TT1617 Evaluation Report

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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? <strong>Evaluation</strong> 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 What whole school priority is linked to Trailblazer? ● To support a developing Arts curriculum. ● Improve the quality of the curriculum. How did Trailblazer support this whole school priority? ● Cultural Champion attended the ‘Leaders in Cultural Learning’ course. ● Links to external providers and practitioners to enhance offer. What is your action research question? 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? What did you do? ● 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. What impact did it have? ● 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. Taking it forward ● 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
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 30 and 31: ● Routes and pathways for inter-s
Page 32: Appendices Appendix 1 - progress ov
Page 36: Appendix 2 - Influence Thurrock Tra
Page 40: • Reflective practice and evaluat
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

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