Memorandum submitted by Tibshelf Community School, Alfreton, Derbyshire

 

1. Introduction

 

Tibshelf became a Specialist College in 2004 and a Creative Partnership Hub School in Autumn 2005. From the outset we had a vision about combining two powerful agents for change and improvement to create a 'double DNA helix' for development that would transform young peoples' learning experiences and achievement. Tibshelf has been a popular and successful Community School for a long time, but we needed to really challenge some of our more traditional practices and curriculum constraints if we were to give our students maximum opportunity and relevant learning experiences for a rapidly changing world.

 

2. Student Voice

 

Our community was delighted to win CP Hub School status. Our students played a key part in our being chosen. The newly formed Steering Group for Creative Partnership added a massive new dimension to the life of the School as students met with project teachers to discuss new content teaching method and student activity in lessons. Leading students were now beginning, for the first time, to play, a part in selecting topics, projects and activities for lessons in Science, Creative Arts, Humanities and Technology. They now positively challenge staff on the issues of control and choice on core curriculum issues.

 

3. Creative Agents

 

Our Creative Partners have had a powerful and beneficial impact on teaching and learning in many other ways. One example would be the challenge and support given to Science staff during their curriculum revision process. They have worked directly with a Creative Partner who has challenged them to make Science practicals more interesting, thought provoking and problem solving / creativity oriented. Our Science teachers have been challenged at their level and current practice to make a creative "leap of faith" and take risks to improve lesson content and method. Pitching support for teachers in this way is a powerful and sophisticated form of INSET. It is 'personalised' and relevant to them and their practice. We have strong evidence of fundamental impact on good practice both for teachers considered 'satisfactory' in OFSTED terms at present and those considered to be 'good'.

 

4. Creative Partnerships Continuity and Links

 

We have had energetic, purposeful and passionate support from our Creative Partnerships Link Worker. She has offered encouragement, support and praise to a myriad of creative projects in equal measure. The projects she has initiated and supported have engaged staff, students, parents and the community in taking much more 'lateral' and creative approaches to learning, both in and outside the classroom. Whenever possible she has encouraged student engagement, ownership and leadership in decision making about projects - believe it or not that is relatively new practice in Schools in an age of prescriptive National Curriculum! I believe her interventions, along with our Creative Partnerships Leadership Team in School, have had a huge impact on student self-esteem and motivation as they begin to take ownership of these projects. One further example would be our CABE project where groups of students organised, led and planned a series of activities to analyse the architectural design and functional merit of public buildings with a different function to Schools - the Collection and Grove Galleries in Lincoln. Excellent preparation for student contribution to the BSF debate.

 

5. Challenging Gender Stereotypes

 

Creative Partnerships has also played an important part in helping to create a more rounded, 3D view of male and female roles - and role models in Sport and Physical Education. Our existing ethos remained stubbornly old-fashioned and chauvinistic with boys heavily football oriented, along with some of their teachers, whilst girls would seek traditional dance outlets and ne'er the twain would meet. This often led to macho posturing and damaging stereotypes that, more often than not, 'turned girls off' physical activity. Our Creative Partners have helped to create a new atmosphere where traditional roles and expectations are challenged and changed. In a spirit of collaboration, team work, leadership and a willingness to take risks, these negative gender issues are being addressed. Girls and boys are now taking on new challenges in a variety of disciplines, though particularly dance, and opening a wide variety of new opportunities.

 

6. Sharing our Vision and Learning

 

As a Sports College and a leading school in a School Sports Partnership for the whole of Bolsover (44 Schools), we are uniquely placed to share our experiences widely across our local community. Our students as curriculum leaders are working across the partnership. We have staged a number of joint events for students and staff here at Tibshelf and are about to embark on a series of training and exchange of good practice events with neighbouring schools to share the fruits of our labours and successes.

 

Creative Partnerships has been a fundamental element of school improvement for the last 18 months. We will continue to work at embedding the creative vision at the very heart of our planning and practice.

 

July 2007