Planning & Delivery

outcomes/feedback etc

“Multi-partner projects can work well but they require an enormous amount of time and energy to get going”. Projects received both positive and negative feedback in terms of planning; demonstrating that time constraints could prove to be an issue, however the benefits of careful preparation were clearly evident. Partners also had A Different View of how to achieve wider goals, for example achievements in OFSTED and Every Child Matters.

Partners working on Generation Gap found that participation in the project helped them meet many other wider organisational targets – for Bucks Arts Partnership it targeted young people (some at risk), it demonstrated how the arts can contribute to the social agenda and help with local problems, and it contributed to the Every Child Matters Agenda. For Chalfont Community College it linked into their community liaison work, linked into curriculum development and teacher development.

Drugs Aware! highlighted the importance of empowering young people; including them in the decision making process by giving them the opportunity to choose which artists would deliver workshops.
The project employed various delivery styles – assemblies, presentations, literature distribution, debates, and artist-led workshops, in order to successfully engage students.

Staff suggested that rehearsals for St Edmunds Street Dance should have taken place at a time when the young people involved would be most alert and keen to learn. Workshops took place on Friday afternoons, a time when the students were known to be at their most restless and agitated.

Partners utilized the local leisure centre- “In our recent OFSTED report, it was noted that we made ‘good use of local resources’.”

Importance was placed on flexibility in regards to the timing of ChESS Street Dance workshops, it was agreed that the day be split into 40 minute slots but as the course went on some of the more able students were offered an hour. Each session contained a mixture of small groups and individual sessions depending on the needs of the pupils.

The Bletchley Youth Centre was chosen for the delivery of Airhedz 2007 because of the large sports hall that was available for use during school hours. This proved to be a good space and the staff of the Youth centre provided refreshments and a comfortable area for breaks which was important to keep the young people engaged.
Staff emphasised the importance of discussions between partners prior to the workshops taking place so that artists and teachers alike would know what was expected from the project.

The ISSP team are currently in the process of developing and launching a nationally recognised qualification called ASDAN, and the activities completed in this group will be counted towards the young people’s Expressive Art’s element of this qualification. Further advantages of being involved in the project was the gaining of new tools that would help engage young people and develop their emotional literacy.

“Your ability to adapt groups to their needs is invaluable.” Head of Year at Beaconsfield in regards to the artist at the ALC

The initial starting point for the Arts Learning Centre was to ask what impact active engagement in creative activities may have on the motivation and behaviour of young people; highlighting the importance of forward thinking.
With up to 10 projects taking place at any one time careful planning was vital; the artist met with staff and students in order to ‘get a feel for the school culture.’ Programmes were then devised in consultation with the Year Leaders, Behaviour Support Officer and Head of Students Support who identified appropriate referral criteria for students.
The Centre is helping a number of 6th formers to work towards their Young People’s Arts Awards; giving them the opportunity to reflect on their own behaviour targets, and aid younger years in having positive role models to work with on a one-to-one basis.