Art – subject information

Intent

We will fulfil the requirements of the Early Years Foundation Stage and the National Curriculum for art and design whilst providing a broad and balanced curriculum which ensures the progressive development of skills such as combining printing techniques within one piece of work to create impact and effect.

Art and design gives children the opportunity to appreciate and enjoy art in all its richness aiming to stimulate imagination and creativity. Children work with a range of mediums such as sketching, drawing, sculpture, painting, printing, collage, materials and textiles as well as digital media.

Our art and design curriculum will give pupils the knowledge and skills necessary to enable them to observe the world around them and record what they see and feel whilst having ample time to appreciate great artists and their work.

We want to equip them with the knowledge and skills to experiment, explore, invent and create, enabling them to be authentic and explore their own identity as well as being curious about respecting and connecting with others.

Most importantly, at Brough Primary School we want the children to foster a positive, life-long relationship with the subject and have fun and know that they are all artists!

Aims

The national curriculum for art and design aims to ensure that all pupils:

  1. produce creative work, exploring their ideas and recording their experiences
  2. become proficient in drawing, painting, sculpture and other art, craft and design techniques
  3. evaluate and analyse creative works using the language of art, craft and design
  4. know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Implementation

In order to achieve high standards within art and design, we ensure there are opportunities in sketching, drawing, sculpture, painting, printing, collage, materials and textiles as well as digital media. During the children’s time in the Early Years, there is a large focus on developing skills and building foundations and knowledge of different art techniques, before then moving onto a more progressive curriculum when they transition into KS1, until their final year with us.

As well as meeting the requirements of the National Curriculum for art and design, our provision ensures links across the wider curriculum and opportunities for more ‘hands on’ art experiences such as taking part in workshops led by local artists.

Each year, every child will also take part in a day which celebrates and teaches about an artist from a more diverse background, such as Tom Yendell: a mouth and foot painter and Beth Wilson: an autistic artist.

Diverse and complex representation is important in challenging learnt prejudice and creating an understanding that we have as many connections as we have differences. Connection strengthens our sense of self and our ability to work with others.

This diverse artist study provides many ways to explore these conversations and better equip the children in our school community to understand one another, be inspired and know that everyone is valued.

The long-term art plan maps out the experiences the children will receive in each key stage. It is written by the subject leader in consultation with phase leaders and other members of teaching staff. The subject leader provides medium-term plans for each unit of work ensuring that key skills, required knowledge and objectives are covered. This supports teachers with the development of lesson planning.

Art warm-ups are encouraged at the start of a lesson to enable the children to share their views and opinions on certain aspects of art and also to revisit learning from previous units.

From KS1 to KS2, each art unit has an identified end product with a range of opportunities for the children to develop skills linked to the unit’s focus, before building up to this final piece.

A thorough understanding of both classic and modern artists, as well as art and design techniques learnt, give children the opportunity to pursue individual interests and creativity, so they can shine and showcase their talent. Art and design is celebrated around the school with high quality art on display for all to see.

We collect visual evidence in Art books and folders to show what art and design looks like within our school and this portfolio follows the learning journey of our pupils to show how they grow throughout their time with us.

Impact

At Brough Primary School we want every child to leave us in Year 6 having had a wide range of artistic experiences. The impact of these, and of the quality of the provision they received, is measured through the inspired art work they produce, the knowledge and skills they have developed and their ability to apply these in a variety of different ways.

We want children to love art, to be inspired by art and artists, and to develop their own preferences, both in appreciating and creating their own pieces of artwork.

Children will retain knowledge of artists studied, use relevant vocabulary when discussing their art work, be able to evidence a growing understanding of different forms of art and build links between different periods of art and different mediums.

We measure the impact of our curriculum by: –

  • Discussing art work with the children, learning about how they have been inspired.
  • Moderation staff meetings when specific examples of work in a specified medium are scrutinised, with an opportunity for dialogue between teachers and the subject leader.
  • Monitoring of taught skills across the school to evidence progress.
  • Assessing pupils’ knowledge and ability to apply this to later learning.
  • Images and videos of children’s practical learning.

Development of learning evidenced in sketch books and topic books.

Assessment in our art curriculum is a holistic process and aims to teach pupils: how to become independent artists and designers, to know and understand the creative process, to ask themselves the right questions and to be able to accept praise and take advice in equal measures.

By appraising their peers’ work and that of other artists, the pupils are able to identify and understand that everyone has their own individual viewpoint and opinion.

Pupil comments:

  • Painting – I like painting because it is fun when you use long brush strokes – I like how that looks. (Year 4)

  • Collage – I like doing collage work, we did Hockney in Year 5. It was fun to use different materials and interesting to see how it looked when it was all put together.  (Year 5)
  • Whole School Art Project – When we did the painting for the late Queen Elizabeth II, I was amazed by how the wall art looks. (Year 3)
  • Clay – I liked using clay in Year 2 because we got to make lots of different items in clay (Year 2)
  • Fabric Dye – I loved making dyes from flowers and berries. We tested them out on a piece of paper to see which one was lighter or darker and then used them on fabric. (Year 3)

Further information

‘Pupils engage effectively in learning and enjoy school.’

OFSTED comments

‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’

OFSTED comments

‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’

OFSTED comments

‘School leaders
and governors are passionate about pupils’ achievement and personal development. ‘

OFSTED comments

‘There is full engagement by the school in a local sports partnership. Pupils say that they
enjoy sport.’

OFSTED comments

‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’

OFSTED comments

‘The primary school physical education and sports funding is used very well.’

OFSTED comments

‘Children settle quickly into Reception and make good progress because of good leadership and
good teaching.’

OFSTED comments

‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’

OFSTED comments

‘The headteacher and governors have high expectations of staff and pupils.’

OFSTED comments

‘The curriculum offers many exciting opportunities for learning.’

OFSTED comments

‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’

OFSTED comments

‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’

OFSTED comments

‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’

OFSTED comments

‘The extra funding for those pupils who have SEN and/or disabilities is used highly
effectively.’

OFSTED comments

‘Governors make a strong contribution to the development of the school.’

OFSTED comments

‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’

OFSTED comments

‘The school’s enhanced provision for those pupils who have special educational needs (SEN) and/or disabilities is a strength of the school,’

OFSTED comments

‘Parents value the school’s work highly. They believe the school is well led and indicate that the new headteacher has improved the school and that staff are supporting their children well.’

OFSTED comments

‘Parents and carers have a very high level of confidence in the work of the school.’

OFSTED comments

‘Pupils make a good contribution to their learning.’

OFSTED comments

‘All pupils spoken to say they are safe in school and they enjoy school.’

OFSTED comments

‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’

OFSTED comments

‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘

OFSTED comments

‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’

OFSTED comments

‘Pupils are pleasant,
polite and respectful. Attendance is above
average.’

OFSTED comments

‘Astute use of professional development and support for staff has resulted in good teaching.’

OFSTED comments

‘The headteacher has made sure that senior leaders, and middle leaders, have had very
effective training’

OFSTED comments

‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’

OFSTED comments

‘The school promotes spiritual, moral, social and cultural education very well.’

OFSTED comments