Tag Archives: RAPS project

University of Cambridge Primary: A circle of creativity

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University of Cambridge Primary School (UCPS) is built in the shape of a circle, a ring, a doughnut. To get to another room, you have to walk around and around. The green space in the middle has a raked amphitheatre-style seating area and a stage for performances, presentations and the occasional assembly. 

On our RAPS visits, we have seen at least one comparable unusual primary school building. New Bewerley is a spiral, a giant snail shell. USPC is a giant eye looking up at the sky!

This iconic building was erected in 2015 on mud flats in the Eddington area, about a mile or so north-east of the centre of Cambridge. The school is now surrounded by European-style apartments and extensive cycle lanes. We were impressed at how many of the 650 children arrived on their bikes.

Outside the building, we enjoyed visiting UCPS’s allotment facilities – polytunnel, raised beds and sheds. There is also a forest school area which is rapidly growing out of what was until recently waste ground.

Inside, the looping corridors are flanked on each side with door-less classrooms and are filled with displays of books, other learning resources, the students’ artwork as well as these funky reading booths and stylish high-sided bench seats. 

One wall of the reception area consists of these Perspex birds, fish and flowers around which weave the school’s mission statements and inspirational sentiments.

Students had also created this window display of flowers as a specific welcome to Ukrainian students:

One of the school’s values – courage – was neatly portrayed in these Modroc pieces:

We spoke with Executive Headteacher Dr James Biddulph (MA in Music Education, PhD in creative learning), arts team leader Harriet Lang and focus groups of Year 4, 5 and 6 students all of whom were getting excited about the school’s carnival in two-days’ time.

Students in all year groups had learned a dance to be performed en masse. They had also created head-dresses and hats, costumes, flags and banners which were to be paraded around the local streets and back into school to join 200 parents and guests who would watch the performances (including the school’s samba band), check out the Mexican-style chalked artwork that adorned the tiled playground, try their luck on stalls and games, and enjoy the fun fair atmosphere.

As well as this end-of-year Art Week, the school has weeks and special days for Shakespeare, STEAM and World Book Week. UCPS is partnered with Cambridge’s grand Fitzwilliam Museum, the art-filled house and gallery that is Kettle’s Yard, and Festival Bridge East.

It goes without saying that UCPS is centred around creativity and the arts. 

James told us about the development of the school, their ethos and goals: 

‘Because we were in new school, we had to create an enabling space that in which creativity and the arts could arise’

‘Creativity is integral, but we need to make it explicit’ 

‘At UCPS, we are trying to nurture compassionate citizenship, develop children’s agency and foster democratic voices for children through playful inquiry, habits of mind and the arts.’

If you’ve not had the privilege of visiting this inspiring and fascinating primary school, this video will give you a glimpse both inside and out:

Click the picture to watch ‘Release the Imagination’

Our sincere thanks go to Executive Headteacher James Biddulph, arts team lead Harriet Lang and to all of the Year 4, 5 and 6 students who gave us their insights on their creative education at our focus groups.

Springfield Juniors: Giant Jewellery, Jubilee and Puppetry

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Our visit to Springfield Juniors in Ipswich corresponded with their festival for the Queen’s Platinum Jubilee. All day, the school was buzzing with parents and family members. 

Musical theatre performances and choirs performed in the main Hall and also in the cool performance space (pictured above) that links the two main buildings. In other rooms, parents visited exhibitions of students’ arts and craft and soaked up the creativity that flows through this arts-rich school.

Up until this point in our visits, we had only heard about schools’ preparations for the big event. Today was the real thing! But as every teacher knows, and as Head teacher Louise Everitt explained, the performances and colourful displays of Queen-themed hats, cakes (being sold to raise funds) and other art works are ‘a combination of many weeks of work and planning’. 

Louise told us that ‘it’s great to have parents coming back in to see exactly what we’re doing’ and how the event was an opportunity to share the students’ learning and promote conversations at home. The school also has regular Tea Afternoons where parents can learn about what their children are learning and gain some skills alongside them.

Some background: Springfield Juniors (344 students in Years 3 to 6) is a Rights Respecting school on a terraced street one mile outside of Ipswich town centre. While the school has a long tradition of arts and creativity, and still retains a strong commitment to the visual arts, there has been a recent shift of emphasis towards the performing arts. 

We spoke with Assistant Head and Arts and Culture lead Beth Taylor (they also have specialist teachers for Music and Art). She described how her recent year-long training on the Leaders for Impact course with the Royal Opera House Bridge had reenergised her commitment to arts education. With only 12 to 16 places offered each year and a rigorous application and interview process, Beth enthused about the power of being immersed in workshops, sessions and networks of ‘like-minded amazing people’ who advocate for arts and cultural educational. 

‘I was passionate before,’ she told us, ‘but now feel like facilitating a cultural and creative education is my calling.’ Beth has now set up an Arts and Culture Network for leaders and teachers in local schools.

Clearly, Beth’s commitment to the arts and culture was contagious. Year 5 and 6 students talked enthusiastically about visits to and performances in Snape Maltings, a concert hall in a rural area about 20 miles from the school. 

They had also made ‘jewellery for giants’ out of ModRoc. These massive rings and trinkets could be found all around the school:

Jewellery for Giants: Author’s hand included for size!

Annually, Year 6 students work with the Young People’s Puppet Theatre (YPPT). The students told us how they had created their own knee-high puppet from a wooden kit. They had then chosen and made the clothes, created the hair, and painted the faces and hands. They told us how they had begun creating and decorating the sizable backdrops for the staging area, all the while learning how to operate the puppets and create scenes and stories.

Since our visit, Beth sent us some of the feedback from parents and students about the puppet performances:

‘YPPT helped me realise that just because we are young, it doesn’t mean we can’t do hard work. We can do anything we want now and in the future.’

‘What a fantastic opportunity for all the children. My son said it has been the highlight of his school experience so far.’

Read more feedback on this innovative project here (parents) and here (students).

Each of the other year groups has a half-term, timetabled project with an outside organisation or artist in addition to their regular arts provision. Year 5 work with the Shakespeare Schools Foundation/The New Wolsey Theatre (An Ipswich theatre); Year 4 with African drum-makers Wooden Roots and Year 3 with dance artist Sam Moss. 

The rest of the year is punctuated with additional opportunities as and when they arise. These include working with performance poet, author and script writer Murray Lachlan Young,  local illustrator and muralist Catalina Carvajal and local author Fred Sedgwick as well as trips to the local libraries and museums. 

Beth told us how the intention is to allow children to absorb as many cultural and creative experiences as possible so they are able to form opinions, a sense of self and learn transferable life skills.

We spoke with the Arts Ambassadors. They told us how they are involved in planning and shaping the arts curriculum. Their opinions, suggestions and ‘voice’ feed into a cycle of learning. Each cycle has to start with a ‘Wow’ moment – usually a trip or visit from an artist – and end with a product, performance or exhibition. Their planning documents were attached to their own dedicated Arts Ambassadors board:

The arts here are embedded into all subjects. It is the ‘golden thread’ that runs through everything. The students’ skills, talent and creativity were on show on the busy walls, filled with a wide range of media, and in their sketchbooks.

The Battle of Hastings was represented in these long 3D murals and as a comic strip:

Soil erosion had been investigated through dance:

We also learned about the ‘creative careers assemblies’ where students get to interview a range of professionals from creative industries. Beth told us how she was keen to ensure that ‘what we’re doing in school reflects the culture of our society and increases the cultural capital of the children in terms of experience and opportunity.’ 

We asked about how the school’s arts and culture impact on the local community. Beth explained how ‘some of the parents didn’t get the opportunities that were providing for their children. Every child in this building impacts a myriad of people because we’re talking about some really large families and communities in this area.’ 

She went on to describe how the school are ‘doing the same for the parents as we’re doing for the children. It is all vicariously through them.’ 

With the feast of arts on offer on this special day, it was lovely to see parents and family members fascinated, amused and sometimes moved to tears by the children’s creativity. 

We would like to thank Assistant Head and Arts and Culture Lead Bethany Taylor for organising our day and sharing her thoughts and experiences, Headteacher Louise Everitt, and the selection of Year 4, 5 and 6 students, and members of extra-curricular clubs that we spoke with.

Stained glass window with individual students’ self-portraits

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.

St Andrew’s Church Primary: A Green School Without Walls

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St Andrews Church Primary front

During our visit to St Andrew’s Church School, we learned about two main things; the influence that the school building can have on learning and wellbeing, and how students learn outside of the school walls. Both factors – the inside and the outside – have been the subject of considerable and ongoing research (much of it involving St Andrews) which has been put into practice at this creative arts-rich primary.

The school building (the school is bigger than just the building!) is located in central Bath just behind the iconic Royal Crescent and near to other Georgian buildings, such as The Circus, the Jane Austen Centre and other places of historic and cultural interest.

The Royal Crescent
The Jane Austen Centre
Sedan chair outside One Royal Crescent

Headteacher and Arts lead Jayne Rochford-Smith explained how St Andrew’s children spend extended periods (weeks) in theatres, galleries, museums and other cultural sites, learning alongside artists and the venue’s staff. 

St Andrew’s have been part of School Without Walls for about 11 years, a project developed by Dr Penny Hay and late Headteacher Sue East in collaboration with the Egg theatre in Bath with St Andrew’s as one of the founding partners. Jayne, who has a degree in Fine Art and a Postgraduate in printmaking, was Head of Early Years and Special Educational Needs Coordinator at the time. She worked closely with Sue and Penny to further develop the project. 

School Without Walls is ‘underpinned by the Reggio Emilia and House of Imagination approach of allowing children to find and follow their fascinations with the adults facilitating this and scaffolding the learning though a method of co-enquiry. School Without Walls … places the children at the centre of their own learning. By transplanting them into a cultural setting, the conventions, behaviours and habits associated with the ‘classroom’ start to fall away.’

Jayne told us that the two questions that drive the school’s approach are: Where can creativity come from? and; What can we use in our city?

We learned about the initial phase of the project which took place 11 years ago in the Egg Theatre. Jayne explained how, all through the summer term (about seven continuous weeks), the children worked with the team at the Egg Theatre: ‘They worked with the lighting engineer. They worked in the café. They worked in helping people on the reception. They learn about roles and jobs. They learned about communication. They learn maths. They learn English through a creative environment.’ 

Following this longer project, the ‘School Without Walls’ research was developed into mini projects which allowed for the wider school to experience placements within cultural centres and to use the city for learning. Each class chooses where they want to go. On some of the projects the children then work with and an artist and a documenter.

‘Through research, we have learned how we learn alongside children, and we are the co-constructors, rather than the directors of learning. You’ve got to be responsive to what’s happening on the day. We take them on a creative journey’ Jayne explained.

Our learning journey – reading area

We learned about an actual journey to the Holburne Museum which took place when Jayne was teaching in Early Years. Fifty-four children were immersed in the theatre for a week. Jayne told us how ‘the 45-minute walk down to The Holburne and the journey back were as much of that exploration as the time there’. On their return journey, the children saw an old-fashioned horse-drawn carriage on the street transporting a couple to their wedding, which led to wedding-themed arts projects on return to the school.

This work has underpinned the development of the St Andrew’s Connected Curriculum. A curriculum designed and built around the City. We were shown a collaboratively produced map of the many local landmarks and cultural and creative places that can be walked to from the school. These include not only galleries and museums but parks, the hospital, a city farm, the council offices, the cinema and the train station. Children have also visited the Ancient Technology Centre in Dorset and have collaborative relationships with Age UK, the local church, secondary schools and Bath Spa University.

‘My job as a Head,’ Jayne commented, ‘is to maintain the collaborations I have with the city. And if you don’t do that, then the school becomes a very insular place’.

This outward-looking approach is balanced by the school’s research-based focus on their internal environment. As newcomers to the school, we were struck by the emphasis on plants, natural light and fresh air. The chairs, tables, floors and other elements of the classrooms and other spaces are made of wood and natural materials. The learning spaces are decluttered. 

Desks and chairs have been arranged so that every child can see outside the classroom. Classrooms are designed around a central outdoor space with a tree. 

We browsed the school’s extensive Green Classrooms (a ‘collaboration with the Universities of Bath and Bristol, and CaSA Architects to understand the impact of design on health, wellbeing and learning’) Report. This gives precise data about heating, temperature, ventilation, air quality, humidity, acoustics and other factors.

The report has been acted upon with new wooden floors, automatic window vents in the roof and practical processes designed to maximise the children’s learning and wellbeing (and that of the staff) through a biophilic approach. The attention to detail has produced calm, nature-focussed, non-reverberant spaces that we as researchers responded to very positively.

St Andrew’s is also an Eco School and a Stonewall School Champion.

Referring to Loris Malaguzzi’s ‘The Hundred Languages of Children’, Jayne observed that:

‘If you’re going to teach children, you need to know what language they’re speaking.’ 

St Andrew’s creative arts-rich child-led pedagogy is giving children the best opportunity to speak and be heard.

Our sincere thanks go to Head teacher and Arts lead Jayne Rochford-Smith for her time, insights and openness. Also thanks to Ellen Weaver (Humanities lead and Year 4 teacher), Niamh Collie (Music lead) and the Year 4, 5 and 6 children with whom we spoke during our visit.

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.

Wyburns: ‘You can hear the life in the school’

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Wyburns Primary School front and sign

One a day of SATs (the Year 6s were doing them), Ofsted (in the building) and Covid (still affecting schools and RAPS visits), it was refreshing and inspiring to see and hear about the many artistic and creative things going on at Wyburns.

The school’s extensive arts-richness has been driven by Head teacher Kath Sansom over the last nine years or so. Her passion for the arts and her considerable background in music and the visual arts have informed not only the curriculum, but also the colourful open-plan layout of the classrooms and these large canvas collages that she created with students:

With the classroom walls replaced by brightly coloured perspex panels and the doors removed, the buzz of classroom activity seeps through the school. As Year 5 teacher Jessica Franco explained: 

‘You can hear the life in the school. It creates a community. We all feel like we’re in it together and we’re part of a team’.

In the background of our interview recordings, you can hear children practicing their singing for the Queen’s Jubilee performances. The rehearsals of ‘God Save the Queen’, a Queen medley, ‘Tomorrow’ from Annie, and other selections convinced us that ‘the school is always singing’ (Jessica again).

From staff and students, we built a picture of the school’s commitments to the performing arts. As well as the frequent singing assemblies, classes had created their own plays and musicals. There was also Musical Monday with a weekly focus on musicians from diverse genres, and Wyburn’s Got Talent.

We learned about visits to Basildon Towngate Theatre to see the pantomime (for which some students have auditioned), the Palace Theatre, at which students had performed ‘You Can’t Stop the Beat’ from Hairspray with other schools, and the Royal Albert Hall.

The students also talked us through what goes on in the various clubs – Ukelele, Dance, Rock Steady (lunchtime band club) and Watercolour among others.

Arts Lead Lisa Welsh told us how she was drawing on her background in animation and media studies for one of the Year 5 projects. They had recently created flip books and computer-based animations.

Wyburns is in Rayleigh, Essex, about 6 miles inland from Southend. We are in Anne Boleyn territory here! 

As well as doing art projects about the seaside, we heard of a Year 5 photography project where the students investigated and documented their immediate environment. Inspired by the work of Ansel Adams, Jessica told us how the students were not only learning about composition and editing, and creating high-contrast black and white photos, but also ‘getting outside, getting a bit active and really using their imagination to think – “how am I going to tell this story”’.

The Arts Club and Arts Ambassadors are trained in arts techniques by Lisa before passing them on to their classmates. They had raised money to buy the materials for the frames (made by Lisa) for this gallery of student art:

Our Gallery

We heard about cross curricular literacy-based projects, one of which focussed on a book about a polar bear. The students had chosen to recreate one of the pages by layering tissue paper by sticking it with PVC glue so that when the pages dried and were put up on the window, the light shone through and brought them to life.

On the subject of cross-curricular arts work, Jessica said that staff were always ‘looking for where that sparkle is going to come out. Sometimes students are so focused on their maths and their English, they forget how exciting school can be.’

Lisa has worked with class teachers to help the students create these large 3D papier Mache models of Wales and Ireland (England and Scotland were there too!): 

Wyburns pride themselves on being able to accommodate a large percentage of SEN students. Their arts-rich creative curriculum was clearly central to this provision. Lisa gave us an example of one of her dyslexic students who despite struggling in other subjects was thriving in arts sessions.

‘Students can produce something that they can be proud of’ Lisa said. ‘When they shine somewhere else, it gives them that boost’.

With all of the colour and buzz of the interior, Wyburns’ extensive playing field, oak tree-centred playground, pond and Forest School area provide a restorative balance.

The school has a strong focus on mental health and wellbeing on which Assistant Head Jo Woods leads. Like some other schools in our project, Wyburns is a Unicef Right Respecting School. They are also making good use of Edward De Bono’s Six Thinking Hats.

Six Thinking Hats

We hope the Jubilee concert, the SATs and the inspection went well, and that the combination of colour, art, music and green space continues to nurture and inspire all who pass through Wyburns.

Many thanks to Arts Lead Lisa Welsh for organising our visit and for her insights into the curriculum. We would also like to thank Assistant Head Jo Woods, Year 5 teacher Jessica Franco and all of the students with whom we spoke. 

Wyburns from the playground

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.

Newlyn: The opportunities and challenges of a seafront Cornish arts-rich primary school

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Newlyn is a small fishing village on the south coast of Cornwall just over a mile west of Penzance. The school of 120 students sits just up the hill from the seafront. Even on a misty morning, you can see St Michael’s Mount from the library’s big bay window.

And while Newlyn Primary school is on the same street as a long-established and prestigious contemporary art gallery, in the same village as three private commercial art galleries and a short mini-bus drive from places of arts and culture, Newlyn town is an area of high poverty. Head teacher Isabel Stephens told us that ‘50% of our children come from an estate which is in the bottom 10% economically in Europe. 43% of the children are on free school meals.’

Four years into her role, Isabel talked about the substantial changes she had made to the curriculum in order to rebrand the school around the arts and encourage parents (and staff) to apply. In fact, the arts now drive ‘everything’ – students study a diverse range of artists while focussing on skills progression and conceptual understanding.

For example, the students spoke of their recent visit to a workshop by ex-Brixton resident Denzil Forrester, as part of Black Voices of Cornwall’s Captured Beauty exhibition at the Newlyn Art Gallery & The Exchange. Denzil’s large canvas in the gallery was of a reggae sound-system event, full of dancers and DJs. 

Dezil Forrester

Denzil told the children how he used to sketch in the semi-darkness of the dancehalls, capturing the dynamic free-flowing movements of the dancers. The students were excited about the workshop and their own ‘gestural drawings’, sometimes created with charcoals and pencils in each hand. 

The students also talked about their visits to the dramatic cliff-top open-air Minack Theatre to watch plays and musicals and to perform themselves. We learned how Year 5 were putting the finishing touches on their performance of a scene from The Tempest in collaboration with other local schools.

Minack Theatre

We were excited to discover that Newlyn Primary has its own art gallery. A diverse range of paintings, collages and sculptures are currently on loan from the Arts Council Collection and Cornwall Council Schools Art Collection as part of the Think, Talk, Make Art project. The gallery includes an abstracted print by St Ives artist/sculptor Barbara Hepworth which you can see alongside some of the other artworks in the slideshow below.

This two-year programme of CPD has been funded by the Paul Hamlyn Foundation Teacher Development Fund and enabled nine primary schools in West Cornwall and the Isles of Scilly to create in-school galleries. 

The galleries form the basis of a programme of artist-led CPD. The teachers involved share what they learn with staff and students. Their new knowledge and understanding informs the curriculum. There are plans for the students to act as gallery guides, covid permitting. 

Cat Gibbard, Programme Curator for Newlyn Art Gallery & The Exchange told us:

‘The project was inspired by an earlier collaboration in 2019 between the school and Newlyn Art Gallery where Year 5 students selected ten pieces of artwork to hang in their school from the Arts Council Collection (funded by The Arts Council Collection and Cornwall Council). 

This was part of the gallery’s New Voices programme which invited underrepresented groups from the community to curate. It was the positive impact of this in-school gallery on the whole school community that inspired the gallery to develop their learning and reach more schools, inviting Newlyn to be the lead school for the Think, Talk, Make Art funding bid.’

Isabel talked about being ‘properly terrified’ at the monetary value of the art works; one child said ‘I can’t believe that Newlyn school children are allowed something like this’. Once again, we had to remind ourselves that we were in a primary school, not a contemporary art gallery. 

Isabel described the impact of the gallery as ‘absolutely huge’:

‘All of the work I was doing on behaviour and respecting others could be reinforced by the fact that they had the gallery’ she explained. ‘The children were trusted with something and their behaviour towards it has always been totally respectful’.

She also talked about a rise in the students’ self-esteem and their vocabulary and language from guiding visitors (like us) around the art works and offering their commentary.

Like many other schools, Newlyn are rebuilding their strong music and performing arts provision after Covid. Cornwall schools were hit later than other regions, but just as hard, due to their geographical isolation.

The students’ art works on the walls and in their sketchbooks matched the vibrancy, diversity and impact of those in the loaned gallery:

The students talked to us about doing arts projects around the local culture and locations – tin mining, fishing, Saint Michael’s Mount, dragons and legends. They also described printing onto paper with actual fish! They were also excited at being involved in the upcoming Golowan festival parade.

‘I think you’ve got to be quite brave to focus on art’ Isabel explained.

Rest assured that the ‘brave new world’ promised in Shakespeare’s The Tempest is taking shape in the form of this fascinating arts-rich primary school.

Many thanks to Head Teacher Isabel Stephens, Art Coordinator and Year 4 teacher Rebecca Rollason, teacher Julie Wood, TA Rowena Baldwin and the Year 4 and 5 students we spoke with on the day.

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.

Horfield: Self-portraits, choral speaking and a 100-strong choir at this ambitious Bristol primary

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Horfield is a Church of England primary of 407 students located three miles outside of Bristol town centre.

During our visit, we got to see and hear how the visual and performing arts were being used for inspiration (staff talked about ‘the magic of learning’) and personal transformation.

All of the Senior leaders that we spoke with have arts backgrounds. Assistant Head Kirsten Cunningham has a Degree in Music and an MA in musicology and continues to perform as a singer and orchestral percussionist. She also works for Bristol Beacon as a music consultant. Arts coordinator Laura Hilton has a Degree in Art and Design and has worked as a freelance fashion textile designer and a visual manager for Debenhams and Marks and Spencer.

The sense of purpose and ambition for the arts was palpable in this ArtsMark Platinum school. We were told how staff were recruited for their arts specialisms. In addition, cultural partners and expert practitioners were utilised to lift the quality of learning and teaching, and to provide new exciting new experiences. 

All students in the school have the opportunity to play an instrument, and from Year 3, to sing in the 100 strong school choir. The long list of peripatetic lessons includes double bass, euphonium, cello and cornet. The staff were excited to tell us about Earthsong a large, funded project that provides free music lessons for five years in thirteen Bristol schools. 

Earthsong has been featured on BBC Radio 3.

Laura told us that the arts ‘give every child an equal voice’ and explained how the school draws students from a very wide range of socio-economic backgrounds.

Students had worked with composer Richard Barnard from Birmingham Contemporary Music Group, one of the school’s partners. 

Year 4’s music composition work was arranged for us to see. Richard Barnard has made short videos of him performing the children’s scores on piano. See if you can follow the dots!

Midsummer Night’s Dream score and writing

We were invited to an in-class performance of Labi Siffre’s anthemic ‘Something Inside So Strong’. The Year 4’s strong harmonies and confident call-and-response parts reminded us of music’s power to communicate hope and resistance in the face of oppression. 

‘Something inside so strong’ sung by Horfield’s Year 4s

We also got to see a Year 1 class practising their choral speaking. The actions and performance were clearly helping the students to remember and communicate a lengthy piece of text. 

Music and visual art were combined in these blazing firebirds inspired by the music of Stravinsky:

Horfield’s art curriculum focusses on skills progression and techniques – colour, drawing, understanding space and shape, textiles, printing, etc. 

Kirsten talked about how they balance skills with creativity: ‘We are really deeply ambitious for our children. You can see that the quality of the work is really high. Teaching these technical skills can take their learning further. But at the same time, that meaningful memorable ‘wow’ factor is really important too.’

Horfield use self-portraits to document and assess students’ progress. They have taken part in Art Bytes, a national art and EdTech programme for primary, secondary and SEN schools that combines an inter-school art competition with a bespoke virtual gallery. 

Horfield’s top three selections will go forward to wider regional and national competitions The winner is on one of the display boards below. Choose your winner before clicking here to see which ones the school selected. 

As well as the realism and detail that had caught the judges’ eyes, we were impressed by these striking colourful semi-abstract Year 5 self-portraits:

… and these Andy Warhol-inspired Year 1 pieces:

The visual arts were also being combined with writing in creative and artistic ways.  ‘Imagination Station’ is their way of encouraging children to explore and be brave visually, and to fuse images with words to inspire high quality creative writing.

High quality texts are used as the inspiration for creative visual responses:

Each year, the school adopts a ‘metaphor’ which is visualised through art works, creative writing, song composition and the sharing of books. This year the metaphor ‘journeys’ allowed children to consider not only the journeys of explorers and migration but also metaphorical and imaginative journeys.  

From students and staff, we heard about how the arts are being used to explore issues such as homelessness and the natural world. The students worked with resident composer Claire Alsop to compose Song of the Sea.

Kirsten told us how getting real-life artists and composers into the classroom enabled students to see themselves as artists and to understand that they could pursue this as a career. 

‘Our role and privilege as teachers’, she explained, ‘is to open doors to them, and for them to experience art and be inspired by art in its widest forms.’ 

We can testify that such arts-richness is as equally inspiring for grown-up arts education researchers!

Thanks to Assistant Head Kirsten Cunningham and Arts Coordinator Laura Hilton for hosting us, and to Creative Writing lead and Year 6 teacher Kirsty Jones and all the Horfield students who spoke with us and sang to us.

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.

The ArtsMap video for this school and others in the RAPS project are available on the RAPS Youtube channel. The videos have been produced by students to showcase the arts in their primary school.

Marine Academy: Cheerleading for primary arts

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Marine Academy is a double Outstanding primary that sits next to Marine Academy Secondary high up on a hill about three miles outside of the centre of Plymouth. The school’s partnerships with local cultural and arts institutions and networks of arts-rich education are extensive. 

Marine Academy Primary Ofsted quotation

The school is part of the Ted Wragg network of thirteen Devon schools that promotes a ‘passion for education and the difference it can make to further social justice, progression self-esteem and ultimately success for our children’.

They are also a National Support School. Headteacher Siobhan Meredith is a National Leader of Education (NLE). Senior Leader Nicola Keeler is the inclusion lead. Kingsley Clennel-White is the music and arts lead and the Dartmoor Leader of Education for Music. All three have roles in which they share their good work across regional teaching networks such as the Exeter Consortium. 

Early years outdoor learning area

In a deliberate move, the school has grown year on year from a single class of 26 reception students to today’s 480 allowing staff to learn how to embed the arts in meaningful and sustainable ways. 

Marine Academy has links with the University of Plymouth. Kingsley told us how his students had been there recently to work with clay, do some screen printing and to watch music performances. He used to be a guitarist in a Heavy Metal band; he proudly showed us his amps and Ibanez guitar, always ready to pull out and shred in the large well-stocked music-and-art room. 

Music and arts room

As an experienced multi-instrumentalist, Kingsley’s remit is to grow the number of students that take instrumental lessons. While most of the peripatetic sessions were funded by families (the school funds the lessons for less well-off students), the fees for many of the school’s 31 extra-curricular clubs were funded by the school.

We also spoke with Holly Holden-Turnbull, a Schools Direct trainee teacher (through Exeter University) who was currently bringing her passion for music to her Year 6 class. Holly has an extensive background in music and composition which includes a languages Degree with a focus on ethnomusicology, six months in Cuba during which she recorded a collaborative album, and experience touring as a musician and singer. Holly’s expressed her enthusiasm for primary music: ‘I feel really strongly about making sure that children experience art and music. From my own experiences, these have really helped me to most effectively express myself’.

We spoke to member of two of the 31 clubs – the cheerleaders and the street dancers. The street dancers had performed alongside other schools on The Hoe. The cheerleaders are taught by Emily from the Plymouth City Patriots Basketball team. They told me how cheerleading combines dancing, singing/chanting, athletics and gymnastics. They were excited that they might get to cheerlead at a Patriots game. Two of the group had had diving (artistry + athleticism) coaching sessions with local Olympians Tom Daley and Tonia Couch and had been earmarked as showing promise.

To Plymouth and beyond

We learned how the arts are central to the school’s strong commitment to the students’ mental health, wellbeing and inclusion. Kingsley provides bespoke arts and DT interventions for the students. These have included working on graffiti artworks, technical drawing, creating a playlist of songs that could then regulate the student both at school and home, and a raft of music-based interventions. Kingsley told us how the school’s pianos and keyboards had proved a particular success for many SEND students.

Other ‘symptoms’ of the school’s commitment to the arts and creativity are the rabbits, chickens, guinea pigs and other animals; the storytelling area; and decoupage, cake-making and other courses for parents run at the school by On Course South West.

As well as arts work linked to the local community, China, the world’s population and biomes, Marine Academy were celebrating their near-sea location with links with the National Marine Aquarium (the UK’s largest!) and the city’s naval past and present with a field gun after-school club. 

Kingsley told us about an ambitious project as part of the Mayflower Four Hundred commemorations which would have involved a thousand-strong children’s choir performing on the Hoe, telling the story of the Mayflower voyage through a ‘very complicated piece of musical work’. Unfortunately, COVID prevented the realisation of the project. We very much hope that as the pandemic loosens its grip, Marine Academy, and other arts-rich primaries with a passion for the performing arts can once again work towards such big collaborative events in front of audiences.

We also learned about Clan-Kind, a Plymouth based project designed to ‘develop a deeper connection between place and community by bringing together diverse groups to learn about the natural or built heritage in their neighbourhood in a participatory and unexpected way.’ The school has formed a ‘clan’ called the Five Well Wishers. 

Kingsley explained: ‘Just across the road and down a little bit, there’s an old hedge which we explored. We went down to an area where we found three water wells, which are still viable. Students were amazed that that community has been there for hundreds and hundreds of years, and that hedge was over two thousand years old’. 

A local person taught them about foraging and what plants could have been sourced for food in the past. The children went on to create a triptych in layered tissues paper, pulses and foam board using iconographic symbols to create a folk history of the area, something they also investigate in Year Five when creating Totem tiles as part of their clay work.

Many thanks to Arts and Music lead Kingsley Clennel-White, SL Nicola Keeler, Schools Direct trainee Holly Holden-Turnbull and the students with whom we spoke on the day.

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.

Greenside Primary: It’s time for your close-up!

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Greenside Primary is a school of around 220 students located in Shepard’s Bush, West London. They are currently celebrating their 70th year. The Queen’s Platinum Jubilee is a nice tie-in to their own festivities. Their modernist building is Grade II* listed. A WW2 bomb crater in what is now the playground (‘the Learning Garden’) has been turned into an amphitheatre, a reminder of how much this part of London was hit in the Blitz. 

Greenside has a unique feature (we think). They teach through film. In fact, they are a film factory! Not only is the curriculum hooked around movies; the students also study filmmaking and animation. The school’s green screen gets lots of use! The rooms and corridors are decorated with film posters, props and movie memorabilia. Star Wars is well represented!

All year groups work with one film every half term. There are rules to ensure diversity. This year, at least one film has to be in black and white (Year 3 were looking at Charlie Chaplin’s The Great Dictator), one in a foreign language, one about a journey (physical or spiritual), one musical, etc. Only one can be an animation. Year 5 were currently working on 2001: A Space Odyssey which they had linked to another 1952 event – the Viking rocket and the beginning of space exploration.  

The school was also focusing on the 1952 film Singing in the Rain. Year 6 were due to perform Bugsy Malone at the end of the year. Unsurprisingly, Greenside has strong links with the British Film Institute. 

Developed about five years ago, this innovative approach to primary education was the vision of Executive Head Karen Bastick-Styles, supported by her film-fanatic SLTs, Head teacher Robin Yeats and Deputy Head Georgina Webber. The team were given a blank slate by the Elliot Foundation Academies Trust to redesign the curriculum based on their ideas for the ideal school. These included creating emotive artistic immersive experiences through film that could inspire the children’s writing and other subjects.

Robin told us that: ‘we are a very multicultural school in very multicultural city. We have lots of children whose first language is not English’. He explained how ‘film is a great leveller. Even if you don’t have any English language, you can still watch a film and interpret the images.’

Each student from Year 1 to Year 6 has an iPad loaded with movie making and design apps such as iMovie and iMotion. Year 5 were working on their film posters using Canva while we were there. We spoke with ICT lead and Year 4 teacher James Tilden who told us about the commitments of time and resources necessary to keep up that level of IT. Each classroom needs a router!

Greenside also has an innovative timetable. Every Monday, Tuesday and Wednesday is a STAR day which mean that the English, Maths and topic work gets done by STudents As Researchers. Thursdays are Crew days where Years 1 to 6 combine to do projects in specific topic areas, just like a film crew. In addition, classes take breaks on a flexible basis (lunchtimes are fixed) according to whenever the teacher and students feel best. We also learned about ‘specialisms’. Every Friday from 11:00 until 12:30, Years 1 to 6 mix and work with a different teacher every half term on a topic or skill in which that teacher is an expert.

As RAPS researchers, we are interested in the extra things that arts-rich schools do alongside their arts – pointers to a wider ethos and philosophy of an arts-rich primary education. With that in mind  …

Greenfield is entirely vegetarian. Sometimes parents come in to cook a culturally specific meal for everyone at lunchtime. There is also a big push towards sustainability. Co-arts lead and our liaison on the day Ciara Finney told us how the younger students are doing lots of work around the value of bees. The older students told us how they have created art works around issues such as net carbon neutrally, ‘no dig’ gardening, and the damaging effects of fast fashion and fast food. 

The allotment garden was thriving! Parents come in to help the students with growing vegetables and flowers, composting and nurturing seedlings in the greenhouse and cold frames. Did you spot the piles of chitting potatoes in the Head’s office in the photo of the giant clapper board above?

Alongside the film resources, Greenside has a radio station for podcasts and broadcasts. Use the QR code on the photo below to tune in!

Some of the students visited the Glastonbury festival last year to film a piece with Little Amal, the giant puppet of a Syrian refugee girl who walked across the UK trying to find her mother. They talked about having to do take after take, walking across the same field, holding Amal’s hand while not looking at the drone cameras. True professionals! Watch a backstage clip here.

As well as films, podcasts and vegetables, the students had also created work around the Empire Windrush and the Caribbean people who arrived in London in the late 1940s.

The students showed us some of their recent watercolour pieces and spoke about how much they enjoyed creating the different techniques with the brushes.

Trust us. There are many more creative and artistic things going on at Greenside, too many to mention here. You’ll have to wait for the Director’s cut!

Many thanks to Head of School Robin Yeats, co-arts lead Ciara Finney, ICT lead and Class 4 teacher James Tilden and all of the Year 4, 5 and 6 students who shared their insights on their inspiring and innovative school. May the force be with you!

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.

Queen’s Park: How the Arts are inspiring Primary students in Brighton

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With so many creative projects, events and institutions in Brighton, it was great to hear how Queen’s Park Primary were involved in the local arts scene. More later. Firstly, let’s hear from the students and staff about the arts they do in school.

The groups of Key Stage 2 students, Arts Councillors and Arts Ambassadors told us all about building models of Anderson Shelters, creating work in the style of British artist Sonia Boyce, working on their ‘big wave’ pictures, decorating their ceramic tiles, and working with pencils on their hand drawings.

Some of the students had contributed to this colourful sea-themed mural that spanned one side of the playground:

Head teacher Anne Cox explained the value of a creative arts-rich curriculum:

‘The children are confident, articulate and know their abilities, but want to try things and explore things. They think through the arts’. 

One of the Year 6 students gave us an example: 

‘I let my imagination go onto the paper, so now I can finally see it better than I did in my mind’.

Queen’s Park are a Creativity and Arts Champion school. You can read more about how this Artsmark scheme builds their creativity and helps link their arts to the wider communities.

Year 4s were enjoying their Project Based Learning (PBL), a recent change that will be expanded to other year groups. Anne explained that PBL, creativity and the arts can inspire and engage students which can impact on their maths, English and other subjects.

Arts lead Mhari Smith (BA in Fine Arts and Sculpture, worked as a puppet maker and puppeteer for six years in London) told us about the role of the Arts Ambassadors (one in each class across the school) in raising the profile and skill levels of the arts. The students get trained up by staff on specific techniques or artists. Then they cascade what they learn to their classmates and teachers, as well as staff and Heads from other schools.

Year 1 had been looking at the work of Brazilian-born Beatriz Milhazes:

Year 2 had created some vibrant work around the book ‘Ziraffa’ about a real-life giraffe who toured the world in the 1800s:

Year 3s had been inspired by the colourful playful work of another Brazilian, Romero Britto: 

KS1 students had been getting abstract in the style of Turkish artist Fahrelnissa Zeid:

Fahrelnissa Zeid art

… and also in their studies of Guyana-born British artist Frank Bowling who has created a famous painting ‘about’ Brighton.

Frank Bowling art

Headteacher Anne Cox, Mhari, Music lead Gabi Buxton and the students gave us a fantastic insight into the events and organisation that help focus and inspire the arts in the school.

The children were especially excited about Let’s Dance – a week-long event where 78 schools, colleges, universities and dance groups get to ‘Dance at The Dome’.

Students were also involved with the Children’s Parade where 5000 local children make banners and figures, and march them through the streets as part of the Brighton Festival.

We learned about Let’s Play, a link-up with the National Theatre in London through The Primary Programme. Mhari told us how Years 1 and 5 had a tour of the theatre and got to learn about the lighting and staging. They made props and scenery and then performed on the stage in front of their families. She explained how she could ‘really see some of them grow and mature’ by ‘being leaders, working together, being innovative and making decisions’. The school are also working with the Theatre Royal in Brighton. Year 5 were rehearsing hard to perform The Snow Queen there.

Gabi talked us through the school’s 15-year partnership with the Brighton Early Music Festival through which the students take part in concerts and participate in workshops in the school. Students enthused about the sessions they had been doing with djembes, ukuleles and a range of instruments through the Soundmakersprovision as part of the Brighton and Hove Music Service. As the singing lead, Gabi told us about the challenges of working with school choirs and classes over the past two years.

On a cold day full of sunshine and snow showers, it warmed our hearts to see the students getting excited about a ‘secret song’ they were learning for a special person at the school (!), and to hear bursts of the songs for the Queen’s Jubilee celebrations. 

The future of the world is in this school

Many thanks to Headteacher Anne Cox, Art lead Mhari Smith, Music lead Gabi Buxton and to all of the students we spoke with at Queen’s Park.

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.

Somerleyton: Small school. Big on the Arts

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Somerleyton Primary is in the village of the same name about four miles inland from Lowestoft in Suffolk on the edge of the Norfolk Broads. Despite being the smallest school in our project (60 students), they punch well above their weight when it comes to the Arts and DT.

In the context of our project, Somerleyton are unique in other ways. Like many other houses in this ‘model village’, the school has a thatched roof. And they use the village green as their playing field for PE and other activities.

Before we got to talk with headteacher Oli Clifford, arts lead Victoria Speed-Andrews, teacher Lily Foster and the students, we watched a pre-school street dance lesson. While the session was led by a dancer who rotated around the other schools in the MAT, we found out later that arts lead Victoria Speed-Andrews had a degree from the Royal Academy of Dance on the art and teaching of classical ballet and had worked as a dance teacher for about six years before returning to university to qualify as a primary school teacher. Needless to say, the lively street dance set us up for a day of hearing, watching and learning about the performing arts, Somerleyton’s specialist area. 

We heard about how students had recently performed in front of five hundred or so people at Snape Maltings, an internationally renowned concert hall with which Somerleyton has an ongoing relationship. In previous projects, the students were singing alongside the National Youth Choir for Scotland and the Choir for Cornwall. They had built their performance skills (‘They’re unfazed by that scale of audience or that scale of venue’: Victoria) through the extensive music provision at the school. 

Listen to the orchestra below:

Orchestra rehearsal – The Pink Panther

It was a treat to sit in the middle of the school orchestra as they rehearsed. Half of the students in the school were participating (nearly 30 students) – on flutes, saxophones, clarinets, and glockenspiels. The instruments and teaching are provided by the Suffolk Music Service. Year 6 had built their flute skills through daily ten-minute practice sessions during term one of Year 3 and were now able to read from the scores of the Star Wars theme and a swung jazz piece that we heard.

Victoria told us about the many benefits the students derived from the music sessions: ‘There is a lot of collaboration and teamwork that gets developed through just the orchestra alone … they develop their ability to listen to others. You can’t work on your own. You’ve got to be empathetic’. 

The school are keen to make high quality music tuition accessible to every student. We learned how the children don’t pay for their music lessons or instrument hire. The service is part-funded by PTFA funds through a big annual fete on the village green. The teachers told us how they had fond memories of attending the event when they were children. Somerleyton students are preparing for their appearance at the fete this year – we were thrilled to hear that they were going to sing ‘Village Green Preservation Society’, a Kinks’ song that wistfully captures the idyllic picture postcard setting of duck ponds, thatched cottages and old oak trees in which the school is set. 

The cottages on the green and many in the village are in fact former workers’ cottages for Somerleyton Hall and the Estate. It was fascinating to hear how two of the students had family members who were ex-blacksmiths who still had their forges, bellows and anvils at home. One girl talked to us about making a sword (‘quench it in strong coffee to give it a dark and old fashioned texture’), another about making jewellery with her blacksmith dad. 

With only around ten new students each year, Somerleyton combine year groups; Years 3 and 4 form a single class of around 15 students, Years 5 and 6 combine in a class of 19. Demand is high for the school’s arts-rich offer.

Victoria explained how: ‘because of the region that we’re in, predominantly white, middle class and rural, it’s important for students to have a broad diet and to expose them to other cultures and other people’s opinions. The art and the music are ways in which we can deliver that those experiences for them’.

Years 3 and 4 had just starting a unit on Surrealism (‘it’s really cool because there’s endless possibilities’: Year 4 student). Their studies of Jazz music had expanded to look at Black artists who challenged racial stereotypes. Art teacher Naomi and the team were consciously focussing on diversifying the artists and art movements that the students studied.

As well as the visual arts and DT work that we saw (including the electric powered light-up cars below), the school had links with the Marina Theatre in Lowestoft where they had been involved in a dance festival, and a playwriting competition where the children had their plays brought to life by a team of professional actors. 

The school also work with the Benjamin Britten Pears charity. They have recently produced a fabulous video of their virtual choir performance of ‘Movement’ from EVERYTHING by Russell Hepplewhite and Michael Rosen for the Britten Pears premiere.

Somerleyton are currently involved in the First Light Festival, an event in Lowestoft set up by filmmaker Danny Boyle (his Yesterday was partly filmed in Lowestoft) and fashion designer Wayne Hemingway (local boy!) hooked around a 24-hour solstice party! 

Head teacher Oli told us how creativity was very much at the heart of the school (it is one of their four core values) and how it impacts every part of the curriculum.

In this Jubilee year, Somerleyton are gearing up for extra performances on the Green, at street parties and beyond. As a tiny school that makes a big tuneful and rhythmic noise, we wish them all the best now that singing and performing to an audience are very much back on the agenda.

Listen to the choir below:

Somerleyton choir

Many thanks to Headteacher Oli Clifford, arts lead Victoria Speed-Andrews, teacher Lily Foster and the selection of Year 4, 5 and 6 students whom we spoke with on out visit to Somerleyton Primary.

Note: If you are ever lucky enough to visit this bucolic village, bear in mind that the train only visits every two hours. We made sure we got to the station in plenty of time!

Somerleyton station
Somerleyton station

You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.