Trailblazer Evaluation Report 17/18

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Photo Credit: Grace Price ‘‘ 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 ’’ HEADTEACHER, SECONDARY SCHOOL
These peer to peer inter school relationships are the way that Trailblazer is able to increase the reach of the CPD it provides. This is potentially a strong foundation for a teacher led local ‘ecology’ where arts and cultural education can thrive. However, only 56% of Cultural Champions say that they are very confident that the arts are securely embedded in their schools, with 13% not confident at all. It isn’t clear if this is a true reflection of how secure arts provision is in those schools. When asked to comment, Cultural Champions cite budget pressures and the squeeze on curriculum as a consequence of SATs, Ebacc etc. This is a national issue, but the extent to which this translates to reduced curriculum time and cuts in arts provision for Thurrock schools is not known – further research is required. In any case, the strength of this peer network is still very dependent on the framework and input provided by the Trailblazer team. Some Cultural Champions find it difficult to maintain contact between twilight sessions, and it is doubtful whether much of this ‘knowledge exchange’ would take place without Trailblazer. Making a change at school level As part of the application process, schools are asked to consider how Trailblazer feeds into whole school priorities, and how it can have value across the school. A team of consultants worked with Cultural Champions and Headteachers in the first year to explore the potential (positive) impact of Trailblazer activity on teachers, children and their community. Over the last three years the Cultural Champions have been encouraged to think carefully about their expectations and how they will know that the work is making a difference in their school. This year has seen a shift in attitudes and confidence – during the twilight sessions the atmosphere was notably more relaxed and open to an enquiry led, evidence based investigation. Discussion at tables was animated, and teachers shared approaches to research and gathering evidence. The detailed evidence plans that many schools drafted were more focused and viable than in previous years (Appendix 2). Cultural Champions are asking relevant, well framed questions about the impact that Trailblazer can have. For example: “How does a Trailblazer CPD session impact termly planning?” “Does leading learning sessions for others enable students to improve their own learning in Drama?” “Does taking part in ROH Create & Sing Carmen significantly improve boys confidence and attitudes to performance? Do they attain higher elsewhere?” Cultural Champions 11
Page 1 and 2: THURROCK TRAILBLAZER 2017/18 CULTUR
Page 3 and 4: Contents Evaluation Aims 1 Thurrock
Page 5 and 6: Evaluation Aims To report on the tr
Page 7 and 8: Photo Credit: Belinda Lawley …my
Page 9 and 10: Satisfaction with the programme Tra
Page 11 and 12: The team has had periods of reduced
Page 13: culture and communities, health, we
Page 17 and 18: Photo Credit: Brian Slater ‘‘ .
Page 19 and 20: Photo Credit: Brian Slater ‘‘ E
Page 21 and 22: The arts as an enjoyable and enrich
Page 23 and 24: Investing in leadership Staff devel
Page 25 and 26: Confidence in their leadership skil
Page 27 and 28: This work has been extremely succes
Page 29 and 30: Photo Credit: Belinda Lawley ‘‘
Page 31 and 32: Engagement through the MATs 27
Page 33 and 34: Photo Credit: Brian Slater ‘‘ I
Page 35 and 36: The challenge for Thurrock, the Roy
Page 37 and 38: Consolidate the leadership componen
Page 39 and 40: “There’s nothing quite like the
Page 41 and 42: Appendix Two
Page 43 and 44: PRIMARY, SECONDARY, POST-16 & SEN O
Page 45 and 46: Report by Michele Gregson (August 2

Trailblazer Evaluation Report 17/18

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