BRIDGE
Schools and Cultural Engagement A review of school and cultural engagement across Essex, Hertfordshire, Bedfordshire and North Kent
Compiled and written by Hannah Wilmot Data sourced and analysed by Kaili Jarv
March 2013 Contents
1. Introduction
1.1 Background 1.2 National Policy Context 1.3 Additional Local Issues
2. Facts and gures
2.1 Population 2.2 Schools 2.3 Pupil Characteristics 2.4 The Quality of Education 2.5 Attainment 2.6 Involvement in Arts and Culture 2.7 School Funding
3. Schools engagement
3.1 School Provision 3.2 Engagement with the Culture Sector 3.3 Awareness of Artsmark and Arts Award 3.4 Arts Award 3.5 Levels of Engagement
4. Schools’ Motivations for Engaging with Cultural Sector
5. Barriers to Engagement
6. Future Opportunities
7. Conclusions and Implications
Appendices
(i) Footnotes and References (ii) Teaching Schools in the ROH Bridge Region 1 Introduction National policy context
Background The education landscape is constantly shifting; it is worth noting signi cant Royal Opera House (ROH) Bridge is one of recent changes that might a ect the ten Bridges nationally funded for three cultural education landscape. years by Arts Council England (ACE). Based in Pur eet, Essex, ROH Bridge works The English Baccalaureate (EBacc), across Hertfordshire, Bedfordshire, Essex introduced by the government as a school and North Kent to help connect children accountability measure in 2010, places an and young people to great art and culture. emphasis at Key Stage 4 (KS4) on achievement of GCSEs across core In 2012, A New Direction - the Bridge for academic subjects; English, maths, history London - working in partnership with the or geography, the sciences and a Mayor of London and Arts Council language. Research undertaken for the England, commissioned the National Department for Education (DfE) by Ipsos Foundation for Educational Research MORI revealed that 27% of schools had (NFER) to investigate cultural education in withdrawn a course for the 2012/13 London schools. academic year due to the EBacc.
The resulting report provides valuable The most commonly withdrawn subjects insights for all those working at the were drama and performing arts, followed interface between schools and the by art and design technology. Schools cultural sector but necessarily with a high proportion of students eligible focuses on London schools. for Free School Meals (FSM) were more than twice as likely to have withdrawn arts This report aims to build on the NFER subjects than those with a low proportion. study and provide regional and local In February 2013, the Secretary of State contrast for the ROH Bridge region. for Education, Michael Gove, made a statement on the future of quali cations, In line with the NFER study, cultural school league tables and the national education is used in this report to curriculum. Proposed reforms potentially describe the learning opportunities which a ecting the arts and culture include: a school o ers its young people through curricular, extra-curricular and The withdrawal of plans to develop out-of-hours activity. Cultural English Baccalaureate Certi cates engagement refers to their work with which would have created a two-tier cultural organisations, services and quali cation system. GCSEs will be providers. reformed with a move to linear courses with nal written assessments. Replacing the existing ve A*-C - broadly equating to the EBacc subjects - grade measure for secondary most often required for entry to leading schools with two new measures: the universities. This guide hit the press when percentage of students reaching an the 2011/12 A Level league tables agreed level in English and maths; included (for the rst time and without and an average point-score for prior noti cation) the proportion of students at the end of KS4 across students reaching AAB or higher in eight subjects including English, facilitating subjects. maths, three EBacc subjects and three additional subjects, 'whether The Russell Group guide however those are arts subjects, academic recommends that young people 'wanting subjects or high quality vocational to keep their university options open' quali cations.' should take at least two 'facilitating' A-level subjects and noted that students Revisions to National Curriculum taking one 'soft' subject - including arts programmes of study have been subjects - in a 'portfolio of subjects' were published for consultation, for rarely disadvantaged in their university introduction to schools in September application. 2014. The aim is to slim down the content but concerns have been raised that the Many high performing state and proposals mark a return to a independent schools have expressed knowledge-based curriculum. anger at the new DfE measure which they claim is 'killing key subjects such as The purpose of study for history, for economics and the arts at secondary example, states 'a knowledge of Britain's school level.' past, and our place in the world, helps us understand the challenges of our own The coalition government introduced a time.' rapid expansion of the academies programme with over half of all secondary This focus on British history and the schools and a growing number of primary proposed chronological study have and special schools now converted or caused unease amongst teachers and registered to convert. historians. Implications for the cultural sector include the proposed shift for The route and motivation for academy studying the Victorians from Key Stage 2 status comes from two distinct groups of to Key Stage 3. This may be an issue for schools. If a school is judged by Ofsted many museums and heritage sites for (Oce for Standards in Education, whom 'The Victorians' has been a staple Children's Services and Skills ) to be o er of their primary schools programme underperforming, a sponsor (a business, but may attract fewer schools at KS3. university or high performing school) may be brought in to improve the school. In 2011, the Russell Group of universities published 'Informed Choices', a guide that includes a list of 'facilitating subjects' In contrast to these 'sponsored A guarantee of fair and equitable academies', 'converter academies' are access to academies for all young high performing schools that elect to opt people, regardless of background out of local authority control and are often motivated by a desire to protect Greater accountability to pupils, their ability to innovate. parents and other stakeholders.
Some academies are grouped together in As the academy programme increases 'academy chains'. There are various school autonomy, the corollary is the models operating but the most common reduction in funding, stang and is the multi-academy trust (MAT) that in uence of the local authority in relation governs a group of schools through a to schools. As a result, schools are coming single set of members and directors. A together in new arrangements: academy proportion of each school's funding is chains are mentioned above but other retained by the trust to pay for central models include school federations and costs and to buy shared services. ROH Teaching School alliances. There are Bridge has begun strategic conversations currently 16 designated Teaching School with one such MAT in Essex: the alliances in the ROH Bridge region (see ‘Academies Enterprise Trust.’ Appendix 1) and the ROH Bridge is currently investing in cultural learning In the ROH Bridge region, fewer than 10% opportunities across nine of these. The of primary pupils currently attend number of Teaching School Alliances academies but the picture is more varied nationally is growing at a rapid rate. at secondary level (ranging from 38 - 84%) and is changing rapidly. Free Schools, Additional Local Issues University Technical Colleges (UTCs) and Studio Schools are emerging. These are Commissioned research and ongoing also academies. intelligence gathering by the ROH Bridge team has identi ed the following issues In January 2013, the Academies speci c to the region: Commission (established by the RSA and the Pearson Think Tank) published its Raising pupil aspirations report. Whilst recognising 'some stunning successes among individual Proximity to London is both a sponsored academies and academy strength and a weakness giving ease chains' the report states that 'it is of access to the capital's cultural increasingly clear that academy status o er but often at the expense of alone is not a panacea for improvement.' local provision The report recommends:
A forensic focus on teaching and its impact on pupils’ learning Areas of signi cant deprivation Beds, time-consuming and complex particularly in the coastal areas of conversion from a three tier to a two tier Essex and North Kent but also in system is restricting schools capacity to urban areas such as Luton. Jaywick, a be outward facing. ward in Tendring District Council in north east Essex, came top in the Indices of Multiple Deprivation 2010 2 Facts and Figures
Rural isolation with limited access to Population cultural venues that are mostly located in urban areas The total population in the ROH Bridge region is 4,066,600, of which 25% are Opportunities for developing future children and young people aged 0-19 school leaders as part of local (1,006,100) which is in line with the authorities succession planning national average of 24%. The proportion of young people is highest in Luton where Increasing young people's access to they make up 28% of the population. cultural diversity (especially in areas with limited diversity) The counties of Essex and Hertfordshir e have the largest populations (34% and Interest in developing local 28% of region’s total respectively). curricular. Southend Education Trust, Bedfordshire (Bedford, Central for example, is working with Bedfordshire and Luton) and North Kent Cornwall County Council to develop (Medway, Dartford, Gravesham and its own local 'Inspire Curriculum’ that Swale) each account for 15% of the meets statutory requirements but is regional total with Southend and also creative Thurrock each having 4% of the total population. The need to increase creative skills among younger teachers Schools
Challenge of recruiting governors in NB the data presented and analysed in parts of the region. this section is the most recent available but is 15 months old. The situation is uid It is worth noting that state-funded with, for example, ever greater numbers selective grammar schools still operate in of schools converting to academy status. parts of the ROH Bridge region, namely, Essex, Kent, Medway and ROH Bridge region has a total of 2,433 Southend-on-Sea. schools and 846,432 pupils on roll (this includes all of Kent). Most primary pupils In Bedford, Central Beds and parts of attend Community schools ranging from Hertfordshire, a three-tier school system 40% in Bedford to 85% in Luton. operates of lower, middle and upper At secondary level, the picture is more schools. In Dacorum and parts of Central Table 1: Status of School: Percentage of primary school pupils, Jan 2012 Source: DfE
Community Voluntary aided Voluntary controlled Foundation Academies Total Bedford 40% 13% 8% 34% 5% 100% Central Beds 58% 10% 12% 12% 7% 100% Essex 54% 13% 10% 15% 8% 100% Hertfordshire 71% 20% 6% 2% 1% 100% Kent 58% 16% 19% 4% 4% 100% Luton 85% 12% 0% 1% 1% 100% Medway 76% 12% 8% 2% 1% 100% Southend 73% 11% 0% 12% 4% 100% Thurrock 80% 12% 1% 7% 0% 100%
Table 2: Status of School: Percentage of secondary school pupils, Jan 2012 Source: DfE
Voluntary Voluntary SECONDARY Community aided controlled Foundation Academies Total Thurrock 0% 7% 0% 9% 84% 100% Medway 5% 5% 0% 15% 75% 100% Southend 0% 0% 0% 34% 66% 100% Essex 10% 4% 1% 26% 59% 100% Kent 9% 8% 3% 23% 57% 100% Luton 20% 11% 0% 24% 44% 100% Bedford 15% 8% 0% 32% 44% 100% Hertfordshire 30% 14% 2% 12% 42% 100% Central Beds 23% 10% 4% 25% 38% 100%
At secondary level, the picture is more Medway has the highest proportion of mixed as the tables illustrates. pupils identi ed as having Special Educational Needs (SEN) in the ROH Pupil Characteristics Bridge region (24.4%), while Thurrock has the highest percentage of pupils with SEN Luton and Bedford have the most statements in the ROH region (3.5%). ethnically diverse pupil populations across the ROH Bridge region. Luton, in The Quality of Education particular, has almost three quarters of its primary pupils and over 60% of secondary Ofsted inspection outcomes for all pupils of ethnic minority backgrounds. maintained schools - at 31 August 2012 - show that Bedfordshire local authorities Across the ROH Bridge region, the largest (Bedford, Central Bedfordshire and Luton) minority ethnic group is Asian (6% of have the highest percentage of good or primary school pupils and 5% of outstanding schools in the ROH Bridge secondary school pupils) followed by region and Thurrock the lowest pupils classi ed in White Other and Mixed predominantly due to the small number Ethnic background categories. of Primary schools being deemed ‘good’ or ‘outstanding ’. Luton and Bedford are also the areas within the region with the highest However, the picture is di erent once percentage of pupils whose rst language phase of education and pupil numbers is known or believed to be other than are taken into account. In several local English. Around half of Luton primary authorities, the quality of schools - as school pupils and just over 40% of judged by Ofsted - varies signi cantly secondary school pupils speak English as between primary and secondary schools an additional language. Most of the ROH as illustrated below. Bridge region, however, has a lower percentage of pupils with a rst language Areas can be divided into ve quintiles other than English compared to the based on how likely it is for pupils to national average. attend good or outstanding primary or secondary schools (table 5). The percentage of pupils eligible for and claiming free school meals is higher in 1 Pupils are most likely to attend a primary schools than secondary schools good or outstanding school. across the ROH Bridge region. This follows Primary schools in Bedford and national patterns and is in uenced by Central Bedfordshire, secondary many teenagers' reluctance to be labelled schools in Luton and Thurrock. as 'FSM'. The di erence is smallest in Luton, where the proportion of FSM pupils is highest in both primary and secondary schools. Table 3: Percentage of ethnic minority pupils in schools, Jan 2012
Source: School Censos, DFE
England Medway Luton Thurrock Thurrock Southend Bedford Kent Kent Essex
Central Beds Central Hertfordshire
Primary Schools Secondary Schools
Table 4: Percentage of pupils eligible for and claiming free school meals,
Jan 2012 Source: School Census, DFE
Luton
Bedford Medway Kent Kent Southend Essex England Thurrock Thurrock
Central Beds Central Hertfordshire Table 5: Percentage of good or outstanding schools inspected at
31/08/2012 Source: Ofsted inspectors - Annual Report 2011-12
England Essex Kent Kent Bedford Medway Thurrock Thurrock Luton Southend
Central Beds Central Hertfordshire
Table 6: Local authorities with pupils in good and outstanding schools at 31/08/2012 Source: Ofsted
Pupils attending good or Pupils attending good or Local Authority outstanding primary schools outstanding secondary schools Bedford 1 3 Central Beds 1 5 Essex 4 4 Hertfordshire 2 3 Kent 5 3 Luton 4 1 Medway 5 2 Southend 4 2 Thurrock 5 1
Primary Schools Secondary Schools Pupils are likely to attend good or national average for expected progress in outstanding school. Hertfordshire English and Maths from KS1 to KS2). At for primary schools, Medway and 72% level 4 or above, Medway is the Southend for secondary schools lowest performing local authority in the country at KS2. Pupils have a fair chance of attending a good or outstanding By the end of KS4 - table eight - a greater school Bedford, Hertfordshire and number of local authorities in the ROH Kent secondary schools Bridge region are exceeding the national average with Hertfordshire still Pupils are less likely to attend a good performing well but Dartford topping the or outstanding school. Primary table. schools in Essex, Luton and Southend, secondary schools in It is interesting to note that Medway's Essex poor achievement at KS2 has been reversed with above average results at Pupils are least likely to attend a KS4. This ties in with the data in table six good or outstanding school. Primary indicating that pupils in Medway have a schools in Kent, Medway and much greater chance of attending good Thurrock and secondary schools in or oustanding secondary schools Central Bedfordshire. compared with primary schools.
Attainment Looking at overall pupil attainment, from EYFS to KS4, Hertfordshire is the best The Early Years Foundation Stage (EYFS) performing area in the region and Luton measures the achievement of ve year old has the lowest overall gures. It is worth children in six areas of learning. noting however that although progress in Nationally, 59% of children are found to English and Maths from KS1 to KS2 is be working 'securely' in all areas of below the national average in Luton, learning. progress at secondary school exceeds the national average in both English and In the ROH Bridge region, Kent, Maths. Hertfordshire and Thurrock exceed this level - at 67%, 63% and 60% respectively - Attainment may be relatively low but this and Luton has the lowest levels of may re ect the higher number of pupils attainment at 51%. from disadvantaged backgrounds in the area and the correspondingly low entry At the end of primary school - table seven level attainment. below - only Hertfordshire exceeds the national average of 80% of pupils In general, girls tend to outperform boys achieving level 4 or above in English and at all stages of education. Pupils eligible Maths. Hertfordshire is also the only local for free school meals and pupils with authority in the region that matches the special educational needs tend to perform less well than their peers. Table 7: Percentage of pupils achieving Level 4 or above at KS2 in English and
maths, 2012
Bedford Kent Kent England Southend Essex Dartford Thurrock Thurrock Medway
Swale Luton
Central Beds Central Gravesham Hertfordshire
Table 8: Percentage of pupils at the end of KS4 achieving GCSE and
equivalents, 2011/12
Kent Kent
Essex Luton Swale
England
Bedford Thurrock Thurrock Medway Dartford
Southend Gravesham
Central Beds Central Hertfordshire
5+ A*- C grades 5+ A*- C inc. English & mathematics Table 9: Proportion of GCSE entries in arts-related subjects
Source: DFE via Arts Council England
Southend Dartford Swale Essex CC Essex Medway Luton Bedford Kent CC CC Kent England Thurrock Thurrock
Gravesham
Central Beds Central Hertfordshire CC Hertfordshire 2009/10 2010/11
Table 10: Proportion of A level entries in arts related subjects
Source: DfE via Arts Council England
Luton
England
Bedford Essex Essex Medway
Kent Kent Thurrock Thurrock
Southend
Central Beds Central Hertfordshire Hertfordshire
2009/10 2010/11 2011/21 Pupil attainment by di erent ethnic Without a full survey of schools, this is groups and by pupil’s rst language has hard to determine but evidence is drawn led to varied results across the region. from existing data including:
Involvement in Arts and Research undertaken with 66 schools into their engagement with Culture museums. Survey, interviews and workshops The proportion of GCSE entries in arts-related subjects fell in all ROH Bridge Research into cultural provision with areas except Luton in 2010/11. This is in sta in Teaching School alliances line with national trends where the across three contrasting areas: proportion of pupils taking GCSEs in Southend, Braintree and Bedford - arts-related subjects dropped from 8.1% 18, 7, 5 schools respectively - survey, in 2009/10 to 7.7% in 2010/11. interviews and focus groups with teachers and pupils In the text this At A level, national entries in arts-related will be referred to as ‘three areas subjects have also fallen. In ROH Bridge research’ region, however, the percentage of A level entries in arts-related subjects has Research on supporting schools to increased in Medway, Bedford, Essex and apply for Artsmark together with Southend compared to the previous year. feedback from the newly appointed Table 10: Proportion of A level entries in arts related subjects Artsmark Advocates for the ROH Source: DfE via Arts Council England School Funding Bridge region
Luton has the highest spend per pupil Additional interviews with senior aged 3-19 in the region (£5,430 in school and local authority personnel 2010-11). Whilst Central Bedfordshire has and overview provided by ROH the lowest at £4,760. Bridge team
Pupil Premium - additional funding given School Provision to schools to support disadvantaged pupils - has increased year on year rising Asked about the inclusion of the arts and to £900 per child in 2013-14. Luton has the culture in school development plans highest percentage of pupils in the region (SDPs), respondents in the ‘Three Areas’ eligible for pupil premium (33%), while research presented a mixed picture. Central Bedfordshire and Hertfordshire Teachers often lacked knowledge about have the lowest 18% each. the SDP and the majority of senior leaders indicated that arts and culture were not explicit objectives. 3 Schools Engagement with the Cultural Sector These responses were often quali ed the highest levels of engagement however with clear statements as to the recorded with libraries followed by value of the arts for the delivery of their national museums, local museums and improvement plans. arts organisations.
'We believe passionately that the arts give All schools consulted in the ‘Three Areas’ children the con dence to tackle research gave examples of visits from arts academic subjects.' and cultural professional and/or visits to Primary Head, Braintree cultural sites. Whilst visits were clearly valued, fewer than half the respondents Respondents in the museums research indicated these were regular and/or articulated how 'cultural visits enrich the planned into the curriculum. curriculum and give children vital access to learning beyond the classroom, ‘I'd like to say it's really organised but including rsthand experiences on the ultimately it's down to a particular doorstep and “exciting” educational teacher, what they decide would be really opportunities in London'. good to do, they will nd the best value and try and t it in. I think moving forward Combining the ndings from the two they should be more strategically pieces of research, 62% of teachers said planned.’ their school had a learning outside the Secondary Head, Braintree classroom policy, 16% were unsure and 22% said there was no policy. This reliance on individuals is a common feature identi ed through the research Music emerges as the main strength in the and noted by the ROH Bridge team. In arts curriculum of the sample schools primary schools, this is as true of cultural followed by literature, dance, drama and education as it is for cultural engagement, visual arts. The order of the subjects should be regarded with some caution as ‘If a child at KS2 has a teacher who isn't there was a bias towards performing arts into art, art is ipped into other subjects teachers in the sample. and so they have no art tuition for a whole year. There is such uneven provision at Music also features prominently in out of primary level. Children’s con dence is school hours learning o ered by schools often shot when they arrive at secondary. as the research conducted in Southend - Some of our primary schools are letting with 39 respondents - demonstrates. down our future artists and creative entrepreneurs.’ Engagement with the Cultural Secondary teacher, Southend Sector
A survey of 38 schools for the museums research found that all schools engaged with one or more cultural institutions with Table 11: What range of arts activities are on o er at your school after
school/lunchtime/weekends/holidays? Tick all that apply:
Music Dance Drama Singing
Crafts
Digital Media Digital
Creative writing writing Creative
sculpture Painting,drawing, Painting,drawing, Table 12: Does your school engage with any of the following types of organisations? If so how regularly?
No engagement Ad hoc engagement Occasional (less than a once a year) Regular engagement (once a year or more)
Heritage sites
Libraries Libraries Local museums Local Heritage sites Heritage
Artsorganisations
Environmental sites sites Environmental National museums National Both pieces of research asked teachers to delivered by Trinity College London on name particular destinations. National behalf of Arts Council England. museums and galleries in London were most frequently cited. In the Southend In autumn 2012, ROH Bridge survey for example, 32 of the 39 commissioned a consultant to explore respondents indicated that their school how best to support schools applying for made visits to cultural sites. Artsmark in readiness for the launch of the new Trinity College Artsmark application Of these, 31 visited venues in London, 21 network. visited regional venues and 21 local venues. Secondary schools tend to make As a result, a team of eight Artsmark fewer visits than primary schools - due to Advocates have been deployed across the the diculty of taking students o region to identify and support potential timetable - and are also less likely to visit Artsmark schools. Findings from the local venues. original research supported feedback from schools in Southend that awareness Primary schools use cultural visits to of Artsmark is patchy and schools are support arts teaching but also a wide discouraged from applying as they are range of subjects and cross-curricular unsure of the bene ts (particularly in themes including literacy, history, relation to raising attainment and other geography, science, cultural diversity and SDP priorities), assume they won't meet RE. the criteria and perceive the process to be too time-consuming. Whilst secondary school cultural engagement is more likely to be subject This latter perception is often based on speci c (visiting artists working with GCSE experience of the old-style Artsmark (that Art or Dance students, for example) they was very paperwork heavy). Artsmark also make cross-curricular visits to arts, Advocates are meeting key professionals cultural or heritage sites (a combined within schools to overcome these barriers French and History trip to the Normandy and their feedback suggests that battle elds, for example). Some schools face-to-face meetings are required to utilise visits as enrichment activities, often purge the outdated image of Artsmark. reserved for cohorts of Gifted and Talented students; alternatively, trips or Take up of Artsmark by schools across the free cinema and theatre tickets are given region is extremely variable as table 13 as rewards for progress and illustrates. achievements. The Artsmark Advocates have devised Awareness of Artsmark and localised approaches to recruitment: contacting Round 10 schools whose Arts Award Artsmark status has now lapsed and other culturally engaged schools that ROH Artsmark and Arts Award are Bridge has identi ed. complementary programmes that are Vignette One Supporting a creative curriculum - Take One Picture
Thorpe Greenways is a large infant school in Southend-on-Sea. The school has Children gain real insights into Artsmark Gold. the life and works of artists and link this to di erent areas of life The school has adopted a creative and learning and not just curriculum and has participated in the recreate the work of artists on a National Gallery's 'Take One Picture' for super cial level six years to support its topic-based learning. Every class participates in the “This approach enriches our curriculum scheme: looks at the chosen painting and and keeps it alive as teachers can’t follows a theme that interests them and pre-plan in too much detail until the covers a range of subjects. actual project is started with their class; this also means that the same topics Key ingredients for success aren’t repeated year after year...We believe this approach to learning feeds Whole-school commitment, into and supports our ‘signi cantly above’ vision and leadership outcomes for children across the curriculum.” A designated coordinator who Assistant Head teacher supports sta , monitors progress and organises an The success of this approach has been exhibition. recognised by Ofsted:
“Children’s interest in the subject is “The curriculum is stimulating and paramount and the teachers are skilled at includes some stand-out features ...The drawing ideas from the paintings that school’s participation in the National excite and enthuse their learners.” Gallery ‘Take One Picture’ initiative has Assistant Head teacher prompted a host of thoughtful research activities among the pupils, as well as Outcomes artwork of a remarkably high standard.” Ofsted, 2012 Work exhibited at the National Gallery for two years in a row provided immense pride to the children and school
Evidence of how the arts can promote learning in other subjects Vignette Two Challenge for gifted and talented pupils, Medway Schools and Libraries
Chatham Book Buddies was born out of I’ve read a lot of books and necessity and inspiration; necessity to accomplished all of my targets challenge gifted readers and inspiration that were set for me and also from a successful boy reader. I’m a higher level reader now.' The idea was developed when The frequency of visits to the headteachers heard from a Year 6 boy, library, book issues and the pupil described how encouraging it attendance with other family was, to his own reading, when he found members at the weekends has another pupil with a similar high level signi cantly increased. 'Book reading skill. Together they shared their Buddies is great! I didn’t know views on exciting authors and good you could enjoy going to the reads. library! I love to discuss the books we have in Book Buddies Four primary schools decided to with the other people in my collaborate on a project for their level 6 class now.' readers. Children meet up each month with the Community Outreach Librarian Schools are now rolling out the at their local Library Hub, share a good programme for younger, gifted read and enjoy the energy of like-minded readers (year 2) peers. Ofsted praised one of the Ingredients for success schools for having innovative
provision, born out pupil voice, Seeking the views of children for gifted and talented pupils. and having the commitment to
act on what they say
Expertise in young adult ction from the librarian
Drinks and cookies to help the ow of thinking.
Outcomes
Children are reading on average between ve and ten books per month from a base of less than two. Children have increased con dence to read more challenging texts The advocates support schools joining as best practice, it is not an absolute the Artsmark online network and signpost requirement of the Award. them to training that ROH Bridge and Hertfordshire Music Service are delivering Many cultural organisations registered for on behalf of Trinity College London. Arts Award report diculty nding school partners. Models do exist in the region Early signs are encouraging, since the however including Southend High School network opened in January 2013 for for Girls which is currently supporting a membership, for example, 42 new schools group of year nine girls to work with Focal have joined from ROH Bridge region. Point Gallery to achieve a Silver Award.
Eleven of these new members come from To overcome these issues, ROH Bridge has North Kent and Medway where the focused on ensuring Arts Award advisers proportion of Artsmark schools has been are trained from diverse contexts and historically low. have the opportunity to complete small scale action research into how best to Arts Award embed the award in their professional setting. Arts Award encourages young people, aged seven plus, to grow their arts and In 2012/13, ROH Bridge will o er leadership talents and is o ered at ve incentives to encourage advisers to take levels, four of which are accredited. groups of young people through to Almost 77% of all Arts Awards achieved moderation; where the award is already since ROH Bridge started operating have established, advisers will be encouraged come from schools. The average number to aim higher - Gold and Silver awards - or of students that a school puts through the to reach more young people, such as Arts Award is 36. whole year groups at school, for example.
However, anecdotal evidence from Arts Levels of Engagement Award advisers in schools suggests that the overall squeeze on the arts is having a Evidence and experiences gathered by negative impact on the opportunities to ROH Bridge over the last year reveals an o er Arts Award; with limited funds for extremely varied picture but one in which moderation fees and less time to plan even the most enthusiastic schools are programmes given as examples. predominantly reactive in terms of cultural engagement. This is at variance Another barrier is the perception that with the NFER ndings in London where schools have to take students to see a 29% of schools commissioned cultural show/exhibition/performance which is providers and 53% proactively seek out becoming increasingly dicult for them cultural opportunities 'to a great extent'. to manage. However, although providing Schools in ROH Bridge region fall primarily opportunities for students to experience into three main categories: the arts through a trip might be regarded Table 13: Number of Artsmark Awards achieved by schools, Round 2010 and 2012 Source: Trinity College London via Arts Council England Cultural Education Pro le
Total Artsmark % of schools with Total Artsmark Awards 2010 Awards 2012 Artsmark*
Bedford/Central Beds 7 4 5.2% Essex CC 19 30 8.4% Hertfordshire CC 33 32 12% North Kent 9 6 10.8 Luton 6 5 15.7% Medway 3 4 6.5% Southend 3 8 21.2% Thurrock 4 8 19.7%
ROH Bridge Region 84 97 10.2%
Cultural champions Low or non-engagers
Schools that are passionate about the Schools with other priorities. ROH Bridge value of the arts and culture and will has had little contact with this category of defend provision for their pupils. schools. During the museums research, Commitment is embedded in senior Local Authority advisers and culturally leaders who see creative and cultural engaged schools were consulted about learning as part of the solution (to reasons for non-engagement. The factors outstanding teaching and learning) rather they identi ed can be generalised for all than an una ordable luxury. cultural visits:
‘We have made this decision with our low standards of attainment in the school governors that music, drama and art will and subsequent risk of poor Ofsted continue to be a strong part of the lives of judgments lead the school to believe that our students. I see in the school a child activities outside the classroom are not who doesn't have writing skills but they essential can sing. And suddenly they can write because they are con dent.’ Lack of con dence about the Primary Head, Braintree engagement of pupils in an activity o site due to poor behaviour Committed but compromised Lack of con dence about the parent Schools that value the arts and and family ability to contribute to culture but experience barriers. the activity both nancially and practically is a perceived barrier ‘If I had more money I would bring in more music and dance teachers and a visiting Cultural engagement is not viewed artist...we just can't at the moment.‘ as essential by the school leadership Primary Head, Braintree Personnel at cultural venues are ‘Children will achieve best and will perceived as not making it easy for perform best when they are happy. schools to engage with them Participation in arts as a central part of the school is a strong driver in children being Anxiety of an imminent Ofsted motivated, inspired, becoming more inspection halts plans to make trips creative across all of their subjects. But it’s away from school the point at which you make that a priority above the outcomes that you’ve got to get. We are still in the position of having to push up to meet OFSTED’s expectations and in some regards that is limiting our ability to feel that we can y in other areas.’ Secondary Head, Braintree ‘There are many opportunities for cultural 4 Schools' Motivations for learning within history, art, design and technology and music. In addition the DfE Engaging the Cultural Sector insist that the national curriculum is not Virtually all schools consulted are the school curriculum and consequently motivated by a desire to improve the there are many potential areas of learning quality and breadth of learning for their that can be o ered over and above the pupils. Cross-curricular teaching and prescribed programmes of study. In learning through the arts was stressed, reality, however, it will only be the super with skills and competencies such as con dent schools that o er a curriculum communication, team-work, creative that goes much beyond the basics of thinking and risk-taking emphasised. English and maths.’ Cultural partners are seen to enhance Primary Head, Hertfordshire teaching and learning through directly engaging with students and through The challenge for ROH Bridge and cultural professional development with teachers. partners is to help schools overcome the barriers they experience perhaps by ‘Diversity in education is important. The taking a broader view of how cultural range of opportunities beyond classroom engagement can support school based and traditional subjects is essential. improvement. The school pushes this very hard and don’t see them as an add on to academic The new Ofsted framework, for example, subjects but integral. The school wouldn’t has a narrower focus on teaching, achieve the academic success without the achievement, behaviour and leadership contextual understanding which is what but also requires inspectors to consider creative subjects o er.’ the spiritual, moral, social and cultural Deputy Head, Grammar School, Medway (SMSC) development of pupils at the school. In the three areas researched, there was unanimous agreement on the Schools concerned about Ofsted contribution of the arts to general judgements, therefore need to ensure well-being and positive attitudes. their curriculum includes opportunities Respondents cited anecdotal evidence 'for pupils to take part in a range of including: artistic, cultural, sporting, dramatic, musical, mathematical, scienti c, Positive reception of performances technological and, where appropriate, and exhibitions by parents, pupils international events and activities that and colleagues promote aspects of pupils’ SMSC development.' High attendance at these events
Observed and transferable increases in con dence and self-esteem in pupils due to opportunities to Vignette Three
Collaboration - Thames to Tama
Southend Education Trust (SET) is a A committed team of artists partnership of schools that has its roots in with appropriate skills an Education Action Zone formed in 1999. Well-developed protocols for artists working in Since 2008 the partnership has included schools. all the schools in Southend (54) and is a limited company with charitable status. Outcomes
In 2011, SET worked in partnership with A sense of place and pride in local arts company Metal to devise a the place large-scale installation. The collaborative project was overseen by artist Lee Baker A strong network of and depicted the life of William Adams; professionals crossing from his humble beginnings in the organisational boundaries Thames Gateway to working in the navy able to build on previous with Sir Francis Drake and becoming an success and relationships honoured Samurai in Japan. The artwork - ve huge murals - was made with 4664 Higher aspirations for all self-portraits by students in 25 schools. Inspired children, parents ‘Wow it’s massive’ and professionals. Year 3 pupil
‘When I rst walked in I thought I was on a di erent planet’ Year 4 pupil
‘It’s given me lots of new ideas of what I want to do with my art’ Year 11 pupil
Key ingredients for success
A clear strategic plan with partners
A dedicated project budget
A committed network of professionals in schools Achieve and excel in physical and Quality linked to longer-term verbal communication impact: inspirational professional development for teachers, ideas for Positive feedback from Ofsted future lessons and support from an inspections about high quality arts Education Pack provision and pupils' ability to communicate with adults Value for money (linked to relevance and quality) Pro le of the arts within the school ‘If it’s supporting attainment that’s A space for pupils to take risks which what it needs to be doing. Yes we do is then transferred into other need to do these lovely trips out but subjects the money has to make sure the kids are making progress.’ The arts as central to the ethos of a Middle School Music teacher, Special school and integrated Bedfordshire throughout the curriculum to ensure they are highly interactive and Location with considerations for the multi-sensory. cost of travel if require.
Other motivating factors for cultural engagement identi ed by the ROH Bridge 5 Barriers to Engagement team include: It is not only the low or non-engager schools that experience a range of real Providing an appealing and high and perceived barriers. School sta quality 'shop window' for the school surveyed for commissioned research and those engaged in dialogue with the ROH Utilising a new space/new build for Bridge have all identi ed barriers to example, a dance studio or media cultural engagement. suite The list is similar to that reported by the Providing a focus for partnership NFER in London but the relative strength work across a Teaching School of speci c barriers varied. The top three alliance or other federation barriers identi ed by school sta in the ROH Bridge region are time, funding and School sta identi ed the following specialist expertise. criteria used to select a cultural partner: Lack of time to research opportunities, build relationships Curriculum relevance of the o er and administer visits and trips. and the clarity with which this is communicated Time in the school day was also e ective way of improving cultural mentioned - particularly by learning at their institution but funding secondary teachers - but less was a prohibitive factor. frequently than time for planning. The opposite was true in London. “Funding for quality CPD through working alongside visiting arts and media Lack of funding to bring in arts providers would help us achieve our practitioners and provide transport academic ambitions and pastoral needs of for visits. Survey results indicate that our pupils. However we are not a school schools are happy to ask families to with huge deprivation index, we are in the contribute between £5 - £10 for a middle. Funding is a problem.” trip. Schools report that parents are Primary Head, Southend more willing to pay for trips to London than local visits. There is As with music tuition, this example raises particular concern about access to the plight of schools - and families - that cultural activities for children from don't su er high levels of deprivation but low income families, especially those are none-the-less operating on a very not eligible for FSM. The cost of tight budget. Raising additional funds music tuition, for example, was however is hampered by lack of time and raised by a number of school sta . expertise.
'A lot of the children coming to us “Bringing in practitioners that link to the from primary have no music skills so curriculum in some way to enhance it's hard to set up orchestras and learning...There are probably ways to fund bands when there are no skills there. that, but we need time and some support I want to know if there are ways of to help with applications and funding.” subsidising music lessons for Head of Department, Bedfordshire Middle parents who can't a ord it.' School Head of Performing Arts, Secondary School, Braintree The high weighting given to lack of time may explain the more reactive stance of Lack of specialist expertise was schools in the region compared to raised by primary school London. respondents in relation to teacher skills and con dence. There was Others barriers included: wide recognition across phases however, that teaching and learning Lack of information. The museums would be enhanced by input from research found that many teachers and collaboration with cultural lacked knowledge about their local practitioners. museums and in the three areas research, sta highlighted the need These barriers interrelate: an increase in for improved networking and input from cultural practitioners was communication. judged by school sta as being the most Time in the school day was also e ective way of improving cultural ‘Knowledge of what’s available, - it’s Certain students don’t see the arts being mentioned - particularly by learning at their institution but funding very dicult to get a clear, simple, as important as an EBacc subject, or secondary teachers - but less was a prohibitive factor. one place digest of what could be within their family circle it’s not as frequently than time for planning. available because you get a lot of important as other subjects.’ The opposite was true in London. “Funding for quality CPD through working stu falling on the post mat every Head of Performing Arts, Secondary School, alongside visiting arts and media day and really it’s luck what you Braintree Lack of funding to bring in arts providers would help us achieve our happen to pick up and push forward.’ practitioners and provide transport academic ambitions and pastoral needs of Secondary Head, Braintree The implication that it is again students for visits. Survey results indicate that our pupils. However we are not a school from low-income families that are missing schools are happy to ask families to with huge deprivation index, we are in the Low subject status was cited as a out on cultural learning is particularly contribute between £5 - £10 for a middle. Funding is a problem.” barrier to securing the time and troubling. trip. Schools report that parents are Primary Head, Southend funding required to improve cultural more willing to pay for trips to engagement. Exploring and The pressure of Ofsted and an London than local visits. There is As with music tuition, this example raises promoting the instrumental bene ts over-reliance on individuals (discussed in particular concern about access to the plight of schools - and families - that of arts and cultural learning was section three above) were also cited as cultural activities for children from don't su er high levels of deprivation but therefore seen as a priority by barriers to cultural engagement. low income families, especially those are none-the-less operating on a very several respondents not eligible for FSM. The cost of tight budget. Raising additional funds In relation to schools engagement with music tuition, for example, was however is hampered by lack of time and “Developing the arts across the the local cultural sector, the proximity to raised by a number of school sta . expertise. curriculum to show its worth in London is an additional barrier. terms of not just a separate subject 'A lot of the children coming to us “Bringing in practitioners that link to the but developing innovation and Respondents to the museums research, from primary have no music skills so curriculum in some way to enhance communication.” for example, perceived that London it's hard to set up orchestras and learning...There are probably ways to fund Head of Performing Arts, Middle venues o er higher quality resources, bands when there are no skills there. that, but we need time and some support school, Bedfordshire artefacts and learning experiences. And as I want to know if there are ways of to help with applications and funding.” one primary headteacher explained, subsidising music lessons for Head of Department, Bedfordshire Middle Opinion was divided about the impact of 'unless we can walk we have to get a parents who can't a ord it.' School the EBacc on students' GCSE choices with coach and once you get a coach, the Head of Performing Arts, Secondary one Media Arts specialist school in prices are more or less the same wherever School, Braintree The high weighting given to lack of time Bedfordshire, for example, con dent that you go.' A trip to London is also viewed as may explain the more reactive stance of students were not being unduly a cultural experience in its own right. Lack of specialist expertise was schools in the region compared to in uenced by the new measure. Many raised by primary school London. schools however, reported clear and The museums research also identi ed risk respondents in relation to teacher negative impact: and safeguarding as barriers, due to lack skills and con dence. There was Others barriers included: of time to undertake risk assessment or wide recognition across phases ‘I think personally that (EBacc) has had an through a general reluctance to take however, that teaching and learning Lack of information. The museums impact on the students and how they students o -site. Initiatives such as the would be enhanced by input from research found that many teachers perceive the arts and technology subjects SaLT website - established by Southend and collaboration with cultural lacked knowledge about their local and in particular amongst pupils from Education Trust - are addressing these practitioners. museums and in the three areas low-income backgrounds/FSM. barriers. research, sta highlighted the need These barriers interrelate: an increase in for improved networking and Dedicated to helping teachers get their input from cultural practitioners was communication. students learning outside the classroom, judged by school sta as being the most SaLT pro les educational destinations across Essex alongside key resources a meeting the authority's statutory teacher needs to make their visit such as responsibilities - such as improving KS2 risk assessment and learning plans. The results across the area - without the site also allows teachers to upload and 'levers' once available for all schools. share their resources and rate venues visited. She described however the 'moral responsibility' of ensuring that all young people in Thurrock have access to good 6 Future Opportunities teaching and good education and the
determination therefore to work with all Current government education policy is institutions that educate Thurrock's driving forward an agenda of greater young people. autonomy and freedom for schools. Local authorities historically played a The old system of local authority control brokerage role for cultural education and support is dwindling but the vast partnerships. As local authority budgets majority of schools still need mechanisms for education support and cultural to work together, share practice, give and services have diminished however, new receive support. models are emerging. New roles and structures are materialising Some stem from education and some to combat this fragmentation. Although it from culture where local authority is sometimes hard to keep abreast of this funding for libraries, museums and the evolving landscape, new possibilities for arts is directed into an arms-length cultural engagement are emerging. organisation. The report of the Academies Commission Many innovations in the ROH Bridge highlighted the need for schools to work region are arising as responses to the together to drive up improvement, a barriers to cultural engagement outlined message echoed by Kent County Council's in section 5. Senior Improvement Advisor who described the service's opportunities 'to Lack of time was the principle barrier and collaborate and invest in school-to-school the examples show how area-based support.' partnerships and brokers are attempting to overcome this hurdle. The Academies Commission also proposed a new role for Local Authorities These organisations also provide schools as Champions for Children, again an idea with information and access to local that has found resonance in the region. cultural expertise that is often free or subsidised hence overcoming the Thurrock has the highest percentage of majority of other barriers cited by schools. young people attending academies in the region and the School Improvement Manager described the challenge of Vignette Four Coordination and collaboration,can walk we have Stevenage to get a coach and New roles and structures are Educationonce you get Trust a coach, (SET) the prices are materialising to combat this more or less the same wherever you fragmentation. Although it is SET isgo’. A a Charitabletrip to London Trust with is also a viewed as sometimes hard to keep abreast of membershipa cultural experience of 53 institutions in its own including right. this evolving landscape, new all 44 schools in Stevenage and the possibilities for cultural engagement surrounding villages, seven Children's The museums research also identi ed are emerging. Centres, Northrisk and safeguarding Hertfordshire as barriers, College anddue the Educational Support Centre. to lack of time to undertake risk The report of the Academies
Theassessment trust was formedor through 18 months a agogeneral and Commission highlighted the need for isreluctance a direct outcome to take of students the way ino -site. which schools to work together to drive up schools have responded to changes in improvement, a message echoed by DfEInitiatives policy and such the as reduced the SaLT role website and - Kent County Council's Senior fundingestablished from theby LA.Southend It has emerged Education from Improvement Advisor who described theTrust old - Primaryare addressing Heads group these and barriers. 14-19 the service's opportunities 'to partnership.Dedicated Fundedto helping partly teachersthrough get collaborate and invest in schools’their students membership learning fee and outside partly the school-to-school support.' throughclassroom, LA funding,SaLT pro les the Trust educational has also beendestinations successful across in bidding Essex for fundingalongside from other sources. key resources a teacher needs to Themake Trust their facilitates visit, joint worksuch aroundas risk areasassessment of common and interest, learning makes plans. The opportunitiessite also allows available teachers to schools to uploadthat willand help share them their achieve resources their priorities and rateand providesvenues visited. training in a range of areas including SEN, leadership skills, NQT and speci c6 Future interests. opportunities The Director of SET explains how the TrustCurrent can government promote and coordinateeducation policy activity,is driving forward an agenda of greater autonomy and freedom for 'Theschools. hardest thing for cultural organisations is getting your foot in the door;The coldold callingsystem does of notlocal get youauthority very far.control Most andschools support rely on is either dwindling something but thatthe vastcatches majority their interest of schools or on stilla need recommendation.mechanisms to workSo organisations together, likeshare thepractice, Trust play give a andkey role receive here support.in disseminating information to schools. Vignette Five A cultural learning broker, Luton Culture
Established in 2008, Luton Culture is an independent charity whose vision is to open up cultural opportunities for everyone in Luton. The organisation manages 12 venues (eight Libraries, Stockwood Discovery Centre, Wardown Park Museum and The Hat Factory) and provides cultural services across Luton and the surrounding area.
The Formal Learning Team provides a comprehensive programme and range of resource to schools in Luton and beyond. The programme integrates museums, arts and libraries to o er an innovative, cross-cultural experience for children and young people. The o er ranges from free activities to bespoke projects, CPD for teachers, advice and support for Artsmark and Arts Award. Cultural organisations can also help to cultural providers to work in the alleviate many of these issues by being area. The network will focus its clear about what they are o ering, how activity on the holiday periods but that addresses need and what the impact engage schools through pre and will be. post-summer activity.
Lack of information and the desire for Luton Creative Network. Led by networking have been raised consistently Luton Culture and Luton Music Hub. by schools and cultural providers in the School representatives will be region. ROH Bridge has therefore nominated at a central supported the development of a number Headteachers’ meeting - that are still of new networks such as the Essex Dance well attended by all schools in Luton Teachers Network in partnership with - and will determine a series of dancedigital. time-limited priorities for the network The focus varies depending on local needs but all aim to foster closer Another innovation is also aiming to relationships between schools and local improve links with local cultural providers cultural providers. but is overcoming the barriers of time and lack of expertise by investing in young Three new networks, for example, are people to take on the role of Cultural being supported in Bedfordshire. Ambassadors.
Bedford Creative Network. Led by The ROH Bridge team has become aware Bedford Creative Art, a National of an issue across the region: cultural Portfolio Organisation. The idea for partners often working with the same the network came from a local schools. A mapping exercise undertaken authority Culture Strategy Summit. It by the Colchester Learning Network, for brings together schools, FE and HE, example, found that six of its member the library service, the local organisations were working with the authority and cultural partners. One same school. In order to grow the market, aim is to make schools aware of local it is vital to engage new schools; to move cultural providers as they currently beyond the Cultural Champions and show tend to access provision in London the Committed but Compromised and and Milton Keynes. Low-engager schools how cultural engagement can support their priorities. Central Bedfordshire Network. Led by ‘Inspiring Music’ Hub and Central The varied learning pathways for 14-19 Bedfordshire Library Service. There year olds are presenting new are 12 libraries in the authority but opportunities for educational relatively few cultural organisations establishments and young people to so developing libraries as cultural engage directly with the creative and hubs is seen as a way of enhancing cultural sectors. the local o er and attracting new Vignette Six Youth leadership, Hertfordshire Young Cultural Ambassadors
ROH Bridge supported a period of research and consultation for schools in two Teaching School alliances - Wroxham and Sir John Lawes -to develop a youth ambassador scheme in partnership with local cultural providers.
The Young Cultural Ambassador (YCA) programme is being piloted over an 18 month period from Easter 2013. The project is managed and delivered by HertsCreation Community Interest Company.
The programme aims to develop leadership skills, increase opportunities for young people to participate in the arts and culture, and create new connections between schools, young people and cultural organisations in Hertfordshire. It will support young people to champion and enhance their local cultural o er and increase engagement in cultural activity amongst their peers. BTEC Diplomas (Levels 2 and 3) in projects and real work. They are performing, creative and media arts have small schools for 300 students; and been phased in since 2008 and encourage with year-round opening and a 9-5 links to industry. Recent initiatives take working day, they feel more like a this partnership further however and workplace than a school. Working include new institutions and vocational closely with local employers, Studio provision for young people. Examples Schools o er a range of academic include: and vocational quali cations including GCSEs in English, Maths In March 2013, Creative & Cultural and Science, as well as paid work Skills launched the Creative placements linked directly to Employment Programme. This £15 employment opportunities in the million, two-year programme is local area. designed to encourage creative and cultural employers to recruit young There are currently 16 Studio Schools in unemployed 16-24 year olds into operation (including three in the ROH apprenticeships, traineeships and Bridge Region in Tendring -Essex, paid internships. Stevenage - Hertfordshire and Ockendon - Thurrock) with a further 16 due to open in The aim is to create fairer routes into the September 2013. cultural sector and therefore increase workforce diversity. Increase in student University Technical Colleges (UTC) fees, cuts to the Education Maintenance are a new concept in education. Allowance (EMA), reduced and often These colleges specialise in technical ine ective careers advice have studies and are exacerbated the inequalities that have linked to universities to provide always been prevalent in the creative and progression and academic rigour. cultural industries. UTCs usually have two or more specialisms and o er full-time There is currently a skills shortage in the courses which combine practical creative and cultural sectors and this is and academic studies. Employers therefore an opportunity for the sectors to are involved from the start in address these shortages, shift recruitment shaping the curriculum. There are practices and create new training and currently 32 UTCs in operation or work opportunities for young people about to open in England. There are just four nationally with a focus on Studio Schools seek to address the creative industries, including Elstree growing gap between the skills and UTC in Hertfordshire. knowledge that young people require to succeed, and those that the current education system provides. Studio Schools pioneer an approach to learning which includes teaching through enterprise 7 Conclusions and Implications
The ndings from this study suggest the following implications for the ROH Bridge, the region's cultural sector and schools.
For ROH Bridge:
Champion the value and impact of Continue work in the region to cultural education and disseminate advocate for Artsmark and to examples of best practice 're-educate' schools about the new-style Artsmark Encourage and incentivise cultural partners to work with a broader Continue to advocate for the value range of schools of Arts Award for accrediting young people’s engagement with the arts Encourage schools to access local and wider cultural sector explore provision; encourage cultural opportunities for cultural providers providers to communicate clearly to contribute to initial teacher with schools about the value of their training programmes. work
Facilitate school-to-school communication and support (through networks, teaching schools alliances etc) and utilise the passion and in uence of Cultural Champion schools to enthuse, support and inspire other schools
Consider ways to broker introductions between cultural organisations and schools in need of community governors
Consider ways of increasing access to cultural engagement for young people from low-income families For the cultural sector:
Research schools' needs and craft a Build relationships across a school. relevant o er; talk to teachers, read Don't rely on individual teachers. the School Development Plan, check the website and communicate Seek advice from the school oce clearly how you can support the on potential partners and request school in meeting its p r i o r i t i e s senior leadership involvement and how you can measure the impact Consider giving senior sta time to volunteer as community governors Low aspirations is a common at local schools. concern in the region; how can your work address this?
Research local clusters, federations and alliances and approach groups of schools
Collaborate across the sector to present schools with a coordinated o er, thus making it easier for schools to navigate the o er and select partners
Articulate the bene ts of the local o er don't be the fall back for schools that can't a ord to go to London
Factor in adequate time to cascade information across clusters and within a school, time for planning andremember that teachers' time is nite and precious
Move beyond 'the usual suspects' and broker relationships with new schools to grow the market Vignette Seven New models for 14-19 years - Elstree University Technical College
A group of local and national employers for the Film, TV, Digital and Theatre This will sit alongside opportunities with industries have come together in the lm and TV industry partners: BBC, partnership with the David Mellor Endemol and Universal Music Group.’ Education Trust and University of Screen South (2013) Royal Opera House Hertfordshire to set up the Elstree UTC. Bridge, Film Education Review
Hertfordshire is a hub for these industries and many currently face skills shortages and the UTC will o er an opportunity to students who are searching for quality vocational education.
Due to open in September 2013 the UTC will specialise in entertainment technologies and crafts, electronic engineering and digital technologies. The Elstree UTC will o er full-time technically-oriented courses to 600 Students (14-19 years).
'The University believes that a UTC in Elstree will not only help to meet the skills needs of employers in the region but will also open up ladders of opportunity for many able young people who are not being engaged by more traditional forms of education.'
Vice-Chancellor, The University of Hertfordshire
‘The companies based in the Elstree Production Village will o er UTC students an extensive range of project-based work experience and work placements. For schools:
Develop a whole-school approach Consider inviting local cultural to cultural engagement that is representatives to join the school's endorsed by governors and senior governing body or equivalent board leaders and is embedded in your for an academy or alliance. School Development Plan
Identify how and where cultural engagement can support your schools' priorities; be proactive in seeking out provision that matches your needs; initiate conversations with cultural providers to generate creative ideas and solutions
Ensure your arts coordinator - or other cultural champion who could be a member of support sta , governor or parent - has the time to be an active member of local cultural networks, develop relevant partnerships and pursues funding opportunities
Investigate the cultural provision in your local area; the o er in London is not always better
Enable young people to see themselves as active cultural ‘shapers’ and advocates: moving around their community helping to make the cultural o er relevant and engaging
Enable pupils from low-income families to experience and enjoy cultural opportunities at school and in the community We would like to thank everyone who 10. Teaching schools give outstanding contributed to the production of this schools a leading role in the training report and look forward to working with (including ITT) and professional you to consider these recommendations development of teachers, support sta and head teachers, as well as moving forwards. contributing to the raising of standards through school-to-school support. 1. Lord, P, Dawson, A, Featherstone, G and Sharpe C (2012) London Schools 11. 2011 Census, Oce for National Statistics Research: Cultural Engagement. Slough: NFER 12. Jones, B (2012) School and Academy engagement with Museums in the ROH 2. Greevy H, Knox A, Nunney F & Pye J Bridge Region. ROH Bridge (2012) The e ects of the English Baccalaureate. London: Department for Lynch, E (2012) Research into the Arts Education and Culture Provision in Southend Schools. Commissioned by South Essex 3. From Michael Gove's statement on 07 Teaching Schools Alliance Trust, in February 2013. partnership with ROH Bridge. Lynch, E (2013) Research into Arts and Culture 4. See, for example, The Independent on Provision in schools in Braintree and 19.3.13 Leading gures from universities Bedfordshire. ROH Bridge warn new curriculum promotes 'rote learning without understanding' and 14. Young, A (2012) Artsmark, supporting demands 'too much too young' schools to apply, ROH Bridge
5. Research undertaken for the ROH Bridge 15. British Museum, Science Museum, for example, found that 77% of museums Imperial War Museum, Tate and National regularly engaged KS2 pupils but only Gallery. 13% regularly engaged KS3 pupils. 16. Subsidiary Guidance (110166) Ofsted, 6. http://www.russellgroup.ac.uk/informed 2013 -choices.aspx 17. Survey questions were not the same but 7. The Independent, 31 January 2013 ndings suggest some di erences: time for arranging activities was the top 8. Royal Society for the encouragement of barrier in ROH Bridge region but viewed Arts, Manufactures and Commerce as only a slight barrier in London. Lack of specialist expertise was prioritised by 9. The Academies Commission (2013) ROH Bridge respondents but was not a Unleashing Greatness: Getting the best barrier for 60% of London schools. from an academised system. 18. Southend a Learning Town. www.salt-learning.co.uk.
19. A network of cultural partners.
20. Screen South (2013) Royal Opera House Bridge, Film Education Review Appendix 1: Teaching Schools in ROH Bridge region - March 2013
Local authority School Phase/sector Bedford Sharnbrook Upper School & Upper/Middle Lincroft School School
St Thomas More Catholic Upper School, Specialist Upper School Humanities and Leadership College Central Beds Robert Bloomfield Academy Upper School Essex Columbus School and College Special (part of AET Trust) Lyons Hall Primary School Primary St Peter's Catholic Primary Primary School Hertfordshire Hammond Academy of Primary Cambrian Way &Bovingdon Primary School Sandringham School & Sir Secondary John Lawes School The Bishops Stortford High Secondary School & The Hertfordshire and Essex High School and Science College The Wroxham School Primary Luton Challney High School for Secondary Boys and Community College Medway Sir Joseph Williamson’s Secondary Mathematical School The Rochester Grammar Secondary School North Kent (Swale) Fulston Manor School Secondary Southend-on-Sea Westcliff High School for Secondary Girls Thurrock Treetops Special School Special