Iffley Academy Partnership

Iffley Academy is a community special academy for children and young people with complex special educational needs and disabilities (SEND). Over the past three years, the Gardens, Libraries and Museums have been working with staff and students from the Oxford-based school to co-develop and co-deliver a programme of creative learning opportunities and project work based around the University’s collections.  

 

Aims

It is widely evidenced that participation in structured arts activities boosts children's cognitive ability, supports their emotional and physical wellbeing, contributes to prosocial behaviour and increases their employability. However, children with SEND are statistically least likely to take part in creative experiences outside school as families can be deterred by emotional, medical and logistical challenges as well as by the perception that cultural venues may not be accessible and welcoming.

The innovative partnership between GLAM and Iffley Academy sets out to challenge this accepted norm. It aims to create equitable access to cultural venues for children with SEND so that they feel comfortable and confident in these spaces. Cultural learning is placed at the heart of the school curriculum so that it informs teaching across all subjects, including both maths and science. The partnership also encourages students to actively consider careers in the arts and cultural sector.

Activity

Led by GLAM arts engagement officer Miranda Millward in partnership with senior staff at the school, the co-constructed programme is designed to familiarise the students with cultural venues in an accessible way and facilitate their participation in creative projects.

The students are first introduced to the museums and libraries through virtual walk-throughs of the galleries and objects being brought into the school. This enables the students to familiarise themselves with the venues and the collections in a supportive environment. Guided visits then follow, led by members of GLAM staff who have spent time in the school getting to know the students.

Following their visit, the students undertake a range of creative projects, often with the support of artists who run workshops at the school. The students then go on to design their own exhibitions and organise private views, which are attended by school and GLAM staff as well as members of the wider school community.

 

 

 

This project has made a significant and sustained impact on both the school as a whole, individual teachers and on students. It has been recognised as an essential vehicle for school improvement.” Tom Procter-Legg, Head Teacher, Iffley Academy

Next steps

2020 sees an exciting year for the partnership. A mini museum is being established at the school for students to curate their own exhibitions, with the support of GLAM staff, while the outdoor space at the school will increasingly be used for learning, supported by Oxford Botanic Garden and Arboretum.

Impact

Alongside practical outcomes, such as the achievement of Arts Award qualifications by all those students involved with project work, the programme has had a significant impact on the day-to-day lives of the students. Using the cultural opportunities created by the programme, they have explored relationships in order to enhance their social skills and self-confidence, with the result that they place greater value on social interactions over processes and projects. 

The project has also transformed teaching practice at the school. Cultural learning now lies at the heart of the curriculum, while many teachers plan their own trips to the museums and engage directly with the venues to develop their own projects. They have gained a sense of ownership of their local cultural spaces and are more confident about the contributions they and their students can make to the cultural sector.

For GLAM, the partnership has resulted in a more diverse audience of young people, and a greater focus on making the venues more accessible and welcoming to SEND children and their families.

“The arts project allowed the pupils to explore different types of roles within their relationships, providing confidence and self-worth to those who find social interactions a challenge. The support they gave each other through the thrills and failures that occurred in the creative processes were heart-warming and genuine.” Nicola Baptie, Teacher, Iffley Academy

Best-practice case study

The partnership has recently been cited as a best practice case study in the Durham Commission Report on Creativity and Education (October 2019). The report describes the partnership as a "consilient model of arts and science learning, which demonstrates how children can acquire knowledge, come up with new ideas, work with their hands and feel ownership of the cultural institutions in their local community".

Read the Durham Commission report

Publications

A range of articles about the Iffley Academy partnership have been published in educational journals and websites. We would like to thank the publishers for allowing us to reproduce copies here. A full list of credits is available below:

Further information

You can find out more about Iffley Academy at www.iffleyacademy.co.uk.

 

Iffley Academy Students at the History of Science Museum

Click on the images below to expand to full screen

Keystage 3 students from Opie Class at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams.
4. Keystage 3 student making a balance scale from cups at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams.
Students from Opie Class outside the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams.
Keystage 3 student using a quadrant at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams.
Teacher and student from Opie Class learning to use a quadrant at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams.
8. Secondary Learning Officer Chris Parkin showing a Keystage 3 student how to use a mariner’s astrolabe at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams.
Keystage 3 student making a balance scale from cups at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams
2. Keystage 3 student making a balance scale from cups at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams.
7. Primary Learning Officer Helen Pooley assisting a student making a balance scale at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams
9. Secondary Learning Officer Chris Parkin showing a Keystage 3 student how to use a mariner’s astrolabe at the History of Science Museum. Image Oxford University Gardens, Libraries & Museums; credit Claire Williams.