curious minds state of the region report 2012

7/29/2019 Curious Minds State of the Region Report 2012

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STATE OF THE REGION

Regional intelligence report on arts and cultural provision or children and young people in the North West 2012


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State o the Region 2enablingcreativecollaboration

Contents

Contents

click to jump to sectionIntroduction 2

Our Methodology 7

Analysis of the Sub Regions 10

Local Authorities 26

Schools and the Education Sector 35

Relationships Between Arts and Cultural Organisations and Schools 47

The Creative and Cultural Sector 58

Collaboration and Partnership Working 77

Networks and Networking 83

Information and Communication 89Engaging Young People 98

Engaging Families 113

Outreach and Engagement 118

Achievement and Progression 121

Arts Award 129

Quality and Excellence 134

Artsmark 146

Funding 149

Threats for the Bridge 152

Advocacy 155


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Introduction


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Curious Minds is part of a national network of ten bridgeorganisations funded by Arts Council England to useour experience and expertise to connect children andyoung people, and schools and communities with art andculture. We, along with the Arts Council, believe that everychild and young person should have the opportunity to

experience the richness of the arts and culture.

Our approach to delivering the North West Bridge role will

be underpinned by a set of ve core principles:1. Collaboration,dialogueandpartnership

actingasabroker,enablerandfacilitatortodevelopasustainableculturalecologyforchildrenandyoungpeople

2. Coheringandsimplifyingstreamliningandsimplifyingthemechanismsthatfacilitatechildrenandyoungpeoplesparticipationinart,cultureandcreativelearning

3. Recognisingtheuniquecontributionofschoolsacoherentstrategythatfocusesonhighqualityarts

experienceswithinschools4. Continuouslystrivingforqualityandexcellenceraisingqualityacrosstheregiontosustainengagement

5. Enablingchildrenandyoungpeoplesvoicesupportingchildrenandyoungpeopletodevelopasindependentandinformedconsumers,critics,consumersandcommissionersofartsandculture.

MappingandthegatheringofinformationisakeyelementoftheBridgeinitiative.Inordertobuildacoherentapproachtothedevelopmentofchildrenandyoungpeoplesengagementinartsandculture,inandoutofschool,weneedtobeawareofthecurrentoffer,contextanddemand.Thisreportaimstogatheraregionalpictureoftheprovision,needsandbarriersaroundartsandcultureforchildrenandyoungpeople.

ThereportwillbeusedtoplantheBridgeprogrammewewilldeliverin2012/13andensurethatitisrootedinstakeholderneedandreectiveofthedistinctivecontext,challengesandpotentialoftheNorthWestregionatthismomentintime.ItwillbeusedtounderpinthepartnershipinvestmentandsubcontractingdecisionswemakeandhowweprioritiseourtimeandbudgetasaBridgeorganisation.Ourpurposeistomakeadifferencetoasmanychildrenandyoungpeopleaspossibleandourmissionistobuildonwhatworkswellandbeunafraidtoworkinpartnershipto

changethethingsthatcouldbebetter.

ForthepurposesoftheBridgeremit,ourdenitionofchildrenandyoungpeoplecovers0-19yearolds.

Introduction


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Strategic landscapeChildren and young people are living and learning in aperiod of great economic and social change, a time inwhich their emotional and physical wellbeing, the spaceafforded them to imagine, create and innovate and theirability to nd work or access further or higher education

are all playing out in a context full of challenge. For manyin the North West, which includes the most deprivedSuper Output Areas in the whole of England, this will

compound already high levels of disadvantage.

Thisisatimeofgreatuxforartsandculturalworkwithchildrenandyoungpeopleandithasbeenachallengetodevelopacoherentoverviewoftheconstantlyevolvingcontextinwhichweareoperating.Thisisakeytransitiontimeinwhichmanyfundingstreamshaveandarecontinuingtochange.Ratherthanfocusonwhathasbeenofferedhistoricallywesetouttofocusonprovisionplannedfor2012/13.Thatsaidwenowknowsomeof

theorganisationswehaveconsultedwithaspartofthisresearchwillceasetoexistinafewmonthstime.Othersconsiderthemselvestobeatriskwhilesomearemerging,restructuringorstillworkingthroughthedetailsoftheirofferforthenewnancialyear.Wearenotoperatinginastaticenvironmentbyanymeansandassuchweofferyouaperspectiveofthecurrentcontextasweareabletointerpretitatthistime.

Thisreportisnotaboutmakingthecaseforartsandcultureforchildrenandyoungpeople;althoughthereismuchworktodointhisarea,forthepurposesofthisreportwetakethebenetsofartsandcultureforchildrenandyoungpeopleasagiven.Instead,thisreportseekstobringtogetherinformationaboutcurrentlevelsofprovisionforchildrenandyoungpeopleandanalysewhatchildrenandyoungpeopleandthekeypractitioners,deliverersandfundersworking

withandforchildrenandyoungpeoplearetellingusarethemostimportantissues,challengesandopportunitiesfacingthematthistime.Wehaveattemptedtorepresentinasobjectiveamanneraspossiblewhatpeoplehavetoldus.Wehavecollectedavastamountofdataandintelligenceduringthisprocess.Whatwepresenthereisessentiallyanexecutivesummaryoftheinformationgatheredoverthelastfourmonths.Thedetailedsummariesofindividualorganisationaloffers,theparticularissuesfacingspecicschoolsandthedifferingdynamicsoflocalauthority

areascannotbepresentedhere,thereissimplytoomuchinformation.Howeverwewillcontinuemakingfulluseofthisdetaileddataasweinitiatepartnershipworkingandbegindevelopingourprogrammes.

Introduction


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Theprocessofmeetingandconnectingwithsuchlargenumbersofpeopleandorganisationshasbeenjustasimportanttousasgatheringthedata,enablingustoforgenewrelationships,makefreshlinkagesandreconnectwithmanyexistingpartners.

Wehavemadeadeliberatedecisiontoanonymisethoseconsultedwherepossible.Ourreasonfordoingthiswastoencourageopenandhonestconversationthatwouldbuild

arealpictureoftheregionandtobesurethatwewerenotseentobefavouringanyoneprovideroveranyother.Wefoundinfactthatthemajorityofkeythemes,needs,barriersandpotentialpresentedtouswerenotspecictooneartformareaorgeographicallocation.Insteadarangeofcommonthemesemergedandsothereportisarrangedtoreectthis.Westartwithspecicintelligenceabouteachregion,moveontolookatthespeciccontextfacinglocalauthorities,theculturalsector,schoolsandchildrenandyoungpeople,andthenturnourfocustothemostcommon

themesthatcameupinourconsultation.

OurroleasaBridgeistolistentowhatwehaveheardandworkwithpartnerstodevelopcreativesolutionsthatindividuals,organisationsandcommunitiescanimplement.Weofferasenseofrealisminthepictureweportrayandasolutionsfocusedapproachinourresponse.Someofourideasforrespondingtoidentiedneedsarefeaturedhere.Otherswillfollowaswedevelopourprogramme.

Todatewehaveconsultedwithapproximately450people

andwouldliketotakethisopportunitytothankthemallforsharingtheirtime,expertise,experienceandcreativeideas.Afulllistoftheindividualsandorganisationswehaveconsultedwithcanbefoundinanappendixattheendofthisdocument.

Thisisonlythebeginning;weknowtherearemanypeoplewehaveyettoconnectwithacrosstheregionandwelookforwardtodoingsoaswemoveforwards.

Introduction


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Many thanks also to the individuals and organisationswho have supported us in gathering intelligence acrossthe region. Particular thanks go to:AllAboutAudienceBarnardosActionwithYoungCarersBlessedTrinityHighSchool,BurnleyClaireOBrienCreativeFuturesCumbriaEmmaAylett

CYCES-aschoolforyoungpeoplewithemotionalandbehaviouraldifculties,runbyTheTogetherTrustGayleSutherlandTheHollinsTechnologyCollege,HyndburnJaniceMcNamaraLyceumYouthTheatre

MidPennineArtsNaomiWhitmanNeilWinterburnNorthLakesSchool,PenrithPaulHinePeshkarYoungPeoplesGroup

RosieCrookStPatricksCESchool,EndmoorSheniRavji-SmithDrStephanieHawkeYoungPeoplesAdvisoryservice(YPAS)ZionYoungPerformer

Introduction


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Representatives from Bridge organisations around thecountry came together to create an audit tool that wouldcollect statistical data around arts and cultural provisionfor children and young people, including educationalattainment, deprivation and other key indicators that wouldhelp us identify areas of particular need. Meanwhile in

the North West we spent time devising a comprehensiveprocess that would enable us to gather intelligence from asmany young people, teachers, practitioners, funders and

deliverers as possible.

We focused our attention on the following:

Childrenandyoungpeople Schools ArtsOrganisations-NationalPortfolioOrganisations(NPOs) ArtsOrganisations-NonNPOs Museums/HeritageandLibrariessector Thirdsector,communityorganisationsandcharities LocalAuthorities Arts,culturalandeducationnetworks

Our Methodology


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Feedback from these groups were gatheredusing the following methods:

Statisticalevidence SurveytoallschoolsintheNorthWestandasurveyto

allartsandcultural,museumsandheritageorganisationsintheNorthWest;thiswaspartofajointconsultationdeliveredbyAllAboutAudiencesandCuriousMindsfocusingonartsandculturalprovisionforschools.

FocusGroupsaseriesofgroupsessionswithleaders

fromarangeofsectorsandbackgrounds.Theseweretargetedatthefollowing:I. ArtsmarktrainersII. ArtsAwardadvisersIII. ArtsAwardtrainers/moderatorsIV. NPOsV. MuseumandHeritagesectorVI. PrimarySchoolsinruralsettingsVII. SecondarySchoolsinruralsettingsVIII. PrimarySchoolsinurbansettingsIX. SecondarySchoolsinurbansettingsX. LocalauthorityartsofcersXI. SENschoolsXII. Thirdsectorandcommunityorganisations

Thesub-regionalfocusgroupscontainedrepresentativesfromalloftheabovesettings.

XIII. Sub-regionalLancashireXIV. Sub-regionalMerseysideXV. Sub-regionalGreaterManchesterXVI. Sub-regionalCheshireandWarringtonXVII.Sub-regionalCumbria

One:OneInterviewsweconductedinterviewswithoverahundredleadersfromtheartsandcultural

sector,museumsandheritage,libraries,musichubsandschools. Consultationwithchildrenandyoungpeopleone

facilitatorworkedwithtwodifferentgroupsofchildrenandyoungpeopleineachregion.Theirmainfocusofenquirywaswhatinspireschildrenandyoungpeopletobecomeengagedinartsandculturalactivity.

NetworkAnalysis-weresearchedthekeynetworksintheregionthathaveafocusonartsandculturalworkwithandforchildrenandyoungpeople.

CulturalandChildrenandYoungPeoplesStrategyAnalysis weconductedananalysisoflocalauthoritystrategiesaroundartsandcultureandchildrenandyoungpeopleintheNorthWest.Thiswastoidentifythekeyprioritiesforchildrenandyoungpeopleacrosstheauthoritiesandtheplanslocalauthoritieshaveinplacetosupportthem.

Researchoncurrentpoliticalandculturalpolicy

Our Methodology


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Bridge organisations agreed to focus on gatheringintelligence around Needs, Barriers and Potential withinthe following key areas:

Thestrategicissuesfortheregioninthecontextofchildrenandyoungpeople

KeythreatsandopportunitiesintheBridgecontext Thespecicdynamicsofindividuallocalauthorities Fundingandcommissioningagencies

andpotentialpartners

Geographicareasofneedforchildrenandyoungpeopleandopportunity Musiceducationlandscape

In bringing together the transcripts of interviewsand focus groups we pulled out the main trends fromconversations that sat within the above six areas.Some of these were sub region and sector specic whileothers cut across these boundaries and were relevantto the contributing sectors and region as a whole. The

common themes were identied as:

Informationandcommunication Engagingyoungpeople,theirfamilies

andthehardtoreach Achievementandprogression Quality Money Advocacy

Arrangingthereportinthiswayhasenabledtobringtogetherthevoiceofyoungpeople,teachers,artspractitioners,fundersandlocalauthorityleadsasone.Foreachofthesectorspecicandkeythemesectionswesharethekeyintelligencecollatedincludingneeds,barriersandpotential.WealsoshareourcurrentthinkingaroundthekeyareastheBridgewillprioritiseinyearone.

Our Methodology


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Analysis of the Sub Regions


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Cheshire and Warrington is situated in the south and eastof the region and includes the following local authorities:

CheshireWestandChester CheshireEast HaltonBoroughCouncil WarringtonBoroughCouncil

Thesub-regionhasamixtureofcityandlargetownsaswellasalargeruralcommunity.Becauseofthisgeographicalmake-upthereareareasofhighprosperityandareasofhighdeprivation.

ThereareveNPOsinthesubregion.ThisisanincreasebyonefromtheRFO(RegularlyFundedOrganisations)structure.

HoweverallNPOsarebasedwithinCheshireWestandChesterandnonewithintheotherauthoritiesalthoughaculturalofferisprovidedthroughlocalauthority,educationalandcommercialsettingsintheotherauthorityareas.ApartfromCheshireDancewhoconductsworkacrossCheshireEastandWest,theotherNPOsmainfocusistheirimmediateandneighbouringlocalities.

Cheshirerecentlywentthroughaunitarysplitandbecametwoauthorities(CheshireWestandCheshireEast).Ithastakenanunderstandableamountoftimetorestructure.HaltonandWarrington,fromourconsultations,appeartosufferfromalackofstrongconnectionandidentitywithchildrenandyoungpeople,withtheirfocusbeinginuencedbythenearbyLiverpoolCityRegionand

ManchesterCitycentreculturaloffer.

What the statistics tell us, is what came up during theconsultation process:

Inthesubregionasawholethelevelsofdeprivationarelow.Howeveritisonlywhenwefocusdownatamorelocallevelthatwestarttondparticularneedsandbarrierswithinpocketsofdeprivation.AreassuchasEllesmerePorthavesomeofthehighestlevelsofdeprivationandloweststandardsofeducationalattainmentintheUK.Thiscouldeasilybemissedifonthegroundintelligenceandstatisticsarenotgathered.

There is the perception that Cheshireis afuent so does not need unding

Cheshire and Warrington



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The Cumbrian sub-region is made up of one localauthority and six district/city councils:

CumbriaCountyCouncil AllerdaleBoroughCouncil CopelandBoroughCouncil BarrowinFurnessBoroughCouncil CarlisleCityCouncil

EdenDistrictCouncil SouthLakelandDistrictCouncil

Thesub-regioniswellknownforthehomeoftheLakeDistrictandaruralwayoflife.HoweverthiscanhidethefactthatCumbriaisaverycomplexgeographicalareafraughtwithbarriers.

TwomainbarriersexistInthearea;economicdeprivationinthewestandsouthoftheregioninareassuchasBarrowinFurnessandWorkingtonandruralisolationIntherestofthecounty.Particularconcernswereraisedinconsultationsaroundtransport,lackofaccessibilitytoartsprovisionandhowartsandculturalprovisioncouldbetakentocutoffareas.

Thereare14NPOsintheregion.ThisisanincreaseoftwofromtheRFOstructure.

NPOsandthemuseumandheritagesectorplayakeyroleinthelifeandeducationofthepeopleofCumbria.Althoughthereisalotmoreprovisionavailableintheregioncomparedtothenationalaveragearoundthecountry

(outsideofLondon)thesizeoftheprovisionissmallandusuallyfocuseduponthenearlocality.

WhenaskedduringtheconsultationwhattheywouldliketoseehappenintheCumbrianregion,mostpeopleaskedforamorejoinedupofferacrosstheregionandstrategichelpwithtransportpolicyandroutes.CumbriaCountyCouncilhighlightedthattheprovisionfor11-19yearoldsisthinonthegroundandhaveinsertedthisintotheirchildrenandyoungpeoplespolicydocumentasapressingneedtoaddress.

Cumbria



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Statistics for Cumbria

1. Population(0-19)108.5(000s)(20-24)25.3(000s)

2. PopulationCYP(0-24)133.8(27.4%oftotalpopulation)

3. ArtsAward283successfulawardsApril2011-September2011TotalArtsAward0.35%ofyoungpeople(NorthWestaverage=0.18%/NationalaverageforEngland=0.17%)

4. ArtsMark54settings=15.7%ofsettings(NorthWestaverage20.6%/NationalaverageforEngland=19.2%)

5. PercentageofCYP(under16s)livinginpoverty15.1%(NorthWestAverage=22.8%,NationalAverage=20.9%)

6. UnemployedUnder257360=29.6%oftotalclaimants(NorthWestAverage29.4%,NationalAverage26.9%)

7. IndexofMultipleDepravation21.06(10outof39inEngland)NorthWestAverage=25.61NationalAverage=19.15

8. Settingsclassedascoldspots(Nationalrankingoutof354)

65thAllerdale73rdBarrow

9. Settinglistedintop50highestNEETSlevelsNone

Particulargeographicalareasofneedmentionedinconsultations WestCumbria Barrow Workington Areasofruralisolation Eden SouthLakes Carlisle Copland



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The Greater Manchester sub-regionis made up of 10 local authorities:

BoltonMetropolitanBoroughCouncil BuryMetropolitanBoroughCouncil ManchesterCityCouncil OldhamMetropolitanBoroughCouncil RochdaleMetropolitanBoroughCouncil

SalfordCityCouncil StockportMetropolitanBoroughCouncil TamesideMetropolitanBoroughCouncil TraffordMetropolitanBorough WiganMetropolitanBoroughCouncil

GreaterManchesterisacityregionmadeupofauthoritieswithmanysimilarneedsandbarriers.ThroughthelocalauthorityunionofAGMA(AssociationofGreaterManchesterAuthorities)thesub-regionhasbuiltajoinedupapproachtoartsandcultureinthearea,ensuringprovision

andfundingisspreadacrossthewholeregionwithkeyorganisationsfocusingonspecicneedsandbarriers.ThismeansthattheworkCuriousMindscarriesoutinthissubregionwillbuildonwayofworkingandinfrastructurethatisalreadysuccessful.

However,thiswayofworkingdoeshaveitschallenges.Ourconsultationssuggestthatthiswayofworkingcanmissimportantareasoffocus.ThesizeoftheconurbationandwhereandwhentheculturaloffertakesplacedoescausemanyIssuesforchildrenandyoungpeopleinaccessingartsandculturalprovision.

NaturallytheManchestercityregionholdsthehuboftheculturaloffer,anofferthatisaccessedbyresidentsandyoungpeoplefromoutsidetheGreaterManchesterregion,aswellaswithin.ThebarriersthataffectyoungpeopleacrossGreaterManchesterincludestreetbystreetgangseparation,lackofidentitywithinthelocalarea,transportdifcultiesgettingfromonesideofthesub-regiontotheother,deprivationandyouthunemploymentinthemainsurroundingtownssuchasRochdale,andthethreatofacitycentrewithaculturaloffermuchricherthanayoungpersonsownneighbourhood.

Greater Manchester



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WiththemoveoftheBBCtoMediaCityinSalfordthereisasenseofanewleaseoflifeandopportunityforanumberoforganisations.ButthisisalsoseenasathreatwithaconcernthatfundingandaudienceswillheadinthedirectionofSalfordQuaysinsteadoftheoutlyingareaswhichstatisticsshowhavethehighestdeprivationanddisengagement.Thissaid,Salforditselfisseenasanareaofhighdeprivationtoo.

Aswithmanyareasthemainchallengetoartsandculturalorganisationisreducedfunding,theexpectationtodomorewithlessandthecapacitytoachievethis.Withinconsultationstherequestforextrafundingcamethroughloudandclearbutthereisaverypositiveattitudetotryingnewandsustainablewaysofworkingtoachievethis.Fundingisnotalwaystheanswer;sharedworkingandprogrammingalignedwiththeprinciplesofopennessandhonestywassuggestedasthekeywayforward.



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Statistics for Greater Manchester

1. Population(0-19)650.2(000s)(20-24)211.4(000s)


3. ArtsAward526successfulawardsApril2011-September2011TotalArtsAward0.18%ofyoungpeople(NorthWestaverage=0.18%/NationalaverageforEngland=0.17%)



6. UnemployedUnder2573090=30.7%oftotalclaimants(NorthWestAverage-29.4%,NationalAverage26.9%)

7. IndexofMultipleDeprivation28.44(4outof39inEngland)NorthWestAverage=25.61,NationalAverage=19.15

8. Settingsclassedascoldspots(Nationalrankingoutof354)20thWigan30thSalford37thRochdale53rdBolton61stTameside63rdOldham

9. Settinglistedintop50highestNEETSlevelsRochdale&OldhamVeryHigh:Around20%BoltonHigh:Around18%ManchesterMedium:Around15-17%

Particulargeographicalareasofneed

mentionedinconsultations Rochdale

WiganM62corridorTamesideNorthManchesterEastManchester



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The Lancashire sub-region is made up of 3 localauthorities and 12 borough councils:

LancashireCountyCouncil BlackburnwithDarwenBoroughCouncil BlackpoolCouncil BurnleyBoroughCouncil ChorleyBoroughCouncil FyldeBoroughCouncil HyndburnBoroughCouncil LancasterCityCouncil PendleBoroughCouncil PrestonCityCouncil RibbleValleyBoroughCouncil RossendaleBoroughCouncil SouthRibbleBoroughCouncil WestLancashireBoroughCouncil WyreBoroughCouncil

Lancashireisasub-regionwiththreemainareasoffocus;theBlackpoolregion,PennineLancashireandcentralLancashireCentral.Allthreeareashavetheirowncharacteristicsandartisticcommunities.

Economicallytherearemajorareasofdeprivationaroundtheregion,someurbanandsomerural.WhencompilingstatisticsinLancashireitissometimesdifculttoseewherethemostdeprivedareasare.Forexample,WestLancashirecanbeseenasanafuentareabutifonelooksmorecloselyweseethattownssuchasSkelmersdaleandvillagessuchasTarletonsufferfromsignicantlevelsofdepravationandminimalopportunitiesforengagementinthearts.Thishasresultedinsomeareasbeingoverlookedforfundingorinvestmentovertheyears.Thisisasimilarissuerightacrossthesub-regionofLancashire.

OverrecentyearsLancashireCountyCouncilhasworkedwithlocalpartnerstobringtogetherastrongculturaltourismapproachtotheregionasawhole.Thiswillhopefullybringininvestmentandtourismtomuchneededareas.ThereisacentralregionalpulltowardsmakingPrestonthecentreofthesub-region;

howeversomesub-regionalpartnersfearthattheirareaortownmayloseinvestmentandsufferfromsimilarprovisionissuesfacingtheGreaterManchesterandMerseysideregionswhosufferfromthepullofthecitycentresofManchesterandLiverpool.

Lancashire



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LancashireasawholehassufferedfromtheNationalPortfolioOrganisationrestructure,leavinganareawithoutanyNPOsacrossthewholecentreofthesub-region,includingPreston.AddedtothatistheendoftheCreativePartnershipsprogrammewhichbroughtahugeinvestmenttofreelanceartistsandartsorganisationsacrossthesub-region,resultinginafeelingofneglectaroundartsandculturefrommajorfundersandgovernment.AnumberoforganisationswithpreviousstrongpresenceinLancashirearestrugglingorbeingdisbanded.

Duringourconsultationsweaskedwhatthemainneedsandbarriersforthissub-regionare.Keymessagesincluded;Highdeprivationcausingeconomicrestrictionstoaccessingactivity;someareasfeelingtheyareapoorrelationofthecountyandoverlooked;thelossofartsandculturalprovisionforchildrenandyoungpeopleatcountyandboroughlevelthroughrestructure;alackofactivities

andvenuesavailable;badaccesstotransportroutesaroundthecounty;andrurallocalitieshavinggeographicalchallengesinaccessingactivitydespitenotbeingdeprivedareasthemselves.



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Statistics for Lancashire

1. Population(0-19)353.8(000s)(20-24)97.2(000s)


3. ArtsAward204successfulawardsApril2011September2011TotalArtsAward0.11%ofyoungpeople(NorthWestaverage=0.18%/NationalaverageforEngland=0.17%)





8. Settingsclassedascoldspots(Nationalrankingoutof354)15BlackburnwithDarwen16Preston18Burnley26Hyndburn50Blackpool59Pendle123Rossendale

9. Settinglistedintop50highestNEETSlevelsBlackpoolVeryHigh:Around20%


mentionedinconsultations Rossendale

SkelmersdaleBurnleyHyndburnRawtenstallBlackpool



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The Merseyside sub-region is made up of 5 local authorities:

KnowsleyMetropolitanBoroughCouncil LiverpoolCityCouncil SeftonCouncil StHelensMetropolitanBoroughCouncil WirralMetropolitanBoroughCouncil

Merseysideisasub-regionhugelyinuencedbythecentralmagnetofLiverpoolCityCentreandtherichculturalprovisionprovidedthere.Butitisalsoacomplexregionwithhighlevelsofdeprivationanddisengagementinartsandculturalactivities,fordifferentreasonsfromoneareatotheother.IthasmanysimilaritiestotheGreaterManchestersub-regionbuthasitsownindividualityandovertheyearshasbeenandseesitselfasacompetitortoitsnearbyneighbourofGreatManchester.

TheCityofLiverpoolwasawardedtheEuropeanCapitalofCulture2008duringthemid2000sandthisbeganare-growthoftheartsandculturalservicesinthecityandfurtheraeld.ThecitycentrealreadyhadgreathistoricalartsandculturalorganisationssuchasNationalMuseumsLiverpool,RoyalLiverpoolPhilharmonicOrchestra,theEverymanandPlayhousetheatresandtheBluecoat,buthadbeenjoinedinrecentyearsbytheTATELiverpool,LiverpoolBiennialandFACT(FoundationforArtandCreativeTechnology).ThecapitalofcultureproleenabledtheBigSeven,withUnityTheatre,tojointogetherasonevoiceintheLARC(LiverpoolArtsandRegenerationConsortium)structure.Thisenabledmorefocusedculturalprogrammingandculturaltourismacrossthecityandsub-region.SharingservicesandexpertisethroughschemessuchasThrive,thecitysmainartsandculturalorganisationswereabletoreachoutanddevelopdisengagementprogrammeswithcommunitiesinthecityandbeyond.Specically,theFind

YourTalentprogrammestartedtobuildajointmovementtobringarichartsandculturaloffertochildrenandyoungpeopleacrossthesub-region,untiltheprogrammewascutshortbythenewpoliticaladministration.

Merseyside



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AlthoughtheFindYourTalentandThriveprogrammesdidsomefantasticworkintheLiverpoolcityregiontheydidnotalwaysreachallofthesub-regionintheirwork(thatwasnotnecessarilytheirremit).OutlyingareassuchasSouthport,Sefton,SouthLiverpoolandtheWirralhavecontinuedtoseelittleinvestmentinartsandcultureandtheprovisionhassurvivedintheseareasbythehardworkanddeterminationofindividualartists,afewartsorganisationsandthelocalauthorities.LiverpoolRiverside,forexample,wasmentionedintheoriginalCapitalofCulturebidbyLiverpoolCityCouncilasanurgentareaofinvestmentbutbecausethemainfocusofThriveandFindYourTalentwasNorthLiverpool(anotherareaofhighdeprivation)theRiversideregionstillsitsontopofthetablesfordeprivationandpoverty.Thisisasimilarsceneacrossthesub-region.Thatisnttosaythoseareaswhohavehadsignicantinvestmentoverthelast6yearsarenowvibrantandrollinginarichartsandculturaloffer.Thoseareasstillhavesome

ofthehighestlevelsofdeprivationeconomicallyinEngland.WhattheydohavethoughIsagenerationofchildrenandyoungpeoplewhoweregivenachancetoleadanddeveloptheartsandcultureprovisionaroundthem.Alargenumberofthoseyoungpeoplenowfeelaconnectionwithartsandcultureanditispartoftheirweeklylives.

ThelocalauthoritystructureacrossMerseysideIsparticularlystrong,withrelationshipsbuiltupthroughnetworks.Thishasresultedinallauthoritiesplacingchildrenandyoungpeopleatthecentreofmanyoftheirplans.Duringourconsultations,peopleworkinginthesectorcameupwithmanyneedsandbarriersinrelationtotheartsandcultureoffer.AmongstthesewerethethreatofthecitycentreofLiverpoolandthefocusoffundingandprovisionbeingofferedherewhiletheoutlyingareasareforgottenabout.Thereisaneedforamorelocaltownbytownapproach.



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Statistics for Merseyside

1. Population(0-19)348.3(000s)(20-24)115.6(000s)

2. PopulationCYP(0-24)463.9(32%oftotalpopulation)

3. ArtsAward484successfulawardsApril2011September2011TotalArtsAward0.24%ofyoungpeople(NorthWestaverage=0.18%/NationalaverageforEngland=0.17%)


5. PercentageofCYP(under16s)livinginpoverty27.6%(NorthWestAverage=22.8%NationalAverage=20.9%)



8. Settingsclassedascoldspots(Nationalrankingoutof354)8StHelens43Knowsley

9. Settinglistedintop50highestNEETSlevelsWirralVeryHigh:Around20%LiverpoolHigh:Around18%


mentionedinconsultations SeftonFormby/Southport(feelscutoffandnotconnected)

LiverpoolRiversideKirkbyStHelensWirral


St t th R ibli ti ll b ti


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Local Authorities

State o the Region 27enablingcreati ecollaboration


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Our consultation has involved conversations with county,city, borough and district councils as well as unitaryauthorities. Culture is viewed very differently across thelocal authorities in the North West with radically differentprioritisations of arts and culture there appears to beunder supply in some areas and possibly even over

supply in others.

Strategic landscapeThereisconsiderablevarianceatpresentintermsof

securityofpositionforlocalauthorityartsofcersandabilitytolong-termplan.Whileonecountycouncilsartsservicehasbeenprotectedforthenextthreeyears,anotherartsofcerinaneighbouringauthorityhasnosenseofherpositionorwhenitwillbecomeclear.Inthelightofuncertainty,manyarendingithardtodeveloporimplementmeaningfullong-termstrategiesaroundartsandculture;equally,havingastrategyisnoguaranteeofcontinuance.Thereiscurrentlymuchstasiswithinlocalauthoritieswhilerestructureandreviewcontinuesata

variedpace.

Anumberoflocalauthorityrepresentativesdescribedhowoftenartsandculturalprovisionwasmovedaroundwithindirectorates.Inoneauthority,CulturalServiceshassatwithinfourdifferentdepartmentsinthelasteightyearsandcurrentlyresidesinTechnicalServices.Thisagsupissuesaroundwidercouncilsupportfortheartsandcultureandhighlightsalackofunderstandingaroundhowculturalservicescandelivercorporateobjectivesacrosstheboard.

Ithasbecomeclearthatculturalteamsdontalwayswork

orcommunicateeffectivelywithChildrensServices.Manydepartmentswereveryinwardfacingandcouldnotofferanyinsightintotheircolleaguesprioritieswithinotherteams.Thereisaperceptioninsomeauthoritiesthatfundingforsocialservicesdrainswiderresources.

Local Authorities



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Impact of the cutsLocalAuthoritycutsareimpactingonservicestochildrenandyoungpeoplebytakingawaysignicantnumbersofstaffandoftenwholeareasofservicesuchasArtsDevelopment,theYouthServiceorChildrensLibraryServices.Thisishavingahugeimpactwithremainingofcersoftencoveringtwoorthreeroles.Thosewhoremainarestrainingtollthegapsandthisishavingabigimpactoncapacity.

Insomecaseshowever,combiningpostsisstretchingandmaximisingstaffskills;forexample,insomeareasArtsDevelopmentandMuseumLearningOfcersarecombiningtheirdutieswithothersectionssuchasEvents,Tourism,andLibraries.Thisisenablingawholenewrangeofideas,relationshipsandpossiblepartnershipstoemergeaslibrariansworkinmuseumsandmuseumofcerstakeonartsdevelopmentroles.

Spendingcutsmeanthatpointsofaccess,referralandsignpostingforyoungpeoplearebeingeroded.Buildingclosures,thelossofnationalagenciesforyouthdanceandtheatre,thelossoflocalauthoritylinkworkersandspecialistofcerswereallgivenaspertinentexamples.

Someserviceshavebecomeconsolidated(mergingwithChildrensServicesorculturalservices),somearebeingoutsourced,somearedevelopingatradingarmwhichmayinvolveartseducationandconsultativeservicesfor

artssubjects.

LocalAuthorityprioritieshaveshiftedwidelyacrosstheregionandtheeconomicpressuresarecausingtwocontrastingthingstohappen.Inthelightofcuts,someartsservicesarebecomingmoretargeted,aligningtheirworkwithwidercouncilprioritiesandmeaningthewiderpopulationofyoungpeoplemaymissout.Othersarebecomingmoreuniversalandmainstreamintheirprovision,offeringsomethingtoasmanypeopleaspossibleinabid

torepresentvalueformoney.

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Connecting with schoolsManyauthoritiesarestrugglingwithnarrowingthegapandturningroundschoolsinspecialmeasures,inmanycasestheSchoolImprovementteamhavebeenretainedsolelytodeliverstatutoryfunctionswithandonbehalfofschools.TheHeadofSchoolImprovementinonelocalauthoritytoldusthatamoretargetedapproachtoculturalandartseducationinschoolswasnotastrategytheycouldseeasrelevanttosupportingthesekeypriorities.

Localauthoritiesfreelyrecogniseschoolsarenotlookingtothemforsupportanymoreandacknowledgetheycouldnotofferthatsupportnoweither.Somelocalauthoritiesseeakeyroleforthebridgeorganisationinbridgingthatvoid.Somearekeenforustodevelopartsclustersofschoolstosharepracticeandothersnowseeusasthemechanismtogettheirofferouttoschools.Oneboroughcouncil,forexample,hasaskedifwecanpromotetheirdanceandanimationsummerschoolprogrammeforthemthisyear.

Collaboration across local authoritiesWhilesomeauthoritiescurrentlyappearveryinwardfacing,othersarekeentoconnectoutwardsandarerequestingsupportwithmakingconnectionsacrosssubregionalareas.Someseethebenetinmountingajointefforttocreateanevidencecasefortheworkthatwillhelpmapandcontextualiselocalgapsanddevelopstrongersub-regionalconnections.

Infactthereisincreasingcollaborationbetweenlocal

authoritiesforexample,nineofthetenAGMAdistrictscametogetherrecentlytoprepareamegahubMusicEducationPlanbid.CHAOS(CheshireandWarrington),LearnTogetherPartnership(Merseyside,Halton,CheshireandWarrington)andGreaterManchesterLocalAuthorityArtsOfcersareallexamplesofthrivingnetworks.Thisisbeginningtogobeyondsharingpracticetojointdelivery.

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CommissioningWhenthedustsettlesmanylocalauthoritieswilllooktowardsthecommissioningofexternalpartnersasamodelformeetingtheiraims.Thegrowingbodyofevidencedemonstratingthatarts,culturalandcreativeapproachescanhaveapowerfulimpactinareassuchashealth,education,communityempowermentandcrimereductionsuggeststhereshouldbekeyopportunitiesforthebestcreativeandculturalproviderstooffersupport.Inmanywaysthemarketismoreopenthaneverbefore

andtherearesignicantopportunitiesforartsandculturalorganisationstooffercompetitiveprovisionthatwouldpreviouslyhavebeendeliveredbythelocalauthority.

Localauthoritycommissioningapproacheswerefeltbymanytobetooinaccessibleandpaper-basedanditwasfeltthatmoredialogueandrelationshipbuildingshouldbecomepartoftheprocess.Onestrategiccommissionersaidshewouldalwaysprefertohearwhatchildrenandyoungpeoplewhohavepreviouslyworkedwithaparticularproviderhad

tosaybeforemakingadecision.

Cultural tourismSomelocalauthoritiesareworkinghardtopromoteculturaltourisminanattempttobringmorevisitorsintothearea.Thishasseensomeinterestingprogrammesofcollaborationbetweenheritagevenues,forexample,butitalsoraisesachallengingdebatearoundtheroleofpubliclyfundedandcommercialactivityandhowthesemixedeconomiescanworktogethertoattractexternalvisitorstoanarea.

Cultural buildingsSomeauthoritiesareworkinghardtomaketheirculturalbuildingsaccessibleandpopular,somearedisposingofthemorclosingthem.Inoneauthoritytheartsofcerexplainedhowclosingvenueswashavingaknock-oneffectonfamilyengagementasparentsliketoseeend-of-projectperformancesinaprofessionalvenue.

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Key Bridge priorities for year one

WorkcloselywithlocalauthoritycommissionerswhowishtodeveloptheirunderstandingofthecontributionartsandculturecanmaketotheChildrenandYoungPeoplesplanandbroadersocialagendas.

Facilitateconversationsbetweencommissionersandcreativeandculturalproviders,supportingproviderstocommunicateincommissionerfriendlylanguage;e.g.XyoungpeopleexperiencedYandthebenetsareZ.

Radicallyincreasetheproleoflocalauthoritieswithin

theNorthWestwhoarechampioningartsandculturalprovisionforchildrenandyoungpeople;thiscanbeusedasapromptandtooltoreengageotherauthorities.

AttendlocalauthorityArtsOfcernetworkmeetingsandofferaregionalperspectiveandopportunitiestojoinupprogrammesandapproaches.

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Local authorities Children and Young Peoples Plans

The most common priorities for the Children and YoungPeoples Plans (CYPPs) for the ve sub-regions are to;

Promotehealthylifestylesandhealthychoicesandreducebehavioursandidentifythoseatriskofharmatanearlystage;

Improveaccesstoandinuenceoverservicesandopportunitiesforvulnerablegroups;

Promoteenjoyment,positiveplay,recreationand

leisureactivitiesforallchildrenandyoungpeople; Provideopportunitiesforchildrenandyoungpeople

toengageandbevaluedasresponsiblemembersoftheircommunities;

Raisetheaspirationsofallchildrenandyoungpeopleinallaspectsoftheirlives;

Supportchildren,youngpeopleandtheirfamiliestoachieveeconomicwell-beingandreducethenumberslivinginpoverty;

Toimprovetheemotionalwell-beingandresilience

ofchildrenandyoungpeople; Safetyandsafeguarding.

ThereisverylittleexplicitdiscussionofartsorcultureinmostoftheCYPPs,withthefocustendingtobemoreonpositiveandleisureactivities.

The type of priorities raised include:

Increasingthetakeupofleisure,sportsandculturalactivitiesbyallchildreninsideandoutsidetheschoolcurriculum;improvingdevelopmentopportunities,adviceandguidanceandpositiveleisureactivities;improvingattainmentofpupilsatearlyyears;andfamilycommitment

tolearning.

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Local authorities strategies for arts and culture

Children and young people are mentioned throughoutlocal authorities strategies for arts and culture includingpriorities relating to schools and schooling:

enhancingopportunitiestochallengeandsupportschoolsandthewidercommunityindevelopingthecurriculumorprojects;

workingwithpartnerstoprovidesupportandtrainingtoensureacreativecurriculuminschools;

engaginginthedevelopmentofthe1419curriculumincludingvocationalopportunitiesrelatedtotheculturaleld;

supportingprimaryschoolsbyplacingprofessionalcreativepractitionersintoschoolsandotherlearningenvironments;

incorporatingcultureandsportwithintheBuildingSchoolsfortheFutureprogramme;

increasingaccesstocreativelearningforchildrenandyoungpeopleinandoutsideofschoolsandensuring

thatcreativityisacorepriorityinlifelonglearning.

Other related agendas include:

developingculturescontributiontothechildrenandyoungpeoplesagenda;

promotinglife-longlearningopportunitiesinarangeofvenues;

sharingbestpracticeinartseducation; developingeducationandtrainingopportunitiesrelevant

totheneedsofbusiness,individualsandthecommunity; providingarangeofformalandinformallearning

opportunitiesinarangeofsettings; developingyouthledpracticeempoweringyoung

peopletoidentifyareastheyareinterestedin,inordertosupportsocialregeneration;

makingtheenjoymentofandparticipationincultureandcreativityaccessible,affordable,importantandenrichingforallpeople,especiallytheyoung;

improvingtheself-esteemandhealthofchildrenandyoungpeople.

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Other relevant themes within the local authorities arts andcultural strategies include:

Arts,culture,thebuiltenvironmentandsenseofplace; Economiccontribution,regenerationanddevelopment; Increasedparticipationandaccess; Fortheartsandculturetobeanintegralpartof

supportinghealthandwell-being; Engagingwithartandartists; Funding,developmentandpolicymaking; Providingopportunitiesforyoungandoldtowork

alongsideprofessionalartistsandcreators; Addressingissuesofsocialinclusionthrough

concessionschemes; Developingopportunitiesforhighqualityartsactivitiesto

takeplaceinruralandoutlyinglocations; Increasingaccesstoinformationaboutfunding

opportunitiesforthearts; Workingwithorganisationstosecuresourcesoffunding

andtoencouragethedevelopmentofbids.

Youth workTherearerealchallengesherewiththehugelossofopenaccessservices,theimpactofdeliveringtargetedonlyservices,andtheshiftoftheseservicestoschoolsettingsforyoungpeoplealreadydisengagedwiththeformaleducationenvironment.TherealsoseemstobealackofconnectivitybetweenYouthServicesandotheragencies.

Youthworkersareamajorassettoenablingyoungpeopletoaccessartsandculturalprovision,theyhavelocal

knowledgeandcontactsinthemostdeprivedareasandexistingrelationshipswithhardtoreachyoungpeople.Theyalreadyrunartsbasedactivitiesamongstmanyothertypesofactivityandareoftenresponsibleforyoungpeoplesrstexperiencesinculturalparticipation.

Howeverthereareoftenissueswiththequalityofthisprovision,whichwarrantsfurtherexploration.Itisacknowledgeditcanbehardtondtherightpeopletospeaktoinmanyyouthsectoragenciesto

initiatepartnership.

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Schools and the Education Sector



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It is widely acknowledged that schools are uniquelyplaced to ensure that children and young people have theopportunity to access the very best in arts and culture.For the vast majority of children, schools form the mostsignicant part of their education and for those fromthe most deprived backgrounds, school is particularly

important in offering experiences children may neverotherwise have access to.

Schoolsofferingexcellentartsandculturalprovisioncombinestructuredcurriculumlessonsinwhichchildrenandyoungpeopleparticipateinadiverserangeofartsandculturalactivitiesasastimulusforlearning,alongsideprogrammesofafterschoolactivityforchildrenwithpassionsforparticularartforms.Manyschools,particularlyhighperformingschools,bringincreativepractitionerstoworkalongsideclassroomteachers.Thesecreativepractitionersmaybefreelancespecialistsoremployeesofartsandculturalorganisationsorprivate

sectorcompaniesfromthecreativeandculturalindustries.Ourvisionistosupportmoreschoolstoembedartsandcultureacrossthecurriculumandbeyondsothatpupilsexperiencearichdietofculturalexperienceseverydayandcometoexpectnoless.




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Strategic contextSchoolsnowhavemoreautonomyandchoiceabouthowtheyspendbudgetsanditispossiblethatsomeschoolswillusethisopportunityalongwiththenewlyslimmeddowncurriculumtosupportartsandculturemorefreely.Therearemanyexcellentexamplesofschoolsusingculturallearningtodemonstratetoparentsthattheyoffernotonlyahighstandardofeducationbutalsodynamicnewexperiencesthatmaketheirchildrenbettercommunicators,betterlearners,morecondentand

ultimatelymoreemployable.

The2010SchoolsWhitePaperTheImportanceofTeachingstatesthatchildrenshouldexpecttobegivenarichmenuofculturalexperiences.However,therearerealconcernswithintheregionthattheEnglishBaccalaureateactuallyincentivisesschoolstodeprioritisetheartsandculturallearningbecausethemajorityofschoolswillchoosetospendmuchoftheirmoneyinareastheyknowtheywillbejudgedonthemost.Thereisasignicantand

growinguneasethatsubjectssuchasArtandMusicwillbecomelessvaluedinschools.Thefullimpactofthisremainstobeseen.

ManyoftheschoolsmostcommittedtoartseducationhavedemonstratedthisthroughachievingArtsmarkGoldorthroughbecomingCreativePartnershipsschoolsorachievingspecialistartsstatus.Itistheseheadteacherswhoaresayingthattheirideologyandtherealitiestheynowfaceareindirectconict.Theyarestillpassionateabouttheintrinsicbenetsofartsandculturebutsaythatasitsnotstatutoryormeasured,amyriadofotherpressuresaretakingpriority.

MoneyHistorically,localauthoritieswouldoftencommissionartsandculturalorganisationstoworkwithclustersofschoolsandthisenabledcoherentinterventionstotakeplaceonalargescale.Delegatedbudgetsnowmeanschoolscanjudgethemarketmoreindependentlyandmaketheirowncommissioningdecisions.Inmanywaysthiswillbeapositivestepforschoolsbutitdoesmeantheyarelessabletobenetfromtheeconomiesofscaleandsecuritythatcamewithblockbookingsandbeingpartofalocalauthority

co-ordinatedprogramme.

SchoolsthemselvesareconcernedaboutfundingandsaythatwithoutthebudgetstheyusedtohaveoreasyaccesstoCreativePartnershipsstyleinitiatives,valueformoneyandcosteffectivenessareincreasinglybecomingthemostimportantfactorsinselectingexternalprovision.




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The role of parents and culture in schoolsFormanychildrenandyoungpeople,parentsarethemostinuentialadultsintheirlivesanditisvitallyimportantforschoolstodevelopparentsunderstanding,experienceandattitudetowardsartsandculture.Schoolsarekeytoengagingparentsinunderstandingboththevalueofparticipationinartsandculturalexperiencesandtheartsandcreativeindustriesasaviablefuturecareeroptionfortheirchildren.

Withfallinglocalpopulationsandpupilenrolments,whereparentschoosetosendtheirchildrencanincreasinglymeanthedifferencebetweensurvivalandclosure.Insomeareas,familyandparentalvoiceisbecomingasimportanttoschoolsasleaguetables.Highqualityartsandculturalprovisionandemphasisonexperientiallearningopportunitieswillmakeschoolsmoreappealingtomanyparents,whileotherswillmakeselectionsbasedonpastperformancetablesandOfstedreports.

Time and moneyMostschoolshavelittleexperienceoforskillsinfundraisingandthisissueiscompoundedbythelackoftimeavailableinschooltobuildthiscapacity.Whenopportunitiesaresentintoschoolthatrequirecompletionofalengthyapplicationformwithlittleguaranteeofsuccess,therealityisthatmoreoftenthannottheywontbecompleted.Schoolsrecognisethatbuildingalongertermrelationshipwithanartsorganisationwillbemutuallybenecialbutoftentheirbudgetonlyenablesthemtoaffordaworkshopfromanarts

organisationorapractitionerforaday.

Schoolsdowanttoknowaboutqualityprovisionavailablelocallybutagaindontoftenhavethetimetodothenecessaryresearch.Relevantinformationdoesntalwaysgetthroughtoteacherseitherwithopportunitiessometimesbeingdiscardedbyreceptionbeforetheyareevenseen.SchoolswouldlikethemostrelevantinitiativestobesignpostedtothembytheBridgealongwithsupportwritingthebid.Theywouldalsolikeexamplesofbidsfrompeople

whohavereceivedfundinginthepast.




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The role of the senior leadership teamSchoolswithastrongtrackrecordinartsandculturalprovisionhavebuyinatseniormanagementteamlevelfromindividualswhounderstandandcanarticulatehowsustainedhighqualityculturalinterventionscontributetoschoolimprovement,improvedlearningoutcomesandraisedachievement.

SchoolswelcomedHenleysideaofaculturallearningleadineachschoolwhowouldbeamemberofthesenior

leadershipteamandactasarstpointofcontactandculturalchampionwithintheschool.Thispersonwouldberesponsibleforknowingwhatsavailable,bringingappropriateculturalprovisionintoschoolandsignpostingpupilstoculturalactivityinthewidercommunity.TheywouldalsobeakeycontactfortheBridgewhowouldgivethemasmuchinformationaspossibleandencouragethemtofeedbackonprovisiontakenup.Theyfeltthisroleshouldbedeliveredbyamemberofexistingstaffwhowouldunderstandthecomplexitiesoftheschool

andbeabletonegotiatethesefromwithinwhenplanningprogrammesandinitiatives.

Withoutexternalfundinghoweveritwasfeltthatthiswouldbedifculttoembedonanysignicantscale.Therearetoomanyotherpressuresandnotenoughtimeorcapacityforexistingmembersofstafftoprioritisethiskindofwork.Oneschoolsuggestedaclusterofschoolscouldshareresponsibilityfortakingonanindividualtofullthisrole,signpostinglocalprovision,poolingresourcesandcoordinatingactivitiesbetweenschools,usingamodelsimilartothatoftheExtendedServicesCo-ordinatorsortheSchoolSportsCoordinatorroles.

Professional development

Itsimportanttoadvocateforthespecicroleteachersthemselvesplayandwillcontinuetoplayindeliveringartsandculturaleducation.Manyofthoseconsultedbelievecurrentprofessionaldevelopmentinrelationtodevelopingartsandculturallearningopportunitiesintheclassroomiswhollyinadequatefortheschoolworkforce.Lookingtowardsopportunities,theelevenTeachingSchoolsintheNorthWestcouldprovideavaluable

resourcehere,perhapssupportingNQTstodeliverartseducationinpartnershipwithartsorganisations.Thiswoulddeveloprealworldconnectionstotheculturalsectorandensurerealrelevance.




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Free schools and academiesItishopedthatsomeinterestingmodelsmayemergeintheregionwherefreeschoolsandacademiescomeforwardandprioritiseculturallearning.Thereareopportunitiesfortheculturalsectortoplayaroleinadvocatingtoheadteachersandgovernorsforthisapproach.Schoolscouldinvolvecreativepartnersincurriculumplanningandintegrateculturalactivityintotheirdaytodayworkbytakingoncreativepartnersasmembersofthecoreteam.Suchschools,ratherlikeCreativePartnershipsSchools

ofCreativitycouldsupportotherstotakethisapproachbysharingpracticewidelyandevidencingtheimpacthighqualityartsandculturalprovisioncanhaveonlearningoutcomesandachievement.

Schools as cultural community hubsOurvisionistodeveloptheconceptofschoolsasoutwardfacingculturalhubsincommunities.Wewillworkwithschoolstohelpthemdenethemselvesasculturalspaceswhichareaccessibleandrelevanttothecommunitiestheyserve,andwhichhavewideknowledgeoflocalprovisiongroundedinlocalnetworks.Despiteallofthecontextualchallenges,thereisstillrealappetiteamongstteacherstopushforartsandculturetobetheheartofschoolimprovement,familyengagementand

learningprogrammes.

TherearesomepracticalbarriersemergingfromnewBSFschoolsinrelationtothisvision,onewhoreportsnotbeingabletoputpupilsworkonthewallsthemselves(ithastobesenttoacompanythatturnsitintoapeelabletransparency)andanotherwhodescribesthebarrierstousingschoolspacesforthecommunity(youhavetobuythespacebackatextortionatecommercialratesoutofcoreschoolhours).




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Cluster workingThechangingrelationshipswithlocalauthoritiesmeanthatmanyschoolsarenowkeentodevelopnewclustersorstrengthenexistingclusterswithafocusondevelopingartsandculturalprovision.Theseclusterswouldcometogethertoshareexpertiseindifferentartformareas,exploreprinciplesofgoodpartnershipworking,poolfundingresourcesandworktogethertoco-commissionprovision.ThebridgewillworkwiththeseclusterstoofferadviceandideasaroundintegratingartsandcultureintoSchool

ImprovementPlansandusingArtsmarkandArtsAwardtoimproveengagement,progressionandachievement.

Networks and advocacyThereisaclearrolefortheBridgeintappingintoexistingschoolnetworksofheadsthroughtheNationalCollegeforSchoolLeadership,theTeachingSchoolsNetworkandacademynetworks,forexample.Subregionalnetworksofschoolscanactasleadersandadvocatesforarts,cultureandcreativityinthisnewlandscape.TheBridgewillworkalongsidethesenetworksandotherkeyregionalandnationaleducationalpartnerstosupportthecampaignforartsandculturetoremainacorepartofthecurriculumas

separatesubjectsandtoensureallchildrenandyoungpeoplehaveregularaccesstoartsandculturewithintheireducationalsettings.

Localauthoritiesoftensayitisthesameschoolsthatengagewitheveryofferoverandoveragain.ThereisworkfortheBridge,artsandculturalorganisationsandotherkeypartnerstodotoengagemoreschoolssothatagreaterproportionofchildrenandyoungpeoplehaveaccesstotheseopportunitiesandnotonlythoseattendingthemost

culturallyengagedschools.




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Key priorities for the Bridge in year one Signpostschoolstorelevantopportunities

andofferbidwritingsupport. Researchforumsforaccessingschoolsenmasse

andusetheseopportunitiestoadvocateforartsandcultureineducation;e.g.PrimaryandSecondaryHeadAssociationsannualconference,NationalCollegeforSchoolLeadershipeventsalongwithNorthWestregionaleducationgatherings.

Launchacampaignencouragingeveryschoolin

theNorthWesttonominateamemberoftheseniorleadershipteamasaCulturalEducationChampionastheirrstpointofcontactfortheBridge.Signupasmanyschoolsaspossibleintherstsixmonthsandensureregularcontactismaintained.

WorkwithsubregionalschoolclusterstoofferadviceonartsandculturalprogrammesandhowArtsmarkandArtsAwardcanbeusedtoimproveengagement,progressionandachievement.

Investtimeinadvocatingforschoolstoregularlyinclude

artsandculturalactivitiesinthedecisionstheymake. Offersupporttoheadteachersandteacherstokeepthe

creativeandculturalagendaalive. DevelopstrategicrelationshipswiththeTeaching

SchoolsintheNorthWest.




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A secondary school in the North WestTheschoolhashadaveryunstablefewyearsduetolowstandardsandothersignicantchallengesthatcomefrombeinginadeprivedarea.Theschoolhasafallingrollwhichissettocontinue.Thismeansthereisalotlessfundingaroundwhichismakingisdifculttoimplementnewinitiativeswhentheyaresimultaneouslymakingstaffredundant.Staffarealsoverystretchedfortime,andtheschooloffersawiderangeofsubjectsatKS4whichmakesthetimetableverytrickyandnotveryexible.Recentlythey

havebeenconcentratingonsettlingandcoheringthestaffteambuttheheadisnowkeentousecultureandcreativitytoenliventhecurriculum.

Theschoolhasexcellentartteachersandastrongperformingartsdepartment.Schoolproductionsarealwaysincrediblywellattendedbythelocalcommunityandpupils,andthereisverylittleotherprovisioninthelocalarea.Theheadisawarethattheschoolisliterallytheheartofthelocalcommunity.Hetakesthisresponsibilityveryseriouslyand

wouldliketogrowtheschoolintoacreativehubfortheuseofthewholecommunity,notjustthepupils.

Theschoolhaslimitedculturalconnectionsbuttheydohavealotofexperienceofworkingwithotheroutsideagencies,especiallyaroundsport.Therearesomevisitstoculturalinstitutions,buttheywouldbenetfrommore.Thereareahandfulofartistswhoareusedoccasionallytoenhanceclassroomactivity.Theytendtousepeopletheyhaveusedbeforeoraskotherschoolsforrecommendations.TheydonotcurrentlyengagewithArtsAwardorArtsmark,butmightconsiderthisonceothermorepressingissuesareaddressed.

Theheadbelievesthatcultureandcreativitycouldholdthekeytomakingthecurriculummoreaccessibleforthetypeofpupilshisschoolhas.Hefeelsthecurrentcurriculumistooacademicanddoesntworkforhispupils.Hispupilshavelimitedexperienceofthewiderworldandopeningupmoreartsandcultureexperiencescouldraisetheiraspirations.Hebelievesculturallearningencouragesresilience,enthusiasmandcuriosity.Forthisteacher,qualityissomethingpersonalisedtohispupils,somethingwhich

engagesthemsuccessfullyandsomethingwithalongtermimpactwithclearoutcomes.




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A Special Educational Needs school in the North WestThisisaspecialistperformingartscollegethatrunstheirowntheatrecompanyinpartnershipwithaprofessionaltheatrecompany.ThewholeFEdepartmentgiveafulldayaweektothetheatrecompanyandareinvolvedwitheveryelementofproductionincludingprops,costumeandtechnicalprovision.TheytourtootherschoolsandhaveperformedatadulttrainingeventsforthoseworkingwithSENchildren.Asaspecialistcollege,theyalsoprovideCPDtrainingtoschoolsaroundKS3dance,drama,musicandart.Thedeputyheadisconcerned

thereareveryfewprogressionroutesfortheirpupilsandwantstousethetheatrecompanyasaformofadvocacytocommunicatewithpeopleresponsibleforSENpost19provision.

Theywanttocontinuetoactivelysupporttheprofessionaltheatrecompanyworkingwiththemastheyareworriedtheymaysoongooutofbusiness.Thisistheonlycompanythatprovidesartsandculturalprovisionoutofschoolthatisaccessiblefortheirpupilsinthelocalarea.

Teachersareveryenthusiasticandonboardbutsometimestheparentsneedpersuadingandtheydolotsofopensessionstoencourageparentstocomealongandseewhattheirchildrenaregettingoutoftheartsandculturalprovisiononoffer.Manypupilscanttravelindependentlyandtheschoolspendsalotoftimeadvocatingthevalueofartsandculturalexperiencestoparentsassomanyofthepupilsarereliantontheirparentsandcarerstomakeanythingpossibleforthemoutofschoolhours.

Forthisschooltheartsandculturearethekeywaysinwhichtheysupportpupilstocommunicateandexpressthemselvesandtovaluetheirwork.Beingcreativeissecondarytoallthisfortheseyoungpeopleitsawayofdevelopingtheskillstheyneedforlife.

Inselectingpractitionerstheschoolalwaysstartswithpeopletheyveworkedwithbeforewhomtheyknowtheytrust.Ittakesalongtimeforpeopletogettounderstandthecomplexitiesofthepupilsandtheschoolsotheyre-usepeoplewhereverpossible.Thedeputywilloccasionallytakeariskonsomeonenewbut

prefersnotto.Forthisteacher,aqualitypractitionerissomeonewhoinvestsinplanningandreectingaspartoftheprocess,providesequalemphasisacrossprocessandproductandengagesallpupilsinachievingsomethingnew.

Fundingisntcurrentlyaproblemastheyhavethisthroughtheirspecialiststatusalthoughthiswillendnextyear.Theyhavepreviouslyhadfundraisingtrainingtohelpstaffsourcemoney.FromtheBridgetheschoolwouldliketobepartofanetworktoshareideaswithotherteachersandattendartistmarketplace

eventstondnewpeopleandinformationaboutfundingandhelpinaccessingit.




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A primary school in the North WestThiswasaCreativePartnershipsChangeSchoolandintheacademicyearfollowingtheendofCreativePartnershipstheschoolgovernorscommitted20ktoartsandculture,whichwasusedtobringintwoexcellentpractitioners,supportingallclassesforafullyear.Thisfundinghasnowgoneandwillnotberenewed.

FollowingOfstedthisyeartheschoolisunderincrediblepressuretoimproveattainmentastheyarenotcurrently

hittingtheiroortargets.Thefallingstandardsareputtingenormouspressureonstaff,theyareworriedtheywillbeforcedtobecomeanacademyandarestronglyresistanttothis.Theheadisnotagainstartsandculturebutnotparticularlyinvolvediniteither.Thecurrentfocusisrmlyonraisingattainmentandtheschoolarelookingforquickwins.Thereisageneralperceptionwithintheschoolthatusingcultureasatoolforlearningdoesgetresultsbutnotquicklyenough.

TheyarestillusingalotoftheskillslearnedthroughCreativePartnershipsandhavedonesomeinterestingprojectsbutlessthantheywant.Theyhaveregulardanceworkshopsfundedthroughtheschoolsportspartnershipbutfeelthisisslightlydifferentbecauseitcomesfromasportperspective.Thechildrenthemselveswouldreallylikeachoirandtheirclassteacheristryingtomakethishappen.FormostchildrenEnglishistheirsecondlanguageandsingingandvoiceareapriorityfortheschooltoencouragethechildrentobevocalandtoexpresstheiropinions.

However,thestaffdontfeeltheyhavetheskillswithinthestaffteamtomakethechoirhappenandthereisnomoneytobringanyonein.

Wideningtheirperspectivesandexperiencesoflifeisessential,asthesechildrendoverylittleexceptgohome,havedinner,dohomework,gotomosque.Tocombatthistheschoolhasshortenedtheofcialdaybythirtyminutestoensuretheyofferthepupilssomeculturalexperienceswithinschooltime.Thisdoesmeanhoweverthatthedayis

veryrushedandthereislesstimetosqueezeeverythingin.




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Forthisteacher,aqualityartsandculturalexperienceispractical,handsonandinteractive.Itmusthaveahighvisualcontentbecauseofthelanguagebarriersandbegoodvalueformoney.Sheprefersindividualpractitionerstobigcompaniesasshefeelslargercompaniesdontlistenproperlytoschoolsneedsandjustdowhattheydo.Thisteacherwouldchooseapractitioneriftheyhadbeenrecommendedbyanotherschool.Theytendtousethesamepeopleandplacesasnewthingsareagambleanditstimeconsumingtondoutaboutthem.

FromtheBridgethisteacherwouldlikeadirectoryofopportunities,particularlyiftheyhadreviewsfromotherteachersfromasimilartypeofschool.Shewouldlikethebridgetoworkwithartiststohelpthemunderstandschoolsbetterandtobeabletoexplainmoreclearlywhatareasofthecurriculumtheirworkwillbenet.Everythinghastobelinkedtolearningoutcomesandpractitionersarenotalwaysgoodatmakingthelinks,whichmeanstheteachershavetodoextraworktomaketheselinksexplicit.

Itwouldbegoodtocreateaforumwhereschoolscanmeetandtalkalthoughgettingoutofschooliscostlyandproblematic,soitmustbeeffective.Schoolscouldclustertogethertobringcompaniesfromfurtherawayandsharethecostoftravelandaccommodation.Fundinginformationwouldbeusefulbutitwouldhavetobequickandeasytoaccess.




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Relationships Between Arts and

Cultural Organisations and Schools



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A key remit of the Bridge organisation is to help schoolsidentify and access arts and cultural opportunities andhelp cultural organisations bring the experiences theyoffer to more children and young people. This sectiongathers a range of perspectives on the issues, challengesand benets of partnership working between schools

and cultural organisations that result in effective learningoutcomes for children and young people. We also offersome actions we will take to support effective partnershipworking between these sectors.

Itisnoexaggerationtosaythatthesesectorsliveindifferentworldsandoneofthebiggestchallengesinbringingtogethertwosectorsusedtodifferentrealities,terminologies,conceptsandpressuresisdevelopingasharedlanguagethatenablesmeaningfulcollaborationtofollow.Goodpracticerequiresatwowayowoflisteninganddialogue.

Accessing one anotherSupportingartsandculturalorganisationstondandaccessoneanotherisonlythebeginning.Butitisoneofthebiggestchallenges.Culturalorganisationsoftenndschoolsdifculttomakecontactwith.Manymoreteachershaveemailnowthantheydidafewyearsagobutitcanstillbehardtoaccesstherightemailaddressandensureinformationreachesitsdestinationandisnotlostatthereceptiondesk.Themajorityofartsandculturalorganisationsengagedwiththusfarwantaccesstoschools

simpliedandopenedup.

Schoolssaytheyknowtherearebrilliantpeopleouttherebuttheydonthaveenoughtimetoresearchtheoptionsavailabletothem.Weknowthatteachersdonthavethetimetospendhoursresearchingprovisionsowehavetomakeitaseasyaspossibleforthemtoaccess.Teachersoftenliveawayfromtheimmediateareaandsomaynotknowwhatshappeninglocallyinthecommunityinrelationtoculturalopportunities.

Relationships Between Arts and Cultural Organisations and Schools



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Selecting provisionWhenaskedspecicallyaboutthearts,schoolsvaluedawiderangeofartforms;music,theatre,danceandvisualartswerethemostpopularbuttheirperceptionisthataffordableprovisionisnoteasilyaccessible.Artsorganisations,withthesupportoftheBridge,needtogetbetteratpositioningthemselvesasaninvaluableresourcetoschools.

Themostcommoncriteriaaffectingschoolsselectionof

externalprovisionarevalueformoney,positiveexperiencesofworkingwiththembefore,theirexpertiseofaparticularartformandtheircapacitytolinktheirworktothecurriculum.Someschoolswillonlyusepractitionerstheyhaveworkedwithbeforeorwhocomehighlyrecommendedfromschoolssimilartotheirown.Theysayqualityvariesgreatlyandifyoudontknowthepersonorprovision

Therewasastrongviewinoneartsofcersnetworkthatsomeschoolsarefavouringpriceoverqualitywhenbringinginartsandculturalpractitioners,havinganunsatisfactoryexperienceandthenabandoningartsandculturealtogether.

ReferencewasoftenmadetothelearningandvalueofthebrokerageprocessdevelopedthroughtheCreativePartnershipsprogramme;encouragingculturalorganisationstodiagnoseneedsandbrokerabespokeresponseisperhapsthemosteffectivewaytoengage

schools.However,someculturalorganisationsworkinginthecurrentcontextstruggledtoseehowthiswouldbepossiblewithincreasinglylimitedresourcesimpactingoncapacitysostrongly.

Schoolsmaybemorecondentinapproachingartsandculturalorganisationstheydonthavehistoricalconnectionswithiftheycantrustprovidershaveattainedcertainstandards.HenleysuggeststhisshouldalignwithhowOfstedassesseswhetherlearningisofahighstandardandbelievesthiswouldhelpheadsbemorecondentintrustingtheyarespendingmoneywiselyandtheirinvestmentwillhavesignicantimpact.Someteachersapplaudedthisidea.Otherssaidtheywouldstillwantrecommendationsfromaschooloranotherheadtheyknewlocally.

Its a lottery as to what youll get.People market themselves so well but

oten it doesnt mean anything, its just words.




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MoneyTheschoolssurveyedintheAllAboutAudiencesschoolsurveyhadallspentsomethingonexternalartsprovisioninthepastyearbut56%spentlessthan1000and41%saidtheywouldspendlessmoneynextyear.Onlytwoschoolssaidtheywouldspendmore.

TwothirdsofschoolssurveyedbyAllAboutAudienceshadengagedwithanartsorculturalorganisationinthelasttwoyears.For92%ofschoolsthemostcommonway

ofconnectingwasthroughaoneoffworkshopinschooloravisittoashow,exhibitionorevent.Twothirdsofschoolshadworkedwithfreelanceartspractitionersandathirdhademployedfreelancepractitionersforamonthormore.Thisisbynomeansarepresentativesamplebutitdoeshighlightaparticularchallengeforartsorganisations.Itappearsthattheschoolsmostopentoengagingwithexternalartsandculturalprovisionaremuchmorelikelytoemployafreelancepractitionerforanextendedperiodthanengagewithanartsorculturalorganisationforthesamelengthoftime.




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Relevance to the curriculum and learning outcomesSchoolswanttoworkwithartsandculturalorganisationswhocanprovideaclearoffertiedtopupillearningoutcomes.Theyalsowantorganisationstobeexibleabouttailoringtheirapproachtoschoolneedsandwanttoworkwithpractitionerswhoarekeentodevelopdialoguewithteachersandareopentojointplanningapproaches.Schoolsthereforeneedtotakeresponsibilityforarticulatingtheseneedsclearlyandbeexplicitaboutrequiredlearningoutcomes.

Culturalorganisationsmustensuretheiractivitiesarefulllingtherequirementsofschools,byensuringtheiroffersupportsclassroomlearningandmakesexplicitlinkstothecurriculumandsupportslearningoutcomes.Organisationsneedtotaketimetounderstandthemarketandworkhardtokeepuptospeedwithanychangesincurriculumfocus.Understandingthepressuresschoolsfacecanhelporganisationstargettheirofferaccordingly.Ifschoolsareunderpressuretoimproveliteracy,numeracyandwellbeing,thenaprogrammesupportingteacherstomeetoneormoreoftheseneedsmaybewelcomedwithopenarms.

MuseumsandGallerieshopethattheirpotentialforcrosscurriculumappealbasedonthebreadthoftheircollections,staffresourcesandbuildingscanbemadeknowntoschoolsandinthewiderculturalsector.Itwillbeseeninthesectiononpartnershipsthatpeoplewereexcitedbythepossibilityofcollaborationsacrossthesectortodothis.TheyalsohopethattheirrelationshipwiththeBridgewillhelpthemunderstandArtsCouncilEnglandanditsaimsandpriorities.




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Practical challengesSomeschoolslooktonationalinstitutionssuchastheRSCratherthanlocalprovidersbecausetheybelievetheyaremoregearedupforsendingatouringcompanyintoschools.

Someteacherssayprovisionhastocometoschoolasitistoodifculttotakepupilsonexternalvisits.Transportandtheassociatedexpense,riskassessmentsandotherpaperwork,thetimeittakestoorganiseandnotbeingallowedtotakepupilsofftimetableareallgivenas

signicantreasonsfornottakingpupilsoutofschool.Formanyculturalvenuesandsitesthisisproblematicastheybelievetakingprovisionintoschoolsreinforcesthenegativeperceptionsmanychildrenformfromarstexperienceofculture;thevisittoschool.Theywantyoungpeopleearlyontoformpositivememoriesandexperienceimaginativeencounterswithculturallearningexperiencesinincrediblesettingsoutsidetheclassroom.

Solutionstosomeofthesechallengeswereofferedfrommanyorganisationstohelpwithpaperworkandbureaucracyincludingdownloadableriskassessments,modeldocumentsonwebsites,previsitactivitysessionsalongwithideasforINSETS.Exampleweregivenwheretheschoolcanjustifythecostofacoachbecauseculturalorganisationshavecollaboratedtopresentfantasticcombinedexperiencesthatlastafulldayandlinkwithspeciccurriculumtopicareas.




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Models of partnership workingTherearemanymodelsofexcellentpracticeforpartnershipworkingbetweenculturalorganisationsandschoolswhichshouldbesharedmorewidely.Insimpleterms,artsorganisationsandschoolsneedtoworkmorecloselytogether.Programmesdesignedaroundadhocshortterminterventionswillnotsustainculturalorganisationsinthelongerterm.Insteadprogrammesneedtobedevelopedinresponsetotherealneedsofschools,linkedtothecurriculum,shapedbyteachersandpupilsandalignedwith

theschoolcalendar.Ifartsorganisationsliaiseeffectivelywithanumberofschoolswhocanbeclearaboutwhattheywouldliketobuy,perhapsayearaheadifnecessary,thenifthatpackageisofhighqualityitfollowsthatotherschoolswillbeinterestedinthispackagetoo.

Onegalleryhassetupapopularbi-monthlyprimaryschoolartteachersnetworkwhileacitybasedtheatrecompanyhasregularsecondarydramateachersgatherings.Atthisgatheringoneteachersuggestedmoreschoolswouldbooktheatretripsiftheywerescheduledtorunat4pmsotheycouldbebroughttothetheatrestraightfromschool.Thiswaypupilswouldnthavetogohomeandthencomebackagainandeveryonewouldbehomebymidevening.This,coupledwithprogrammingappropriateperformancesattherighttimesintheschoolcalendarinresponsetoteacher

feedback,hasbeenattributedtothemassiveincreaseinticketsalesfromschools.Despiteallthechallenges,manyculturalorganisationsbelieveworkingwithschoolsratherthanininformalsettingscanhavegreaterimpactonchildrenandyoungpeoplebecausetheyareacaptiveaudience.Withoutofschoolgroupsitcanbeverydifculttoestablishcontactwithagroupthathasthestabilitytodevelopworkoveranextendedperiodoftime.




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Partnering schools and cultural organisationsWeareinterestedindevelopingaprogrammewhereschoolsandculturalorganisationspartnerup,ratherlikeatwinningprogrammebutwithschoolsandorganisationsselectingoneanotherfreelyandhopefullydevelopingmeaningfulandlongtermbonds.Wewouldliketoexplorewithsmallgroupswhatthismightlooklikeiforganisationsandschoolsweretwinnedandmadespacetobuildarelationshipbasedonopenandhonestdialogue.

Thesewouldbereciprocalrelationshipswhereinartsorganisationsgatheradeeperunderstandingofschoolneedsandvaluablefeedbackonrecentinitiatives,whileteachersshareandgatherideasforcurriculuminnovationinthearts.

Forculturalorganisationsitcouldbeanopportunitytogettogripswiththelanguageoflearningoutcomesandthepressuresschoolsface,aspaceforartistresidenciesorresearchanddevelopment,anopportunitytogathertipsforsellingpackagestootherschoolsandanopportunityforaudiencedevelopmentthroughengagingdirectlywithmoreparentsandfamilies.

Forschoolsitcouldofferaccesstotheuseofavenueasaperformance,accesstonewpractitionersandCPD

opportunitiesandrealworldopportunitiesforpupilstoconnectwithaprofessionalculturalorganisation.Astheserelationshipsdevelopadeeperunderstandingofschoolneedsemerge,resultinginhigherqualityprogrammesandincreasedbusiness.




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Bridge key priorities in year one

Information

Createacomprehensiveinformationandbrokerageservicetoschools,workingcloselywithawiderangeofartsandculturalprovidersandexistingnetworkstocohereandsignpostprovisionandmakeiteasierforschoolstoaccess.

Raiseawarenesswithinschoolsandyouthsettingsofwhatlocalculturalorganisationscanoffer.Encourageschoolstomakebetteruseofwhatisgeographicallyclosetothem.

Supportartsandculturalproviderstotailortheiroffertotheparticularneedsandprioritiesofschoolsthroughhighlightinggoodexamplesandsignposting.

Brokerage

Explorehowgenuinedialoguecantakeplacebetweenschoolsandartsorganisationsasabasisfordevelopingnewmodelsofengagementthatleadtosustainedcreativeandculturalprovisionforchildrenandyoungpeopleandreportbackonthis.

Supportschoolsindevelopingtheirabilitytoengage

withculturalpractitionersandculturalorganisationsandbecomeeffectivecommissionerswithamoresophisticatedunderstandingofqualityandvalueformoney.

Supportbestpracticethroughsignpostingresourcesonourwebsitesuchasforums,casestudies,toptipsandhowtoguides.

Networks and events

Stageannualmarketplaceevents,coincidingwiththeschoolnancialyear,inwhichschoolscanmeetprovidersforanon-committalface-to-faceconversation.Thisisviewedpositivelybyschoolsasanefcientwayofmeetingpeoplefacetofaceandmakingcontactsfortheyearahead.

Offeropportunitiestoshareinnovativepartnershipworking

ideasacrossnetworksandatspecicevents. SupportexistingArtsandCultureNetworksrunbyartsand

culturalorganisationsforteachersandextend,encourageorintroducenewnetworkswherethesearelacking.




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A model of partnership workingAruralsecondaryschoolinLancashirehasastrongpartnershipwithalocalperformingartsvenueandtheextenttowhichyoungpeopleareengagedininuencingactivitywithinthisorganisationisimpressive.Thevenuefacilitatesaforumofyoungpeople(inschoolhours),supportedbyfourlocalhighschools.Thisforumstronglyinuenceswhatisdeliveredbythevenuesothattheprogrammescanbegenuinelyseentorepresentyoungpeoplesideasandcurriculumneeds.Forthevenueits

ashorttermguaranteethatticketswillbeboughtforcurrentshowsandalongtermaudiencedevelopmentstrategybasedoncustomerloyalty.Forschoolsitsaboutconnectingoutward,havinggenuineownershipandarealworldconnectionwithprofessionaltheatre.




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Ideas from the cultural sector focus groupsfor engaging schools

Agreeorganisationspecialismsanddolessbutdoitbetter,co-ordinateofferacrossorganisationsandagreewhoandwheretotargetsowerenotallhittingthesameschools.

Dripfeedschoolswithinformation,promotingthroughlotsofkeypartners.

Bringschoolstogetherforcreativeeventsandbuildontherelationshipdevelopedfromthesesharedexperiences.

Workwiththehighestqualityartiststodevelopsharedprogrammesoftrainingforschools.

Getschoolsandartsorganisationstoworktogethermorestrategicallyaspeerssharingskills.Encourageskillsexchangeandamutualsupportmentality.

Schoolsneedtobeinvolvedfromthestarttotakeownership.Findoutfromheadswheretheyseeartsandculturettingintotheirschoolworkingday.Ithastostartwiththeneedsoftheschoolsratherthanwhatwethinkts.

Phoneupteachersandbuildthepersonalrelationship.Makesuretheyhavetherightinformationtohand,makethemfeeltheyarepartofsomethingbiggerthattheycancontributeto.

Haveanetworkofheadsandteachersbutlookforwaystokeepinformationowingtothewiderstaffnetwork.

UseArtsAwardasavehicletoaccessschools;accreditationopportunitiesoftenengageheads.

Offershorttwilightsessionsininspirationalculturalvenuesorinformalsessionsaroundatheme,ratherlikeabookclub.



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In this context the creative and cultural sectorencompasses individual freelance practitioners, smallto medium enterprises and larger cultural institutions. Itincludes arts organisations, museums and libraries, andorganisations specialising in heritage and lm.

Thebridgewillplayakeyroleinprovidingsupporttotheartsandculturalsector,bothintermsofprovidingaregionaloverviewtosupportstrategicprogrammingandintermsofprovidingconstructivechallengedesignedtodriveupquality.Artsandculturalorganisationsareaskingforvaryinglevelsofsupport,fromengagingschools,familiesandwidercommunitiestocreatingrelationshipswithvenuesandhelpingschoolsraisemoney.Ourkeyaimistobringmoreyoungpeopleandartsorganisationstogetherinmeaningfulways.

Strategic landscapeThepictureiswideandvaried.ThepublicationoftheHenleyReviewofCulturalEducationandthegovernmentspositiveresponsehasprovidedarecentboosttotheculturalsector.However,manyorganisationsacrosstheartsandculturalsectorhavebeenseverelyaffectedbybudgetcuts.Otherswillhavemoremoneythisyear.Cutsandreductionsinfundingmeansomeorganisationsmayceaseworkingwithchildrenandyoungpeople.Therecessioncontinuestohaveanimpactonorganisationsdependentonticketrevenueand/orcommissions.ThemostanxiousartsorganisationsarethosewhowereunsuccessfulintheirbidtobecomeanNPO.

The Creative and Cultural Sector



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National Portfolio OrganisationsFormanyNPOs,theirworkwithchildrenandyoungpeoplewasakeyelementoftheirsuccessfulfundingapplicationandsotheirprovisioninthisareawilleitherremainstable,increaseorinsomeinstancesbecomeasignicantstrandoftheirworkforthersttime.Forothers,theirprovisionforchildrenandyoungpeoplewillremaintheprimarypurposeoftheorganisationandtheywilluseACEfundingalongwithotherconrmedfundingstreamstosupporttheirwork.

SomeorganisationsfeelthatbecominganNPOwillcreateaperceptiontheyhaveplentyoffundingandwillmakeitharderforthemtobringinadditionalresources.NPOsarenolongerabletobidintoGrantsfortheArtsandforsomeNPOsthishadaccountedforupto50%oftheirfundinginthepast.Thisiscausingconcernforsome.

Othersareworriedabouttheirownlackofskillsinapplyingforandndingfunding,coupledwithalackoftimeandresourcetoseekfundingopportunities.Otherscitelackofmarketingsupport,expertiseorbudgetaskeyissues.

Impact of local authority cutsThedecreasedcapacityoflocalauthorityofcers,artsdevelopmentteams,neighbourhoodandrenewalmanagersandyouthsupportisnotonlyimpactingdirectlyonthetargetedservicestheydeliverbutalsoonthecapacityofculturalandcommunityorganisationstoreachouttowideraudiences.Theseorganisationsarendingithardertoattractmatchfundingtocontributetograntapplicationsandpartnershipprojectswithoutlocalauthoritysupportandorganisationswhohavehistoricallybeencommissionedbylocalauthoritiestodeliverservicesforchildrenandyoungpeoplearendingitdifculttoplanahead.

Thehighturnoverofstaffduetocutsandrestructuringismakingitdifculttosustainrelationshipsandcontinuity.Inrealitypeoplehaverelationshipswithotherpeopleratherthanwithorganisationsandwhenaparticularchampionofanorganisationleavesalocalauthority,forexample,itcanfeelasifthepartnershiphadneverexisted.

Itiswidelyrecognisedthatlocalauthoritiesarenolonger

aroutetoaccessschoolsandthereisnolongeradirectconduitthroughthelocalauthoritybetweenschoolsandotherorganisations.Organisationsarendingitmoreandmorechallengingtocontactschoolsandverytime




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intensive.WiththelossofLEAadvisersanddisappearanceofschoolclusters,itisvirtuallyimpossibletocontactschoolsenmasseandtheeconomiesofscalethatmadeblockbookingspossiblehavebeenlost.

Insomeinstancesartsandculturalorganisationsmaynowbecompetingwithnewlyindependent,ex-localauthorityschoolimprovementprovidersforschoolcommissions.However,aseducationalsettingswillnolongerreceiveschoolimprovementservicesfromthelocalauthoritytherearerealopportunitieshereforculturalorganisationsthemselvestobecometrainingsupportproviders.Artsorganisations,museumsandlibrariesarefollowingmanyofthetraditionalengagementpaths,focussingonyoungpeoplewitheconomicdeprivation,disabilities,offendingbehaviour(includingimprisonment),addictions

andsubstanceabuse,BMEcommunitiesorsimplelackofengagement.Meanwhile,localauthoritiesareeitherpursuinganeverythingforeverybodymodelinwhichtheirresidentscantryeverythingregardlessoftargetingorserviceshavetobesominutelytargetedthatthereisnoroomfordevelopment.TheremaybesomesupporttheBridgecanofferinreconcilingthesetwoapproachesasthelocalauthoritiesareinmanycasescommissioningorfundingtheartsorganisationstodeliver.

SomesaidthatartsandculturalorganisationsneedtogetmuchbetteratusingthefundingthatisavailablefromChildrensServicesandhealthservicestodeliverrealmeasurableoutcomes,offeringamorerigorousapproachtoplanningandmeasuringimpact,andwithagreateremphasisonprofessionalstandardsandqualityassurance.




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Partnerships with schoolsArtsorganisationsaresayingthereisabigslumpinbookingsfromschoolsandthatschoolsarebeingthriftywithwhattheyhavebecausetheyarestillwaitingtohearaboutfuturefundingandthefullextentofthelongtermcutsfacingthem.Theconsensusisthatschoolshavelessmoneytospendonexternalpartnersanditshardertoworkwiththembecausetheyresoburdenedwithtargets.

TheendofCreativePartnershipsfundinghashadabigimpactonsomeorganisationsintermsofreducedincome.Therearelessrequestsforsupportwithafterschoolprovisiontoo.Someculturalorganisationssaypersuadingschoolstoconnectwithafullysubsidisedfreeofferischallengingenoughandoftenimpossible.

Atsomepointculturalorganisationswillhavetodecidewhethertofocusonastrategythatengageswithasmanyschoolsandyoungpeopleaspossibleorwhethertooffermoremeaningfulrelationshipsinfewersettings.Someorganisationsarecurrentlyfeelingthetensionsbetween

thesetwoapproaches.Howthisplaysoutwillofcoursedependonhowthemarketemerges,whichatthistimeisdifculttopredict.

The impact of reduced funding on direct workwith children and young peopleReducedfundingwithinartsandculturalorganisationshasresultedinreducedstaff,particularlyforoutreachworkandthisisimpactingoncapacitytodeliverlongtermsustainedworkwithandforchildrenandyoungpeople.Nearlyallartsandculturalorganisationshaveaspecicstrategicobjectivearoundaccessandinclusion.Butasthemoneyrecedes,specialprojectsdeliveringaccessworkasoutreachareseeminglybeingreplacedwithpartnershipsforimaginativeprojectsinthemuseum,galleryortheatreitself.

Thereisaperceptionthatmostofthefundingstreamsopentothecreativeandculturalsectornowareveryprojectfocused.Individuallyfundedprojectsoftenprovideirregularburstsofactivity,makingitmoredifculttooffersustainedactivityforchildrenandyoungpeopleoverextendedperiods.Itisfeltthatoutreachworkcannotbefundedeffectivelythroughshorttermprojectfundingandcorecostsarenowrarelyavailabletofullthepurposeofoutreach.ThereismoreaboutthisintheEngagement

sectionofthisreport.




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Manyfundersappeartobepushingfornumbersoverquality.Forsomeartsorganisations,thesheerdiversityoffundingstreamstheyaremanagingmeansthatprojectshavesuchavarietyofgoalsandaudiencesthatanyoverallofferforchildrenandyoungpeoplehasbeenconsiderablydiluted.

Forthoseworkingwithintheconstraintsofacommerciallyoperatedvenueitisprovingdifculttoensurethatprovisionforchildrenandyoungpeopleisprioritised.Oneorganisationcommented;

Therearealargenumberofprivateprovidersofferingdrama,dance&musicprovisionofvaryingdegreesandquality.Thiscanbequiteexpensiveandmanyfamiliescannotaccessthistypeofprovision.Someorganisationsexpressconcernthattheyareincompetitionwiththeseproviderswhomarketthemselvesallovertheplace.

Somelocallybasedartsorganisationsarenowbeingaskedtodelivertheirofferacrossamuchlargergeographicalareatowidentheirreach.Thereareconcernsthatcapacitychallengeswillmeanthisoutreachofferisinrea

curious minds state of the region report 2012

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