How the Arts have transformed Feversham Primary

Feversham is a large primary school located in Bradford Moor, an area of pronounced social deprivation less than a mile from Bradford city centre. It is an exemplar of how the Arts can transform a school. 

After being placed in special measures a decade ago, the decision was made for music and drama to form the core of the school’s connected curriculum. This has not only produced excellent results in maths, reading and writing, but has contributed to the students’ confidence, positivity and friendliness, all factors noted in the school’s recent Outstanding Ofsted report.

Our day-long visit began with a lively assembly in which Year 3 students used music and drama to depict the employment and education of Victorian children. The graphic depictions of working conditions and punishments elicited a flood of questions from the rest of the students.

Our guide for the day was Arts Lead Alisa Yates. We began our tour in the large, light and open Arts Studio. A wide range of media and techniques were displayed on walls, drying on racks and hanging on strings. 

Alisa has written an article all about this creative space in the latest edition (#33) of NSEAD’s AD Magazine. In it, she talks about promoting independent thinking and a proactive approach.

There was a corner ‘curiosity’ area with comfy seating where students could use the miscellaneous objects as stimuli for sketching and inspiration.

Alisa showed us the table of pestles, mortars, gums and stones used to make paints and dies. We were told how the children would learn about the process of grinding and combining ochre and other materials to make powders and pigments that would become the colours they use for their own art works.

The Art Studio also contained light boxes for a stop-time iPad-based animation project. Alisa told us of her professional background in photography from the age of 16 often working with her own team of stylists and technicians. She is a current arts practitioner specialising in watercolour painting, photography and textiles.

Her ongoing exploration of media and techniques, and passion for experimentation was evident not only in the vibrant Art Studio, but also in the conversations we had with Year 4, 5 and 6 students. Their many arts activities at Feversham are documented in this ‘Art Studio’ blog. Alisa also curates this ‘Art Academy@FPA’ blog which includes stimuli, activities and learning materials.

Led by Alisa, the school had been involved in a quilt making project. Feversham students, in partnership with the Bradford 2025 Year of Culture bid, made a video to explain the project and to ask other schools to contribute squares that communicated something about their ‘Untold stories, [and] Hidden Communities‘. The 200 individual squares were sewn together to create ‘a collection of memories and histories’ specific to the area and to the children.

We also met Jimmy Rotheram, Senior Leader for Music – probably the only one in the country, he told us. It was Jimmy who was leading the assembly earlier. Starting as a supply teacher eight years ago, Jimmy has developed an effective and influential music programme based largely on his training in Kodaly and Dalcroze, undertaken alongside his teaching. As a primary music expert, Jimmy and the music pedagogy of Feversham (up to six hours of music per week) have been featured in The Guardian, on the BBC, and in podcastsYouTube videos and teaching magazines.

Jimmy talked about his mission to get the music of his many Muslim students more widely recognised. Like Alisa, Jimmy has a professional arts background – in music performance, a record deal and working in the industry.

Jimmy told us: ‘I have had formal music training. I just always found reading music far more difficult than someone of my musical ability should have done. It wasn’t until I discovered alternative ways of developing musical reading that my own ability to read music managed to catch up, and I discovered that all children could learn to read music well if taught in more child-friendly ways‘.

He bases his teaching largely on singing, rhythm and body percussion. You can read more about his ethos and methods here. His book (to be published in the Spring) will explain his methods to other music and performing arts teachers. 

We were impressed by the time, effort and dedication that Alisa and Jimmy spent working with the Early Years and reception children and staff. It was clear that, through the arts, the school were building skills and confidence from a young age. On our visit to this area, we enjoyed the subdued lighting, stand-up easels and attention that had been paid to creating a warm and inspiring environment. As a demonstration of how Jimmy has embedded his approach to music across the school, a group of reception children were assembled to participate in a spontaneous singing and movement session.  

As well as music, singing, quilt making and the Arts Studio activities, students had been working in collaboration with the Joss Arnott Dance Company.

The school is currently undergoing extensive expansion. The main hall has already been extended to incorporate a stage and the new site will include an updated music room. The transformation continues.

Feversham is a story of how arts pedagogy, arts leaders with professional arts backgrounds, and the creative application of continuing professional development can transform a primary school, drive the curriculum and inspire many others beyond the school gates.

Our thanks go to Arts Lead Alisa Yates for showing us around, to Senior Leader (Music) Jimmy Rotheram for his time and insights, and to all the staff and students at Feversham for their warm welcome.

What is an arts rich primary school?

Story-tent

We have now begun the crucial process of selecting arts rich primary schools. We’ve made an initial list form various awards and networks that we know about. We are speaking with the youth arts bridge organisations next week and we know that they will add to our beginning list, and also help us to refine it. These organisations have very good knowledge of schools that are active in arts education.

As part of the selection and recruitment process, we have thought more about what arts richness might mean in the primary sector. We expect our research to test out these initial selection criteria and also to allow us to go much deeper.

Here is the information we sent to the youth arts bridge organisations ahead of our meeting.

We are looking for nominations for a long list from which we will select 20 arts rich schools. Schools will be selected to ensure a balance of location, size, sector, population. We are primarily interested in state schools that serve both ordinary and disadvantaged communities. We are considering the possibility of focusing on some locations, but also do not want to miss any interesting outliers. We want to avoid “over-researched” schools.

These are the criteria we are working with at the moment. Individual schools may not meet all of these criteria, and we are looking for different combinations. We would like to construct a sample that allows us to focus on a mix of art forms. 

  1. The arts are part of the school identity and school culture. They are integral to who they are and what they do each day. The schools have a long history of arts and cultural education. The arts are not used simply for promotion.
  2. Resources are allocated to the arts and material space is made for them. There is visible “kit”.
  3. There is a broad and balanced curriculum in which the arts are taken seriously – the arts are integral to the curriculum on offer to all children. There is regular and separate teaching of “arts subjects” – there is a curriculum plan which shows the sequential development of theory and practice (knowledge and skills). Children understand the arts to be important. The school may specialise in one arts subject, but does not ignore the others.
  4. There is a coherent and explicit philosophy for teaching the arts which underpins the selection and nature of key concepts and skills.
  5. The school has productive partnerships with arts organisations, including galleries and museums, local artists, and arts in the parent community and neighbourhood. The school is permeable, acts as a hub.
  6. The school is connected to local, national and/or international networks which bring arts resources, conversations and practices – post pandemic these may be strongly geared to the digital.
  7. The school has specialist staff or consistent access to arts expertise (bought in, artists in residence).
  8. There is a strong arts lead with time and resources. Staff, including the lead, have continuing PD in the arts.
  9. There are extra-curricular arts activities.
  10. The arts are included in work and careers focused education and activities.