The Provider:

JFS TRIO, Sandwell

• The JFS Trio and organisers of the project, comprises of three schools:
• Jubilee Park Primary School is a small primary school situated within one of the most deprived areas within Sandwell with a predominantly (94.4%) white population, many of whom are struggling families or burdened singles. Local feeder estates, as well as the school, suffer from incidents of racist behaviour, which generally is a product of inbred attitudes. The attainment on entry remains low and there is an inherent lack of enriching experiences for pupils.
• Shenstone Lodge is a residential boys pupil referral unit working with a range of pupils who for a variety of reasons cannot attend mainstream school - inclusion and raising achievement are at the heart of its ethos.  
• Ferndale Primary School is a large primary school situated on the fringe of Birmingham. The home circumstances of pupils remain mixed but some pupils do come from deprived backgrounds and there is an above average number of pupils whom are in receipt of free school meals. The attainment on entry of pupils is also well below average, however the proportion of pupils who speak English as an additional language within this setting, is well above average (indicating a large ethnic population)

Summary:

• The Indian Arts Festival was a year long project (within a wider three year project) involving three very different schools across the borough of Sandwell from very diverse feeder areas (one pupil referral unit, one school with a large ethnic population and one predominantly white population school, however all commonly serving some element of deprivation within these areas)
• The Arts Festival comprised of various arts activities led by specialists and teachers working directly with pupils and parents in the various settings across the borough, using various recognisable art forms as a method of teaching and learning (Indian arts, music, visits, dance, literature and food) The focus on exploration of tastes, sounds, images and tactile arts hopefully helping to encourage and foster an active interest in the different cultures and promote acceptance and much needed community belonging. The project culminated in a number of showcase events involving all three establishments and the wider community.
• The project outcomes can be defined as: raising cultural awareness in the different settings, sharing good inclusive pratices (including staff CPD), promoting positive attitudes towards ethinic minorities within the community whilst reducing incidents of racism and imparting valuable pupil/ parent knowledge and acceptance.

The Aim:

• The project was important to all organisations and the wider community because there was a number of hard to reach parents, pupils and community members with inbred negative attitudes towards different cultures and ethnic diversity. The range of activities and opportunities created through the project, enabled pupil and parent integration from differing backgrounds and created unity and acceptance through various performing arts. Specific activities also involved some element of ‘subtle‘ knowledge and learning about cultural diversity in a bid to reduce the growing number of name calling and racist incidents in all three establishments.
• In addition through involvement within the project, each setting has been able to assess the impact of teaching and learning of cultural diversity through the arts and change policy and practice accordingly in comparison to more traditional teaching methodology.

What do you see in the school?

• Head teacher steering group representing all 3 schools draws up action plan
• Lead person in place in each school
• LA school to school network programme supports work of trio
• HLTA coordinates work of project and lead teachers
• Support from governing body and local council – pupils performed at town meeting
• Clear action plan in place
• Range of policies seen including RE, Equal opp, Racial equality policies all promote community cohesion and awareness and understanding of othe cultures
• Named lead personnel in each school
• Headteacher and Facilitator Monitoring Group in place and meet termly
• Specific job description re lead personnel in coordinating school – HLTA status achieved
• Successful bid made for Arts Council Funding to support  the networking activities
• Support from governors and council despite initial misgivings voiced from within community
• Action research undertaken re impact of exploiting performing/visual arts on learning
• Wider curriculum enhanced by reference to work done in the arts project/workshops – in literacy, humanities, RE, PE
• CPD for staff who see value of interactive approaches when pupils working with artists. Shenstone  RE teacher developed subject knowledge by working with Ferndale staff
• Joint performances of dances and drumming. Art workshops created permanent displays in each school
• LA school to school network coordinator and facilitator both visited and written reports re impact of work
• Head teacher monitoring group meets termly and reports progress as well as planning next steps based on lessons learnt
• Feedback to governors and performances to parents receive critical acclaim – press releases
• Financial record kept re costings and budget
• Analysis of impact re racist incidents and pupil perceptions undertaken
• Local artists have been deployed to help run network activities
• The Post Office heard about the worjk at Ferndale and used the school to launch a range of stamps celebrating cultural diversity in the arts
• School cited as model of good practice re developing awareness / tolerance of different cultures by town council
• African focus has prompted fundraising activities to support developing countries
• Regular showcase events where pupils perform to parents and wider community as well as to each other in network schools
• Press releases highlight the work of the network
• Involvement in Sandwell Black History Month activities
• Workshops organised for parents
• Performance at Town Council Meeting
• Resources produces to share practice

What difference does it make?

• Pupils in all 3 schools now use appropriate language when talking about cultural diversity and value other cultures
• Decrease in racist incidents
• Wider community involved in workshops and more ready to embrace other cultures
• Asian parents now more involved in school life -  deployed to support the artists and  wider curriculum  - one now following NVQ level 3 qualification
• Ofsted report graded Personal Development and Well Being as good
• Town Councillors recognise value of work and impact re the community – “ achieved more in 2 weeks than we could achieve in 2 years” Pupils asked to perform at town council meeting and work of network cited as desired model for other areas in town
• Wider community begun to develop more positive attitudes to cultural diversity – inspired by the enthusiasm of their children

From where is evidence collected to prove the Leading Aspect?

• Action plan names individuals
• Brick by Brick project and recycling old computers initiative
• Budget record
• Data and analysis
• Display of stamps – poster size and press release
• DVD showing parents involved in workshop and performing Bangra dance
• DVD, Displays, feedback from artists
• DVDs, folders, photos, pupil scrap books and folders
• Feedback from heads and pupils and staff
• Funding bid and financial reconciliation
• HLTA job spec
• Interview with artists
• Interview with councillor responsible for community cohesion
• Interview with parent from Ferndale
• Interview with parents and governor/councillor
• Job spec
• Letter and report seen
• Letter from LA school to school network coordinator
• Letter of invite and thanks from council
• Letter of thanks
• Minutes and letters re meetings
• Ofsted report
• Policies
• Poster re various showcases, programs and several DVDs of performances
• Press releases from local newspapers
• Program of activities
• Pupil evaluation sheets, interviews with headteachers, HLTA, parents and pupils
• Summary of data and evaluation of pupil surveys
• Surveys of pupils before and after
• Teachers’ planning, feedback from pupils and heads

The Verifiers Comment

The JFS Trio of Ferndale, Jubilee Park and Shenstone Schools has successfully developed a collaborative approach to raising pupils’ awareness and appreciation of the cultural diversity within today’s society. By working closely with local artists, musicians and dance groups, the pupils at the 3 schools have experienced first hand the richness of other cultures.  Involving parents and the wider community has been a focus for all 3 schools, spreading awareness and appreciation of cultural diversity beyond school. The impact of the work has been impressive – pupils are more respectful of each other, parents are happy to experience and to allow their children to experience other cultural traditions, and many more are taking an active role in the day to day life of the schools. Local councillors report that the work of the network is supporting the Council’s Community Cohesion Strategy. In one school, the collaboration has allowed the pupils to perform with pride to their peers in mainstream settings.