Evaluation and Audit of Creative Partnerships

1. Audit of Creative Partnerships Evaluation (Oxford Brookes)

Starting in 2006 the three annual audits by Oxford Brookes were designed to:

• analyse the evaluation process across the country, assessing whether the reports generated were rigorous, fit for purpose, consistent and comparable;
• validate and disseminate regional strengths and good practice in evaluation, and
• synthesise and interrogate issues common to Creative Partnerships (CP).

In 2006 an externally audited self-evaluation model known as the 'Creative Partnerships Evaluation Toolkit' was introduced and rolled out nationally. It was based on conversations on the subject of creative learning with each group of project participants (teachers, young people and creative practitioners). The elements of the model were drawn from a review of research literature and observations of CP practice by CP staff.

The first year's audit found that the Toolkit was a valid means of evaluation, which could potentially be the vehicle for collecting large-scale reliable and legitimate information about the impact of CP. The report also made recommendations around refining the toolkit and making changes to the training of those staff responsible for implementing it in their local areas.

2006/7 Audit Of Creative Partnerships Evaluation (132 KB)

With the introduction of the three new schools strands, Enquiry Schools, Change School and Schools of Creativity, including a refined version of the ‘Toolkit’, the second year report found that CP had considerably improved its system of evaluation in 2007/8. Building on the ‘Toolkit’ the ‘Creative Schools Development Framework’ was found to be a useful and familiar approach to school self-evaluation and a contribution to securing the legacy of CP.

2007/8 Audit Of Creative Partnerships Evaluation (193 KB)

Following the 2007-8 audit and further refinement of the Creative School Development Framework is now used nationally as part of the planning and evaluation process for Change Schools and Schools of Creativity and is an optional tool for Enquiry Schools.

This diagnostic tool can also be used by schools that are not part of the Creative Partnerships programme.
Csdf Guidance Descriptors April 2008 64 20 (114 KB)

Csdf Self Assessment Form April 2008 65 21 (61 KB)

The third and final report in the audit is due in Autumn 2009.

2. Audit of Creative Partnerships Practice (LC Research Associates)

2008

This study was set the task of developing a typology that could be used to audit past, present and future Creative Partnerships (CP) activity, especially that which focused on extending schoolchildren’s learning. The research methods employed included an analysis of a sample of CP documentation and interviews with CP personnel in six areas in 2006.

The typology produced comprised eight main types (some of which had sub-variants):

Type 1 – Pupil-focused time-constrained projects
Type 2 – Segmental change
Type 3 – School-planned whole school change programmes
Type 4 – Agenda-forming, possibility scanning phases
Type 5 – Adventitious whole school change
Type 6 – Reciprocal learning partnerships
Type 7 – Continuing professional development and learning
Type 8 – Cascaded learning

Audit Of Practice Lc Associates Jan 2008 (296 KB)

3. National Evaluation of Creative Partnerships 2002-2004 (NFER)

This report sets out the main findings from the national evaluation of the pilot years of Creative Partnerships, identifies key messages from each of the participant groups: educational organisations, young people, creative practitioners, parents and staff involved in delivering Creative Partnerships.

National Evaluation Of Creative Partnerships Nfer 2006 (1.2 MB)