Blog 1.1 The Heritage Education Trust, The Reed Award, and Early Initiatives for Access
Since its inception, the Sandford Award has pushed for excellence in heritage education across the country. In the 1990s, it was no different, and the Sandford Award as well as the greater efforts of the Heritage Education Trust led to pushes within heritage education for a much more diverse and accessible practice than had previously existed. The Reed Award especially, created to engender support for children with special needs in heritage education programmes, represented a significant step towards inclusivity and accessibility in the heritage sector. By recognising and rewarding excellence in educational initiatives tailored for disabled children, the Reed Award stressed the importance of ensuring that heritage education is accessible to all potential students. These efforts all highlighted the broader commitment of the Heritage Education Trust and Sandford Award recipients to educational equity, ensuring that the opportunities provided by heritage education were available to every child, regardless of their abilities.
The Nimrod journals of the 90s are rife with experimentations within heritage education that aimed to appeal and reach to more diverse groups than their programmes previously had. Early access efforts in the 1990s were designed not only to respond to the new national curriculum but also to diversify the educational offerings available. A significant focus was on appealing to all age groups, particularly in alignment with the various key stages introduced by the 1988 Education Reform Act. This meant developing programmes tailored to the specific educational needs and developmental stages of children at different key stages, ensuring that the content was both age-appropriate and engaging.
In addition to broadening the appeal across age groups, there was a concerted effort to make these educational programmes accessible and understandable for children of all academic abilities. This inclusivity was crucial, as it aimed to ensure that every child, regardless of their usual academic performance or comfort with traditional school structures, could participate and benefit. This involved creating activities that were not only informative but also interactive and hands-on, catering to various learning styles and abilities. At Harewood House, part of the Heritage Education Trust's Education Through Heritage and Arts (ETHA) project, significant efforts were made to ensure activities were tailored to the children's individual needs. Debbie Morris, Senior Teacher at Hawksworth Hall School, described how their project involved studying the nature trail through the changing seasons. The children engaged with the environment using all their senses—hearing, looking, feeling, smelling, and tasting. Activities were adapted to suit each child's unique needs and interests, encompassing both group and individual work. Each child had a workbook to record their responses and findings, supplemented by tape recordings, water samples, and photographs. These resources formed the basis for a wealth of follow-up activities back at school, ensuring a comprehensive and personalised educational experience.
Efforts to make heritage education more diverse and accessible for non-English speaking students were also a significant focus in various initiatives discussed in the Nimrod editions in the 90s. A notable example is highlighted in the May 1995 edition, where Claire Turner, Education Officer at the Bass Museum, addressed the challenges faced when educating EU school children with limited English proficiency. The Bass Museum collaborated with Aigles UK; an organisation based in Lichfield that arranges placements in England for EU students. Through this partnership, they organised a placement for a student from Limoges who assisted in identifying what French pupils would find most engaging during their visit, leading to the creation of a French language museum activity sheet, a brewery tour itinerary, and a follow-up quiz. Moreover, the museum made advance contacts with schools to better prepare for their visits. As the exchange visit market expanded to include primary pupils, devising an engaging visit for younger students with limited English proficiency posed a challenge. Turner consulted with staff at the English school organising the visit, and they agreed on a hands-on session focusing on malt and yeast, highlighting their importance in everyday foods. The session introduced key English words related to taste, texture, and time. Despite some humorous mishaps with French colloquialisms, the visit was a great success, showcasing the museum's commitment to creating inclusive and educational experiences for all visitors.
The Nimrod journal of November 1994 specifically offers a compelling glimpse into the ongoing conversations surrounding access to heritage education and the quality of diverse, accessible programmes. This edition is particularly interesting for several reasons. One notable article, ‘Nothing New Under the Sun’ by Gillian Wolfe, Head of Education at Dulwich Picture Gallery, responds to a previous NIMROD issue by questioning whether access in education is truly a new issue. Wolfe's perspective highlights that discussions about accessibility and inclusivity in heritage education have deep roots and have been a topic of debate for many years. Her insights underscore the enduring nature of these concerns and suggest that while approaches may evolve, the core issues of providing equitable access to educational resources remain consistent. In the recurring column ‘Heritage Viewpoint’ , the journal also discusses how criteria-based awards play a crucial role in ensuring educational excellence as well as pushing for changes and improvements in heritage education.