but it 

wasn’t until the LiCL course that I really felt empowered. The whole 

process led me through exploring leadership styles, identifying 

my strengths and weaknesses and developing reflective practice. The 

support and wisdom I gained from honest and frank discussions with 

Katherine, other teachers and the rest of the LiCL team was 

invaluable. It led to real clarity for me in what I was trying to achieve 

and how to achieve it. Developing a theory of change enabled me to 

think strategically about how to capitalise on the Trailblazer offer in 

my setting and the leadership skills I developed have resulted in 

motivated and committed staff…There is a whole school push on 

embedding the arts into our curriculum – I don’t think I would have 

been able to have such a strong influence without LiCL.” 


There is a great deal of scope for them to contribute to strategic 

development through the Thurrock Local Cultural Education Partnership 

(LCEP), working with interests from across sectors to secure cultural 

opportunities for Thurrock pupils. The LiCL cohort’s draft vision certainly 

matches the LCEPs’ aims both in scope and ambition. 5 

Senior Leaders in discussion at the Thurrock Trailblazer Leadership Conference 

(Photo: Cathy Al Ghabra) 

5 The Thurrock Local Cultural Education Partnership was established in 2015. It is part of a 

national response to the Cultural Education Challenge, launched by the Arts Council in 

October 2015 

17

4. Encouraging and nurturing collaboration 


‘Recruit and retain the best teachers and leaders by establishing greater 

pride’ 

Inter-school collaboration has been a central pillar of educational reform 

over the last decade. From a local authority led model, we now see a 

diverse mosaic of partnerships that influence how schools operate. 

Alliances are based on a variety of common interests: cross-phase 

(strengthening ‘feeder’ relationships), performance (high supporting low 

achieving), size (small or large grouping), faith (under dioscesan 

jurisdiction) and academy chains (both geographically centred and 

national). 

“Terms such as ‘partnership’, ‘network’, ‘cluster’, ‘family’, ‘federation’, 

‘engagement’ and ‘collaboration’ are used interchangeably to 

describe different ways of schools working with one another making 

an already complex area even more difficult to discern.” 6 

The 2013 Thurrock Education Commission emphasised the danger posed 

by such a fractured landscape, where inter school rivalry and mistrust 

presented a barrier to collaboration, creating an unattractive environment 

for recruitment and retention of the best teachers. Compounding this, a 

‘lack of trust between Head Teachers and the Local Authority 

compromised efforts to improve Thurrock schools.’ (Thurrock Education 

Commission, pg 8). In this climate, Trailblazer offered a neutral point of 

connection. 

Of the 35 schools taking part this year, 20 are part of a MAT. Others are 

part of a TSA 7 or linked as faith schools. There is one standalone, without 

any strategic partnership. Amongst these groupings are ‘grass-roots’ 

partnerships, with locally driven agendas, as well as schools which are 

geographical outposts in a national academy chain. Many of these 

partnerships are very new, and not all have bedded down. The potential of 

Trailblazer to be a unifying interest, with a central, shared vision of cultural 

entitlement has been opened up this year. 

Some of these allied groups make expansive statements about their joint 

commitments to the Arts and Cultural learning, whilst others make no 

reference in vision statements and other public facing documents. 

“The Gateway Learning Community will provide an amazing range of 

music, drama, dance and art experiences to help all pupils to develop 

their imagination and creativity. Pupils will be given the opportunity 

6 Dr Paul Armstrong, Effective school partnerships and collaboration for school 

improvement: a review of the evidence - Research report. October 2015, London: 

Department for Education (DfE). 

7 Multi Academy Trust, Teaching School Alliance. 

18

to learn a musical instrument and professional performers will visit 

GLC academies to provide the ‘WOW factor’ that will be remembered 

for years to come.” 

Gateway Learning Community Vision statement 

“The provision of high quality arts and cultural opportunities...is so 

central to our ethos...is an aspect that we wish to roll down into the 

KS1 & 2 educational experiences of students who are likely to make 

the transition from primary school to become members of William 

Edwards, in order for them come to us with some equality of 

cultural experience.“ 

William Edwards School 

The shift of the Cultural Champions from being independent participants in 

a cultural learning programme, to developing a sense of being part of a 

micro research community, is important. They are making a compelling, 

evidence based case for cultural learning. This year, they were invited to 

consider the collaborative structures their schools were part of and how 

wide their influence as Cultural Champions might spread (Appendix 2). 

Development is embryonic. 80% of Cultural Champions reported that they 

were developing productive links with other schools. Slightly more of those 

who are in a MAT (86%) report that they are working across the MAT and 

feel that Trailblazer is helping to raise the status of arts across the trust. 

Cultural Champions came together to discuss how they could work across 

their MATs and other networks to affect change in their schools. Within 

their MAT groups they started to identify shared approaches to cultural 

entitlement and planned key actions to share learning and increase the 

impact of Trailblazer. 

“twilights with other schools have helped immensely in sharing 

impact, ideas and getting our heads together to share best practice. 

For example, collaboration with East Tilbury has influenced our 

curriculum development strategy.” 


“The arts curriculum is planned centrally within the MAT and then 

planned by teachers within each school and distributed across the 

GLC. This is overseen for quality and assurance by the SLT. Each year 

this is developed based upon the needs of each school dependent on 

their SIP. Progress is measured through book scrutiny, observation 

and planning scrutiny both by SLT, and through regular MAT 

curriculum meetings.” 

Herringham Primary Academy, Gateway Learning Community 

The Gateway Learning Community schools have worked together, mindful 

of one of the core values of the Trust. All schools in the Trust are part of 

the programme. They have formalised meetings between the Cultural 

19

Champions across the trust. They are beginning to achieve more coherent 

planning, timetabling and assessment for cultural learning, in line with their 

approach for other areas of the curriculum. The GLC schools are able to 

exploit a shared curriculum and integrated staffing structure to help them 

maximise the benefits of Trailblazer. 

“There are a number of areas that have been identified for the future 

development of arts and culture provision at William Edwards School 

and across SWECET 8 partner schools.” 


The SWECET schools have engaged with Trailblazer as a block, unified by a 

lead Cultural Champion. This approach is rooted in the lead school’s 

position of influence as a Platinum Artsmark school and is an attempt to 

create a coherent, progressive offer which is none the less distinct to each 

school. More work needs to be done around the dynamics of a single lead 

professional working across phase and linked organisations. The two 

schools who already had a strong relationship with Trailblazer have 

continued to do so, but the other two have found it more difficult to 

engage. 

Reporting about their activity this year, Cultural Champions provided 

examples of effective collaboration in a number of areas. Working across 

their MAT, Thameside Primary School and East Tilbury Primary School have 

embarked on a curriculum development programme, putting arts 

experiences at the heart. 

Schools in the Harris Federation are working together to share resources 

and finding opportunities to bring pupils from the primary and secondary 

academies together for cultural celebrations. They are using Trailblazer to 

support Federation core values, and have used workshops to develop 

pupils’ team-work skills. 

Beacon Hill Academy (a Platinum Artsmark school, who are not part of any 

formal partnership in Thurrock) have led joint working with other 

Trailblazer schools. These collaborations were interest led, focused on 

shared activity with particular Cultural Partners. Beacon Hill have worked 

with teachers and students from William Edwards School, Palmers College, 

Shaw Primary School and Grays Convent High School. A shared interest in 

inclusive teaching and learning in dance brought them together. 

“(we) developed lots more mainstream links, which in turn opens new 

opportunities to develop interaction, communication, etc. Working 

with mainstreamers has taught those students and staff how to 

engage and work with students with special needs.” 


8 South West Essex Community Education Trust 

20

Whilst these MATs and other groups have mechanisms in place to share 

learning in core subjects and other school priorities, Trailblazer has brought 

schools together in a different way. The quality of professional dialogue is 

rooted in shared creative experiences. It is expansive and creative, open to 

new ways of working, characterised by a generosity of ideas. 

“Three years of partnership with Trailblazer has provided a wide 

range of opportunities, including relationships built upon and 

continued following an experience or project. All students are 

included in activities alongside governors, other members of our 

MAT, parents and members of the local community”. 

East Tilbury Primary School 

East Tilbury Primary School students participating in a 

National Theatre ‘Make Theatre Day’ 


21

5. Programming ambitious celebration events 


‘Recognise and celebrate achievement in Thurrock’ 

A consistent feature of Trailblazer has been community events that give 

schools a platform to showcase and celebrate cultural learning. From the 

‘Fused’ Festival in Year One, ‘Village Beach: Next Generation’ in Year Two, 

to ‘ROHThurrock10’ in Year Three, the Thurrock team have brought the 

resources of the Royal Opera House to these large-scale events, hosted at 

Grays Beach and High House Production Park. Children and young people 

have been able to see their work and cultural experiences in the wider 

context of Trailblazer, celebrating each other’s achievements, together. 

Families have seen the benefits of cultural learning, with festival events 

allowing them to enjoy cultural activity with their children. At these events, 

Teachers have been inspired by seeing how other schools have responded 

to different Cultural Partners and projects. 

‘ROHThurrock10’ was curated by members of the Royal Opera House 

Thurrock and Covent Garden Learning and Participation teams. Schools 

commented that pupils now have an expectation that “delightful, 

spectacular things happen here”. The event was full of immersive 

experiences that took pupils and teachers out of their ‘comfort zones’, 

leading them to unexpected places. ‘ROHThurrock10’ was firmly rooted in 

the art forms that the Royal Opera House champions - opera, ballet and 

stage crafts. 

“They said that this was the best trip they had ever been on, they 

absolutely loved Alice in Wonderland.” 


“Swan Lake was incredible. All of our children sat on the ‘cold floor’ - 

a really sensory experience and a new experience for them. And 

overwhelming at points, but they all loved it.” 


“We loved La Boheme. The idea of promenade performance is new 

and exciting for our students.” 


These large scale, summer sharings are highly valued. Equally powerful 

have been the moments when Cultural Champions have had opportunity to 

disseminate their learning with other educational professionals. Mick 

Waters and Thurrock Head Teachers, Darren Henley and Nicky Morgan 

from the Arts Council and representatives of many highly respected 

cultural organisations have listened, at numerous symposium events, with 

interest as the Cultural Champions relate their experience of developing 

cultural entitlement in their schools. 

22

Thurrock students participating in a range of ROHThurrock10 activity 

(Photo: Rachel Cherry) 

“…there's nothing quite like the Trailblazer programme...to have such a 

committed group of teachers in one room with a passion for cultural 

learning is quite unique.” 

Darren Henley, Chief Executive of the Arts Council 

6. Building strong, sustained alliances with key supporting partners 


‘Use Governors as key agents of support for improvement’ 

Trailblazer works closely with the ROH Bridge team, the ROH L&P team at 

Covent Garden, the Arts Council and Artsmark, and national cultural and 

heritage organisations. The Head of the Thurrock team has a strong 

working relationship with Thurrock School Improvement, and Head 

Teachers across the borough. The programme draws on the resources, 

expertise and support of these various partners to maximise the reach and 

benefits of Trailblazer. 

Training for Governors has taken place in Year Two, and each school is 

asked to nominate a ‘Cultural Governor’ in their application. Whilst some 

schools have benefitted from the support and scrutiny of their nominated 

Governor, this is an area of work that is not fully developed. 

23

Change in schools - the Trailblazer effect 

Following the successful engagement with Artsmark, which has 

encouraged evidence-led strategic planning, schools have largely 

embraced the whole school ambitions of Trailblazer. ‘Veterans’ are showing 

increasingly mature levels of engagement with this. It has also been 

observed that new schools and Cultural Champions are far more 

comfortable with the process of setting focused objectives, reflecting on 

progress and presenting evidence of impact. These new schools are 

entering an established learning community, where reflective pedagogy 

has become a habit of the group. This has helped them engage with the full 

potential of the programme more quickly. 

“I’ve learnt that we should be using Trailblazer to support whole 

school targets, to embed them into whole school objectives. The way 

we used Trailblazer this year wasn’t as effective as it could be. We 

want to make it a whole school responsibility.” 


At the end of the year, high numbers report that Trailblazer is making the 

most difference in these areas: ‘cultural entitlement’, ‘raise 

aspirations/broaden horizons’ and ‘enhance the curriculum with stimulating 

experiences’. It is also having positive impact in the use of ‘pupil premium’, 

‘developing creative approaches to teaching & learning’, ‘raising the profile 

of the school’ and ‘SMSC’. This is in line with the areas of focus for key 

questions and action research interests this year. 

Few comment on impact seen on parental and community engagement or 

pupil attendance. Again, this is reflected in the lines of enquiry that schools 

identified in their research. 

Key questions for their action research fell into the following broad 

categories: 

● School ethos - covering SMSC/ Cultural Entitlement and British 

Values. 

● Staff development and attainment. 

● Raising standards. 

● Specific arts development. 

● Arts improving learning. 

Many schools worked with Pete McGuigan to explore how Trailblazer might 

make a difference. He encouraged them to think about what they wanted 

to achieve, using the model below. All schools identified goals that went 

beyond the ‘entry’ level of ‘the arts as an enjoyable and enriching addition 

to the curriculum offer.’ All wished to achieve more. Feedback and case 

studies reveal that many of the schools are now working at an advanced 

level, using the arts to explore and develop deeper and more varied 

strategies for teaching. 

24

The arts as an enjoyable and enriching addition to the 

main curriculum offer 

Building on Trailblazer to get more value – preparation, 

working with providers and follow up 

Using the arts, culture and heritage to link with the 

wider curriculum for content and focus 

Using the arts to promote and model the aspects of 

good thinking and learning for students 

Using the arts to explore and develop wider, deeper and 

more varied strategies for teaching. 

©Pete McGuigan 

As well as identifying whole school priorities for development, Cultural 

Champions were invited to share a focused area of enquiry, developing an 

action research question and gathering evidence of impact in their chosen 

area (see table). They worked in groups during the twilights to discuss 

common themes and share ideas of ways to gather evidence, including: 

‘How will improvement in the creative provision given by teachers 

impact upon boys’ progression in skills and attainment?’ 

‘Is following a child-led process in arts teaching conducive to 

developing transferable skills (e.g. resilience, risk-taking, teamwork) 

that would be useful in core subjects (i.e. English, Maths & Science)?’ 

The ways that schools planned to measure change and impact varied. 

There is a bias towards reported attitudes through surveys and interviews. 

However, many of the Cultural Champions are using a wider range of 

methods than last year, including observation of changes in behaviour and 

practice, benchmarked assessments, analysing data and comparison with 

control groups. Following the practice established last year, many schools 

presented their reflections as a short case study. 

Planning for maximum reach 

Many schools looked at how Trailblazer activity might be integrated into 

curriculum and ensure that all pupils have access to cultural experiences. 

Herringham and Grays Convent High School provide good examples. For 

other schools, Trailblazer offers a vehicle to engage pupils through 

compelling learning experiences. This has a positive impact on behaviour, 

motivation and self-esteem. William Edwards School describe the effect 

that this work has had on their pupils (Appendix 3). 

25

Conclusion 

Opportunities for development 

The Thurrock Education Commission pointed to evidence that children and 

young people benefit most when schools work together. A sense of 

collective purpose and concern for pupils across the area, shared by school 

leaders across institutions needed to be fostered. To create this shared 

commitment to raising standards, supporting services would need to 

ensure that the structures were in place for 

“school to school support to improve and not only share good 

practice, but create it.” 

(Gilbert and Hill, 2013, pg 9) 9 . 

School to school support has been encouraged by the DfE. 

“Schools working together leads to better results…Along with our 

best schools, we will encourage strong and experienced sponsors to 

play a leadership role in driving the improvement of the whole school 

system, including through leading more formal federations and 

chains.” 

(DfE, 2010: 60). 10 

Whether schools are part of formal partnership arrangements or not, interschool 

working has been promoted as a means to drive up standards. 

Research into Teaching School Alliances identifies the development of 

trust, critical friendship and peer to peer support as being central to interschool 

collaboration. 11 Ensuring that all staff are involved in partnership 

work is important. 

“whilst the commitment of heads and other senior staff is essential, 

best practice seems to involve forms of collaboration that exist at 

many levels.” 

(Ainscow, 2014, p32). 12 

9 Hayes, G. and Lynch, B. (2013) Local partnerships: blowing in the wind of national policy 

changes. British Educational Research Journal, 39 (3) 

10 Department for Education (DfE) (2010) The importance of teaching: The schools white 

paper. London: DfE. 

11 Rea, S., Sandals, L., Parish, N., Hill, R. and Gu, Q. (2015) Leadership of great pedagogy in 

teaching school alliances: final report (Teaching schools R&D network national themes 

project 2012-14). London: Department for Education (DfE). 

12 Ainscow, M. (2014) Towards Self-Improving School Systems Lessons from a City 

Challenge. London: Routledge. 

26

Trailblazer has created an infrastructure for Thurrock where a key strand of 

school provision can be developed in partnership. The reflective forums, 

shared celebrations, projects and activities are building productive 

relationships between schools and providing models for collaboration 

across MATs. 

In 2013, the Thurrock Education Commission predicted that all Thurrock 

schools could be ‘Good’ or ‘Outstanding’ if these conditions could be 

created. Thurrock now has 49 of its’ 53 Schools and Colleges rated ‘Good’ 

or ‘Outstanding’. Trailblazer is part of the story of change in Thurrock 

schools, and is an important catalyst for collaboration. Trailblazer 

exemplifies good practice in building communities of learning. 

Satisfaction with the programme has been high this year. Schools have 

generally offered positive suggestions about how they would like to see 

Trailblazer develop. 

Areas of interest are: 

● Growing Cultural Champions - the ‘differentiated offer’ has been 

successful this year, and the Cultural Champions remain a relatively 

stable group. How can the programme capitalise on the leadership 

capacity that has been developed through the LiCL course? A formal 

Senior Leader in Education-type role within the local authority might 

be established. How does Trailblazer feed into recruitment and 

retention plans? How can the Cultural Champions engage directly 

with the Local Authority? 

Action - invite members of the Thurrock LiCL cohort to present to 

the 'Local Culture Education Partnership' (LCEP), exploring these 

questions. 

● Ongoing dialogue with Artsmark - those schools that have been 

levelled this year will be considering their next application in 2017/18. 

Artsmark requires an ongoing commitment to quality provision, and 

monitoring of impact across the school. Governors play a key role. 

How can the programme ensure that the reflection and aspiration of 

the Artsmark scheme are explicitly tied into Trailblazer after a school 

has been levelled? 

Action - continue to use Artsmark as a tool for reflection during 

Cultural Champion Twilights; work with the Borough’s wider 

governor programme. 

27

● Routes and pathways for inter-school collaboration - the activity of 

this year shows real potential to develop further. Cross MAT ‘cultural 

passports’, and even a Thurrock wide scheme based on the Leeds 

Breeze card have been proposed. Joint cross-curricular planning is 

taking place, with innovative curriculum design being shared 

between schools. There is an appetite to continue, alongside some of 

the models of engagement tested by the MATs this year. There is an 

interest in well-being as a key area of work. How might ‘satellite’ 

projects be resourced or integrated into the existing offer? Could this 

be supported by the L&P Thurrock or Bridge teams? 

Action - work with Cultural Champions to co-design the twilight 

programme, look at areas where independent working groups might 

be established. 

● Talent Accelerator and the 25-Year Talent Plan - Trailblazer has 

provided examples of practice that inform both regional and national 

thinking towards strategic plans for creative talent development. 

How might schools work with Trailblazer to enhance their Careers 

Advice, Education, Information and Guidance? 

Action - work with the Bridge team and feed into South East Creative 

Economy Network planning. 

● Cultural Partners and capturing evidence of impact - the Cultural 

Champions are working in a much more sophisticated way to plan 

and evaluate cultural learning. The Cultural Partners are interested in 

developing their skills in this area. How might the programme create 

opportunities for sharing good practice across the cultural and 

education sectors? 

Action - invite schools and cultural partners to work together on 

agreed action research areas, presenting case studies at the end of 

the year. 

● Managing the ‘gap years’ - not all schools have engaged with 

Trailblazer, and some perhaps never will. Pressure on school finance 

and capacity of staff mean that some schools have already had a 

year away from the programme, returning when conditions are more 

favourable. Can the programme support other network and 

development activity that schools can access when they are not 

formally taking part? 

Action - consult with a working party made up of MAT Head 

Teachers, Cultural Champions and local authority representatives. 

28

In addition, there are issues that the team would like to address within their 

management and delivery of the programme: 

• Increase student voice. 

• Engage with the LCEP. 

• Match capacity within the team to programme priorities. 

• Agree a strategy for those schools who are yet to engage. 

As the momentum of Trailblazer continues, navigating the fluctuations in 

school engagement and harnessing the growing leadership capacity that 

has been created, will be key to securing cultural entitlement for all pupils. 

A growing evidence base of the benefits of cultural learning and a sharper 

sense of how to get the most from the programme are evident. Programme 

choices are smarter, planning is more strategic. Schools are better 

informed about the impact arts and cultural interventions can have on 

teaching and learning and the well-being of the whole school community. 

Trailblazer deserves recognition for the contribution it has made towards 

the continuing improvement of Thurrock schools. Leadership has been at 

the heart of the work done during the first three years of the programme. 

Cultural Champions are finding their independent voice and are building 

quality, collaborative relationships that are based on trust. These 

professional critical friendships have the potential to sustain Trailblazer 

over the next three years and into the future. 

29

Appendices 

Appendix 1 – progress over three years 

Table i. 

A distinct and valued service driving organisational change and inter-school collaboration, leading to better outcomes for Thurrock pupils 

Timeline – milestones 

Trailblazer, key 

features: 

A high quality 

sustained 

programme 

developed in 

partnership with 

schools and the 

Local Authority 

Providing challenge, 

setting high 

standards 

Thurrock 

Education 

Commission 

recommendations 

2013 

Redefine the role 

of the LA agree 

with partners what 

change means 

Build a case for 

change, increase 

pride and 

ambition 

2014, Thurrock 

Trailblazer 

developed 

following 

consultation 

led by ROH 

Bridge. Aims of 

the programme 

are informed 

by The 

Thurrock 

Education 

Commission 

Sustainable 

funding model 

– school 

contribution, 

ROH, ROH 

Bridge and 

Thurrock 

Borough 

Council 

investment 

Trailblazer, year 1 

2014-15 

10 cultural partners 

21 schools 

Evaluation reports progress on 

cultural entitlement and drivers 

for whole school cultural learning 

Offer refined 

Education consultants working 

with Cultural champions 

Arts Award incorporated 


2015-16 


28 schools 

Evaluation reports positive 

contribution to whole school 

improvement. 

Trailblazer funding is x% of TBC 

school improvement budget. 

Team re-structured 

Artsmark introduced for all 

schools - the second highest 

concentration in England 

Schools led evaluation 

methodology adopted 

Evidence and Impact training for 

Cultural Champions 


2016-17 


35 schools 

Evaluation reports on development of 

leadership for cultural learning and 

development of a learning community. 

Thurrock Borough Council and ROH 

commit to further 3 years funding 

Offer streamlined 

9 schools receive Artsmark levels 

End of year LiCL presentations to 

schools, Vision for Cultural learning in 

Thurrock drafted 

30

A distinct and valued service driving organisational change and inter-school collaboration, leading to better outcomes for Thurrock pupils 

Timeline – milestones 

Trailblazer, key 

features: 

Thurrock 

Education 

Commission 

recommendations 

2013 


2014-15 


2015-16 


2016-17 

Investing in 

leadership & staff 

development 

Grow the role of 

schools as leaders 

supporting other 

schools to 

improve 

Arts CPD and Cultural 

Champions twilights are integral 

Arts CPD elements of programme 

are increased 

Leadership training for Cultural 

Champions with Hilary Carty 

Arts CPD elements of programme are 

increased 

LiCL programme introduced 

Encouraging & 

nurturing 

collaboration 

Recruit and retain 

the best teachers 

and leaders by 

establishing 

greater pride 

Cultural Champions share case 

studies and celebrate good 

practice 

66% of Cultural Champions 

achieve promotion in their schools 

Mick Waters notes strength and 

potential of Trailblazer as a learning 

community at Leadership conference. 

Darren Henley notes unique 

concentration of cultural learning 

leadership. 

Showcasing and 

celebrating cultural 

learning 

Recognise and 

celebrate 

achievement in 

Thurrock 

Fused Festival 

Village Beach: Next Generation 

Kenningtons and Beacon Hill win 

Historic Royal Palaces National 

Time Explorers Challenge Award. 

Theatre Royal Stratford: Living 

libraries sharings 

ROHThurrock10 

Treetops and Beacon Hill win Historic 

Royal Palaces National Time Explorers 

Challenge Award. 

Building strategic 

alliances 

Use Governors as 

key agents of 

support for 

improvement 

Working relationships 

established with ROH Bridge, 

TBC Children’s Service, 21 

schools, 

Working with Artsmark & Arts 

Council, Thurrock Head Teachers, 

Thurrock LCEP established 

Strong relationship with School 

Improvement service 

Schools appoint Cultural 

Governors 

Thurrock is the ‘test bed’ for ROH 

National programmes 

Relationship continues with TBC School 

Improvement service under new 

leadership 

31

Appendix 2 – Influence 

Thurrock Trailblazer 2016/17 - Survey results 

Reporting on a Liekert 1-5 scale, the end of year survey asked Cultural Champions to rate progress against a range of measures across 7 

categories. Their responses were averaged for each category, then rag–rated. Red denotes areas to develop, amber in development and green 

where they are seeing the most positive change. 

Professional 

development 

of Cultural 

Champions 

Quality of 

support for 

Cultural 

Champions 

Positive impact 

on arts provision 

across the school 

Wider influence 

of Cultural 

Champion 

within school 

Whole school 

impact of 

Trailblazer 

Trailblazer 

embedded in 

school. 

PRIMARY SCHOOLS 


Harris Primary Chafford Hundred 

Corringham Primary School 

Purfleet Primary Academy 

Kenningtons Primary Academy 

East Tilbury Primary School 

Chadwell St Mary Primary 

Bonnygate Primary Academy 

Belmont Castle Academy 


Graham James Primary Academy 

Shaw Primary Academy 

Herringham Primary Academy 

Tilbury Pioneer Primary Academy 

32

Professional 

development 

of Cultural 

Champions 

Quality of 

support for 

Cultural 

Champions 

Positive impact 

on Arts provision 

across the school 

Wider influence 

of Cultural 

Champion 

within school 

Whole school 

impact of 

Trailblazer 

Trailblazer 

embedded in 

school. 

SECONDARY SCHOOLS 

Ockendon Academy 


Hathaway Academy 

Hathaway Academy 2 


William Edwards School 2 

Harris Academy Chafford Hundred 

The Gateway Academy 

COLLEGE 

Palmers College 

ALTERNATIVE PROVISON 

Treetops School 

The Olive Academy 


These ratings are based on responses to the end of year survey for Cultural Champions. The questionnaire was completed by 26 schools 

between 22 nd May – 26 th June 2017. 

1. Please tell us your name and the name of your school. 

2. As a Cultural Champion, what aspects of your professional practice do you think you have developed through the Trailblazer 

programme? Please rate from 1 - 5 with 1 = very much so, 5 = not at all. 

• Leadership skills. 

• Knowledge of how to integrate Arts & Culture into whole school policy. 

• Arts specific skills. 

• Arts led approaches to teaching and learning across the curriculum. 

33

• Reflective practice and evaluation of impact. 

• Programme management skills. 

3. How would you rate the quality of the support and development for Cultural Champions? (1 = excellent, 2 = good, 3 = satisfactory, 4 = 

poor, 5 = very poor). 

• Cultural Champion twilight sessions. 

• Cultural Champion leadership training. 

• Consultant support. 

• Peer support from other Cultural Champions and the Trailblazer community. 

• Advice, information and management from the Trailblazer team. 

• Communications and sharing of information. 

4. Thinking about your Arts provision across the school, where has Trailblazer made a positive difference this year? How much do you 

agree with these statements? (1 = very much so, 5 = not at all). 

• Staff are more confident to plan and deliver high quality arts and cultural learning activities. 

• The amount of arts and cultural activity in the school has increased. 

• Pupils have made improved progress in their arts learning. 

• Teachers are using more creative approaches to teaching and learning in the arts. 

• We have seen an in-depth change in the quality of our arts provision. 

• Pupils are accessing high quality arts and cultural learning through Trailblazer. 

• Trailblazer has helped us raise standards of achievement in the arts. 

5. Thinking about your wider influence as a Cultural champion and of Trailblazer, how much do you agree with these statements? (1 = very 

much so, 5 = not at all). 

• Trailblazer is taken very seriously in my school. The senior leadership team are closely involved. 

• When there are practical challenges, my school has been able to find solutions. 

• Trailblazer has a high profile in my school, all staff know about our activities. 

• Pupils and staff value Trailblazer. 

• Parents and carers know about and value our activities. 

• Trailblazer is recognised as making an important contribution to raising standards in my school. 

• Teaching and learning in other subjects has improved through Trailblazer. 

• We are sharing our good practice with other schools. 

• We are having an influence on arts and cultural provision in other schools. 

34

6. Has Trailblazer been used to support your school in any of these areas? (1 = very much so, 5 = not at all). 

• Cultural Entitlement. 

• Improve behaviours for learning. 

• Health, well-being and personal development. 

• Raise aspirations/broaden horizons. 

• Community/parental engagement. 

• Attainment in the Core Subjects. 

• Use of pupil premium. 

• Develop creative approaches to teaching & learning. 

• Improve quality of teaching & learning in the arts. 

• Enhance the curriculum with stimulating experiences. 

• Raise the profile of the school. 

• British Values - community cohesion. 

• Spiritual, Moral, Social, Cultural education. 

• Attendance. 

7. Through your work with Trailblazer, have you been able to develop relationships with other schools? Tick any that apply. 

• Yes, within our Multi Academy Trust. 

• Yes, within a Teaching School Alliance. 

• Yes, with schools that we already work with. 

• Yes, with schools that we have not had any connection with before. 

If you answered yes, how have you worked with other schools? 

8. If you are part of a Multi Academy Trust, do you feel that Trailblazer has helped raise the profile and value of arts and culture at Trust 

level? (1 = very much so, 5 = not at all). 

9. Thinking of the future, how securely do you think that Trailblazer is embedded in your school? (1 = very much so, 5 = not at all). 

35

Appendix Three 

Case Studies from a selection of schools 

Name of School: Herringham Primary Academy 

School Type: Primary 

Name of Cultural Champion: Stephen Moon 

What whole school priority is linked to Trailblazer? 

● Improve SMSC across the school. 

● To have a more diverse curriculum. 

● To improve boys progress through interesting links in the curriculum to core 

subjects. 

How did Trailblazer support this whole school priority? 

Constant communication via the team at Trailblazer, both electronically and via 

organised meetings independently with the school and as a whole MAT. We also met 

regularly at Cultural Champion development days and through twilight meetings. 

What is your action research question? 

How can we develop and improve links between the arts (foundation curriculum) and 

core subjects to raise attainment across the school? 

What did you do? 

● Matched teachers to CPD that tailored their needs and interests and also that the 

CPD was spread throughout the school so that all year groups had opportunities. 

● Met with teachers after each CPD for ideas of how it could support the 

curriculum. 

● Made sure that all year groups had a chance to experience an element of 

practitioner led ROH courses or workshops. 

● Organised the MAT team of champions to evaluate and organize future activities. 

● Fed back the success of the scheme to SLT and the governing body. 

Who took part 

The majority of the school in some way had some part in the scheme. Teachers fedback 

to other teachers in their year groups. Similarly, if one class experienced a workshop, the 

opportunities were shared amongst classes e.g. Carmen or the puppet theatre activities. 

What impact did it have? 

● Improved arts skills, knowledge and understanding for all pupils. 

● Improved attainment also in the enjoyment and attainment in a range of pupils, 

such as our white British boys and pupil premium children. 

How did you measure this? 

Evaluation of books and scrutiny of work shows the impact, as does visiting the classes 

during practical activities and seeing the enjoyment of the pupils. 

Taking it forward 

To get more from the process next year we need to do the following: 

● Match the choices made from the catalogue to our long-term plan to obtain 

maximum impact and support core subjects. 

● Look at how current GLC topics can be substituted for ROH topics to show 

compare outcomes and embed practice. 

● Allow teachers to feedback CPD in whole school staff meetings. 

36

Name of School: Grays Convent High School 

School Type: Secondary 

Name of Cultural Champion: Lucie Burrow 


● To support a developing Arts curriculum. 

● Improve the quality of the curriculum. 


● Cultural Champion attended the ‘Leaders in Cultural Learning’ course. 

● Links to external providers and practitioners to enhance offer. 


As Pupil Premium students account for almost 25% of our total school cohort, how can 

we better develop the provision of Arts and Cultural opportunities for disadvantaged 

pupils and especially the most able? 


● Audited current provision within the curriculum and created a cultural calendar. 

● Took leadership responsibility for the organisation of Palmers College Excellence 

Days - these included Art and Media, History and Law, Performing Arts/ Drama / 

Theatre Studies, Art, Dance and English Literature. 

● Targeted PP students where possible. 

● Extended the cultural offer - LAMDA workshops - part funded by PPG; Hope 

Fitzgerald Photography workshops; Design & Make; Flying Dutchman CPD - this 

led to a performance at the ROH: Big Sing; Infra workshops by Studio Wayne 

McGregor and The Royal Ballet; Royal Shakespeare Company CPD used for 

practical approaches to language analysis and text engagement; Discover 

Drawing and the Coalhouse Fort CPD. 

Who took part? 

● Middle and senior leaders. 

● Pupils from all year groups targeted according to need – e.g. KS4 exam groups, 

whole year group teaching material, PP students, gifted and talented, 

● CPD informed schemes of work across all arts and humanities classes. 


● Clarity of 'gaps' in arts & cultural opportunities to target for future activities. 

● Further enhancement of extra-curricular dance offer. 

● Careers Education opportunities. 

● Enhanced KS4 GCSE Art curriculum through a project based study. 

● Enhanced English curriculum Year 8-11. 

● Cross curricular links enlivening Humanities POS. 


● Development of a student Arts Council to lead and support Arts and Culture 

across the school. 

● Further development of cultural calendar-to a fixed / fluid calendar of events. 

● Cultural offer - an entitlement for ALL pupils who attend the school and what 

they will have access to during their time at Grays Convent High School. 

37

Name of School- William Edwards School 

School Type: Secondary 

Name of Cultural Champion: Neil Moore 

Why did your school join Trailblazer? 

To enable collaboration with outside artistic/Cultural Providers. We feel it is important 

that we work closely with other schools. 


● Whole school ethos of creating well rounded individuals, to help both their 

intellectual and emotional development. 

● To create a cultural passport/platform based on equality of cultural experience 

for our students who transfer to WES and across the other schools in the 

SWECET MAT. 


● Providing an excellent workshop and providing the usual background support 

from the team. Offering a diverse and relevant programme of study. 


How can we inspire disengaged boys through the art and cultural activity? 


● A Breakin’ Convention dance workshop led by an external group of 

professionals. 

● Worked with boys to focus on their coaching and leadership skills and use their 

energy in a positive way. 


● Mostly KS3 boys who have showed signs of disengagement during the first 

two years of Secondary school. 


For the most of the cohort we witnessed a raise in attendance and/or positive 

attitude and commitment. 


With individual case studies, data analysis using the school’s rewards and sanctions 

record, attendance figures. Observations and conversations with students and 

teachers. 


● High profile showcase of achievement from this year - Wembley 04/18, 02 

05/18, Disneyland Paris 07/18. 

● We will continue to conduct action research around positive attitudes towards 

dance with KS3 boys, with a focus on our PP students. 

38

Some schools also provided an analysis of their work with particular parts of the 

programme. These continue as part of the offer for 2017/18. 

School: Little Thurrock Primary School 

Project: ROH: Discover Dance CPD 

How did you use this project in your school? 

● Shared learning with the PE (& dance) coordinator and also our drama lead. 

● Incorporated dance into the Year 2 scheme of work - 

Van Gogh sunflowers- the children have imagined and created movements to grow like 

a sunflower out of the ground as a topic starter. 

Oceans - the children used dance moves to imagine playing on the beach. Using key 

words to create actions and then develop them into dance moves to express their 

feelings of happiness. 

Healthy eating topic to reinforce awareness of the importance of exercise. 


Two Year 2 classes and a Year 3 class. 


Children are more aware of some basic dance moves. They have more of an 

understanding of how dance links into the curriculum topics. It has made them more 

engaged. It has also made them more relaxed and focused when then leading to their 

art work. It has made them freer to express their feelings. 


I did this with two Year 2 classes only. One other class did not have the dance element 

included within the same topic. It was clear that the class with dance had better 

engagement and enjoyment. 

Do you have any plans to develop anything from this project? 

Currently, I have used this as a start of my own development target; to work across the 

arts more. Next year our literacy focus will include a performance, which will include 

dance, music and art. This fully integrated project is being led by our Deputy Head and 

Literacy coordinator. I will to be part of the working party that integrates this fully into 

the curriculum. Children will perform to each other and parents. 

39

School: Thameside Primary School 

Project: ROH: National Nutcracker 


We used the project to deliver the Discover and Explore Arts Award for Year 2 and 4. 

Did this project support a whole school priority? 

The project is part of our School Improvement Plan to embed arts into the curriculum 

and make cross curricular links in learning. 


Year 2 and 4. 


100% of Year 2 passed their arts award and 98% of Year 4 - the cross curricular links 

were not embedded enough but we are hoping to use it as a literacy project next year. 


Cross curricular literacy/story writing project for the coming academic year. 

School: Hathaway Academy 

Project: Jo Frater: Confidance 


We explored the topic of ‘Goals and Aspirations’ through the medium of dance. 


Raising aspirations. 


Students were selected from Year 7-9, to consider their future and think about 

employment prospects. 


It gave students ideas to develop news skills, knowledge and experience to enhance 

their CV’s. 


Through carrying out observations, student involvement and participation throughout 

the workshop. 


Not as such, however, I would like to target students with emotional health and 

wellbeing needs to take part in future projects/workshops. 

40

School: Purfleet Primary Academy 

Project: ROH: Create and Sing Carmen 


This project was run as a Performing Arts Club. We started the project in October 2016 

and have kept it going at the children’s request. 


We needed to develop singing across the school and targeted KS2 children. This is an 

area we really want to invest some time and effort into. It’s a work in progress, but the 

project really allowed us to focus on a core group of children and develop their singing 

abilities. 


30 children across KS2 and 2 members of staff. 


Today the Performing Art Club were singing their favourite Carmen songs to the rest of 

KS2 in Assembly. They were doing a recruitment drive for next year’s project. The 

children preformed with confidence and skill – the best they have ever performed. If 30 

children can sing Carmen at the drop of a hat in assembly – surely that’s impact. We 

currently have a huge waiting list for next year! 


We filmed the children at different points in the project to see how they were 

progressing. 


We will continue the Performing Arts Club into next year – the legacy of Carmen will live 

on – not sure what we will perform yet, but I’m sure they will be amazing! 

I think the Carmen project inspired our children to sing without limitation. Throughout 

the project they have seen themselves develop as performers and hold an audience 

captivated. It has been one of the most powerful things I have seen in my career of 16 

years. Every school needs an experience like this! 

41

Thurrock Trailblazer is supported by 

Thurrock Borough Council, Royal Opera House Bridge, 

Paul Hamlyn Education Fund and Kim Samuel.

TT1617 Evaluation Report

Create successful ePaper yourself

Delete template?

Save as template?