Art Policy

Parklands Primary School

 Art Policy






Art has a significant and valuable role to play in this school. Art is an ongoing process through which all children are given opportunities to develop specific skills, knowledge and understanding to enable them to work in variety of media, style and form. It enables children of all abilities to use their creative imagination to achieve their potential with guidance and given criteria.


Art contributes to a broad and balanced arts provision for all pupils and is taught as part of the National Curriculum. This policy will form the basis upon which we map out the guidance for art at Parklands Primary School. It will outline the purpose, nature and management of how art is taught and learned in our school and will inform new teachers of expectations. Staff have access to the policy on the school’s server on the staff shared network.


Aims and objectives


Art is a vital part of the education for all. It is important that the teaching of art skills and art appreciation are taught in their own right. However, it also can be used to enrich and extend the teaching of other subjects.


The children’s use and understanding of the language of art needs to be developed by effective teaching and by a considered sequence of experiences. The school’s aim is to provide an art curriculum which will enable all children to reach their full potential in art through investigating and making, and through the development of their knowledge and understanding of the subject.


Curriculum organisation


To achieve that aim, the school will plan a range of activities in art which provide opportunities for pupils to:


  • record responses, including observations of the natural and man-made environment;
  • gather resources and materials, using them to stimulate and develop ideas;
  • explore and use two and three-dimensional media, working on a variety of scales;
  • review and modify their work as it progresses;
  • develop understanding of the work of artists, craftspeople and designers from a range of times and cultures, applying knowledge to their own work;
  • respond to and evaluate art and craft including their own and others’ work;
  • show development in their ability to create images;
  • understand and apply the basic principles of art and craft to include: line, tone, texture, shape, form, space, pattern, colour, contrast, composition, proportion and perspective;
  • develop their ideas and sustain a level of working from start to the completion of a project or a piece of work.


Teaching and Learning


In EYFS and key stage 1, art is planned within the half-termly themes through a programme of study that incorporates six main blocks; Drawing, Painting, Collage, 3D, Printing and Textiles.

In key stage 2, art planning is specifically chosen from the scheme Kapow Primary to ensure children are progressing and taking opportunities in a specific area of art. Kapow offers engaging experiences that give children an opportunity to experiment once teachers have given guidance.


Teaching delivery will vary according to the activities being undertaken, but will include class, group and individual instruction and guidance, exposition and demonstration, and the use of questioning and discussion. Teachers will ensure that the objectives of lessons and the success criteria are clear to all pupils. Where the supervision of art activities for specific groups of children is delegated to TAs, they will be well-briefed and able to support pupils effectively.


Teaching in art should address the fact that all children will develop their ability to make images and to learn and apply skills at different rates. Differentiation is therefore a key element and will be open-ended and planned differentiation will be by the outcome and by tasks set according to ability. These interventions from the teacher for individuals will increase pupils’ thinking, extend the range of options that may be considered and raise individual standards. There will also be times when the individual needs are met through differentiated tasks. Both approaches need to be used to ensure that all children, including the least and most able, can be working to their full potential in all art lessons.

The school recognises that care in the effective display and presentation of pupils’ work, and the efficient organisation and presentation of equipment and materials, has a positive effect on pupils’ learning and on their respect for the subject.



Art Folders and Sketchbooks


Art folders are to be used throughout the school to collect and organise finished pieces of art work, which show progression.

In key stage 1 and 2, sketchbooks are also used and children regularly record, experiment and explore ideas as well as practising using a range of tools and materials in their sketchbooks. The art folder and sketchbook are an essential and personal record although teachers will teach children when it is appropriate to use them, and for what purposes, including reviewing the contents to ensure the progression of skills in the sketchbook.


The contents of both the art folder and sketchbook could include:


Experiments with using various marking media drawings in a range of media that are:


  • a record of what has been observed;
  • preparatory studies for further work;
  • the development of ideas for further study;
  • a record of the development of basic skills;
  • photograph and other illustrative material to support on-going work;
  • colour schemes and trials;
  • a record of observations seen outside the classroom which will be used a reference material for further work, for example on a school visit.


Sketchbooks are an essential record of an individual child’s experiences and ideas throughout a year and key stage and will be seen as evidence for assessment and reporting purposes.


Roles and responsibilities of the subject leader


  • to support and guide the practice of teachers and support staff;
  • to ensure coverage, continuity and progression in planning;
  • to monitor and evaluate the effectiveness of art teaching and learning;
  • to update documentation where necessary;
  • to produce action plans for the School Development Plan, prepare bids and manage the art budget effectively;
  • to liaise and consult with outside agencies where appropriate;
  • to prepare and lead INSET;
  • to attend relevant INSET training;
  • to review regularly the contribution made by art to a meaningful curriculum.


Equal Opportunities and Inclusion


Art plays an important part in the life of our school. Children are able to enjoy and achieve. It is available to every child and all children take part in creative activities; making a positive contribution to the life of the school and local community.

Activities both within and outside the classroom are planned in a way that encourages full and active participation by all children, matched to their knowledge, understanding and previous experience.


Children have equal opportunities to develop their understanding and enjoyment of art regardless of race, gender and ability. Every effort will be made to ensure that activities are equally interesting to both boys and girls. Art from all cultures is valued and teachers ensure that all pupils have access to resources that do not contain racial or ethnic stereotypes. Teachers ensure that the curriculum is appropriate for the needs of the children.


Assessment, Attainment and Progress


In EYFS and key stage 1, the schemes of work in place aim to build on children’s themed experiences. Progression and continuity is enhanced and reflected in the planning of each class and year group, with reference made to EYFS/KS1 National Curriculum and the good practice in the school.


In key stage 2, Kapow Primary offers teacher guidance and indicates the focus for each lesson and each unit of work on assessment opportunities. It gives guidance on what skills children will be working on and how to identify this in their class. The teacher will assess the children’s work on a continual basis in order to match their ability to the level of descriptions in the National Curriculum. These provide enough information to inform the teacher of progress made, and to be of use in preparing the annual report to parents.


Assessment, Recording and Reporting


While recording is kept to a minimum, it is crucial to note an individual pupil’s progress and to provide guidance for future teaching and learning. The medium term curriculum plans will form a record of the art to be taught. Consistency of assessment across the school is supported by discussion and consultation between staff, guided by the Art Leader.


Gathering evidence of pupil attainment is an integral part of assessment, which is built into the schemes of work. Teachers can obtain evidence by direct observation of children at work, questioning pupils or listening to their conversations, and by photographing and recording their finished products.



The Art Leader monitors teaching and progress in art by:


  • informal discussions with teachers, TAs and children;
  • an annual resource audit;
  • assessing displays around the school
  • assessing work and progress in folders and sketchbooks
  • observing lessons
  • monitoring data on Target Tracker





Management, equipment and resources for art are organised to promote effective use by pupils. They are clearly marked or labelled, where appropriate, to allow actual or visual access to the children. Teachers demonstrate the ways in which specific materials or processes will be organised, and pupils are expected to take an increasing level of responsibility for that organisation.


The school is committed to expanding present equipment wherever necessary and possible, and to organising human and physical resources, with the aim of motivating both staff and pupils to take part in creative activities. The class teacher is responsible for ensuring the safety of the children during the lesson by instructing them in the safe and appropriate use of any equipment. The class teacher is responsible for the general care of the equipment during the lesson by instructing the children in the correct use of the equipment and by replacing them safely after use. The class teacher should report damage to equipment to the Art Leader as soon as possible.



Health and Safety

When working with tools, equipment and materials in practical activities and in different environments including those that are unfamiliar, the children should be taught:

  • about hazards, risks and control
  • to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others
  • to use information to assess the immediate and cumulative risks
  • to manage their environment to ensure the health and safety of themselves and others
  • to explain the steps they would take to control risks.





This policy is monitored through:


  • Regular scrutiny of children’s work
  • Regular monitoring and evaluation of planning
  • Evaluation and analysis of assessment evidence
  • Lesson observations to monitor the quality of teaching and implementation of planning
  • Pupil interviews and questionnaires
  • This policy is reviewed by staff and governors every three years



Approved by: Date:
Last reviewed on:
Next review due by: