1. Quality Principles Phase 3 pilots Emerging themes from Phases 1 & 2

2. The seven Quality Principles

4. Aims of the project 1.Do the quality principles benefit arts and cultural organisations/practitioners and if so how? 2.Do they change organisational/practitioner culture and practice? 3.Do they impact the quality of arts and cultural experiences? 4.Do they relate to the “Manchester Metrics” pilot? 5.To generate learning to inform approaches to understand and measure quality in arts and culture more widely

5. Timescale of the pilot stage Stage 1 – Dec 2013>> 5 organisations Reaching 655 organisations and 45,042 children and young people ToC and workshop Bi-monthly reporting Stage 2 – March 2014>> 9 organisations Reaching a further 70 organisations and 2,554 children and young people ToC and workshop Bi-monthly reporting Stage 3 – NOW>> 35 organisations apply Seminar and VRE

6. Each pilot has begun with a theory of change (or ‘predictive hypothesis’)

7. How exactly did the phase 1 and 2 organisations test the quality principles? Reviewing existing practice and evaluation findings in relation to QPs Using QPs in their evaluation methods and frameworks As focus for peer reflection and learning Planning new work including their commissioning offers Exploring relationship with other frameworks Exploring new ways to demonstrate impact

8. Anticipated benefits – some of which we have begun to see Increasing rigor of reflection, and clarity of pre-stated ambitions Helps practitioners adopt/focus on the perspective of CYP Consistent way of approaching planning stage, delivery, then outcomes Common language for discussing work for, by and with CYP Opportunity for advocacy Continue developing shared language of quality between organisations Begin to understand which (if any) of these pilots work in raising quality!

9. Organisation-level change we have begun to see… but ACE also want to know how/why? Reinforced a culture of seeking the extra ‘one per cent improvement’ Sharper evaluation processes and instrumentsPromoted learning within and between organisations In some cases, shifted focus from teachers to pupils / from adults to CYP – in some orgs it is CYP using the principles Moved up a ‘rung’ on the ladder of participation

10. Impact on quality as experienced by children and young people It will take time to understand this, but there are some early clues about whether this makes a difference for CYP Creating new opportunities for CYP involvement and leadership in a range of arts and cultural roles More opportunities for progressionEncouraging more / different people to participateNew skills for young arts leaders

11. Relationship to “Manchester metrics” About capturing views of audiences, arts orgs and peers – on a simple scale e.g. “this was a thought provoking experience” Agree / Neutral / Disagree Different purposes but complementary constructs Metrics focus on artistic/cultural products with large audiences; quality principles can be applied more broadly, but need evaluation evidence Both focus on evidence of participants’ experiences as an important route to excellence Greatest opportunity for synergy is to apply metrics to a participatory experience for CYP

12. Learning Some QPs more difficult to evidence (especially personal progression)The QPs are inter-related (e.g. QP 1 “excellence” underpins all others)Particular challenges for: virtual learning, small organisations, brief exposureNeed to be ambitious but realistic (resources/timescale)Devil is in the detail and depth of investigation

13. The acid test Sounds good so far - but does it make a positive difference for CYP? What works, why, how can it be rolled out?

14. Testing the Quality Principles – next steps TODAY: sector seminar and launch of VRE Aug to Nov: phase 3 pilots complete their ToCs and pilot the QPs Early December: progress updates and analysisDec to Feb 2015: analysis and reporting