ACWM Winter Workshop 26 th January 2013 Get your creative practice into schools – effective selling/ relationship building

The workshop format / programme The national context The new agenda “buzzwords” Implications for schools Implications for artists Hands on session applying context to individual schools and how you can contribute to their development

The national context : an overview Government agenda School autonomy/structures Curriculum changes/priorities OFSTED Henley Review Implications

Government agenda School autonomy Erosion of local authority resource and influence Schools as drivers for school improvement/ professional development Little emphasis on arts and culture (curriculum review, qualifications, funding) More funding direct to schools – pupil premium

School autonomy / structures Increased decision making / financial control/ opportunities for resources to improve other schools New structures Teaching Schools Academy status Free school Formal Trusts

Curriculum changes National primary / secondary reviews – decisions / consultation documents emerging Increased flexibility / autonomy for schools Opportunity to “personalise” to meet the pupils needs / context E Baccalaureate standards measure

OFSTED 4 categories – outstanding (exempt from further “full” inspection) good (inspected within 5 years), inadequate (monitoring visits and inspected within two years - academy route) 4 key areas – pupil achievement, quality of teaching, behaviour and safety of pupils, quality of leadership and management Inspectors must also consider spiritual moral and cultural development and how well school meets needs of ALL pupils

Henley Review Very positive endorsement of cultural education Intrinsic value of and the right to enjoy and participate in arts and culture Emphasis on quality Call to coalition government to signal its belief in the importance of cultural education

Government response (DCMS/DfE) Again very positive National plan for cultural education Joint ministerial board Museums / film education Role for Teaching schools Cultural education passport Role of bridging organisations

Implications for schools Accountability linked to standards (pressure to focus down) OFSTED view of quality teaching (progress of all pupils in all lessons) No government priority for arts / culture – a non essential positive “extra” Erosion of local authority influence / resource Demands on budget linked to performance

Implications for artists Meeting identified needs / priorities (knowing the market, information sources) Demonstrating impact / power of advocacy (sharing practice / collection of case studies/ evaluation methods built into our work) Sustainable relationships versus “one offs” Working with individual schools or with clusters over time Access – profile (role of ACWM)

And now to work Individually / by organisation Select one / two focus areas Develop a compelling argument for an area of your work In Threes Share your arguments Amend / add to them with support from group Note implications for following up – back at base – support from ACWM

And now to work – generic focus areas Rich, broad curriculum offer Pupil engagement and motivation Wider skills agenda – team building, problem solving, confidence, thinking outside the box, Teacher expertise – artistic practice Curriculum expertise – the arts Classroom practice

And now to work (OFSTED recommendations) The school should: Make sure pupils have plenty of opportunities to practise their literacy and numeracy skills in other subjects Give pupils more challenging work which meets their needs Increase opportunities for all students to be active participants in lessons to improve their own understanding Ensure the pace of learning in lessons is improved and teachers do not talk for too long Plan work that is sufficiently challenging for EYFS children in all areas of learning when they work outdoors

In conclusion New knowledge – context Opportunities to apply knowledge to your own work Opportunities for ACWM to plan its support role Positive tomorrows