TT1617 Evaluation Report

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● 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
Page 1: Thurrock Trailblazer - Changing Cul
Page 4 and 5: Aims of the evaluation This evaluat
Page 6 and 7: Champions encouraging those new to
Page 8 and 9: Thurrock Trailblazer and how it has
Page 10 and 11: Key developments The programme cont
Page 12 and 13: Changing the educational landscape
Page 14 and 15: 2. Providing challenge and high-qua
Page 16 and 17: Trailblazer schools recognise that
Page 18 and 19: By contrast, for less established s
Page 20 and 21: 4. Encouraging and nurturing collab
Page 22 and 23: Champions across the trust. They ar
Page 24 and 25: 5. Programming ambitious celebratio
Page 26 and 27: Change in schools - the Trailblazer
Page 28 and 29: Conclusion Opportunities for develo
Page 32: Appendices Appendix 1 - progress ov
Page 36: Appendix 2 - Influence Thurrock Tra
Page 40: • Reflective practice and evaluat
Page 44 and 45: Appendix Three Case Studies from a
Page 46 and 47: Name of School- William Edwards Sch
Page 48 and 49: School: Thameside Primary School Pr
Page 50: Thurrock Trailblazer is supported b

TT1617 Evaluation Report

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