1. Introductory Session Staff INSET : Monday 9th January 2017
Artsmark 16-18
Introductory Session
Staff INSET : Monday 9th January 2017

2. Objectives for the training session:
To understand the motivation for applying for the Artsmark
To understand what the Artsmark is and the process involved
To understand the outcomes of achieving the Artsmark
To enable staff to contribute to the Artsmark strategy and action plan
To understand the Artsmark self-evaluation process
To understand the key aspects of the Artsmark action plan and how it will be funded
To decide areas for cross-curricular learning and staff professional development

3. Group discussion What arts are studied in Primary education
How important are the arts in Primary education?
How can the arts facilitate learning?
What is the value of the arts?
How much of a priority are the arts in Kilburn Park?

4. Some key questions answered…
What is Artsmark?
Artsmark is an award for schools who demonstrate their commitment to embedding arts and cultural provision at the heart of their school.
How long will our Artsmark award be valid?
Once we have a received your school’s Statement of Commitment, you will be signed up to Artsmark and part of the Artsmark community. You will be expected to submit your Case Study within two years from this point. From the moment you are awarded a level, Silver, Gold or Platinum, you will hold this for a further two years.
Kilburn Park Artsmark 16-18
Statement of Commitment submitted December 2016
18 month action plan to improve arts and cultural provision
Case Study completed by July 2018

5. In developing a wide range of experiences for a pupils at Kilburn Park School, they should be given the opportunity to:
Pupil Opportunities
Participate
Experience
Create
Compose
Perform
Visit
Review
Know & Understand
Participate
Perform
Know and Understand
Visit
Compose
Create
Experience
Review

6. The Artsmark Self Evaluation - Leadership
Silver
Gold
Platinum
Leadership
Your Schools SIP should clearly demonstrate an ongoing commitment to quality and diversity in arts and culture education across all phases with clear milestones and measurements.
All teachers take responsibility for developing arts and culture in school.
A senior leader drives and develops arts and culture provision cross all phases. Greater evidence of whole school planning of arts and culture.
Schools must demonstrate over time that a named governor takes responsibility for monitoring arts and culture. Senior leader disseminates good practice across wider range of schools.
Key aims of the School Improvement Plan Target
To strive for excellence and innovation in arts provision throughout the school.
Our arts education to be exciting, inspiring and engaging.
All pupils have the opportunity to be actively involved in a range of arts-based activities.
Our arts provision enables personal progression and appreciation in a range of artistic and cultural areas of learning.
Artsmark Team with headteacher leading on the development
Governor to be responsible for the Artsmark and to attend meetings
Target / outcome from the process Already achieved / embedded

7. The Artsmark Self Evaluation - Curriculum
Silver
Gold
Platinum
Curriculum Design
The value and impact of the diverse arts and culture curriculum is firmly embedded in the school’s curriculum offer across all phases.
Clear schemes of work and programmes of study exist to show progression of knowledge, skills and understanding for arts and culture subjects across all phases. The arts curriculum is used to help children explore or make connections in other subjects.
Curriculum design demonstrates a whole school understanding and commitment to high-quality arts and culture provision, including experiences to perform, see live performance, and to create and evaluate art works in a range of media.
Schools must demonstrate over time that the arts and culture curriculum offers an extended and wide variety of learning opportunities in more alternative arts and culture subjects such as digital installations, videography or public art. Older students have the opportunity to have greater input into what they learn, how they learn and how they record their learning. Schools must demonstrate that they have helped or supported other schools with curriculum design.
Ofsted rated curriculum as ‘outstanding’ – very good core provision in art, music and DT
Build upon current good practice
Develop cross-curricular learning and links to further improve curriculum entitlement through a range of additional arts and cultural learning
Opportunities for children to perform, visit, experience etc..
Target / outcome from the process Already achieved / embedded

8. The Artsmark Self Evaluation - CPD
Silver
Gold
Platinum
CPD
The school can provide evidence of a clear commitment to CPD in the diversity of arts and culture for all members of staff and have allocated appropriate resources to enable this to happen.
The school can evidence regular in-house opportunities to demonstrate sharing/developing good practice in teachers’ knowledge, skills and understanding of arts and culture delivery.
The school has evidence to show that specialist artists/professionals have worked with the school to develop teacher knowledge and skills and understanding of high quality arts and culture delivery, and have collaborated on the creation of quality teaching resources.
The school showcases over time, high quality teaching of arts and culture by offering CPD opportunities to other schools and sharing resources. Key staff support/develop and lead CPD beyond the school, providing evidence of wider impact.
Staff training has mainly focused on core subjects (English, maths, science)
Developing cross-curricular arts-based learning will depend upon the confidence and capability of stall to deliver the learning
Target / outcome from the process Already achieved / embedded

9. The Artsmark Self Evaluation – Pupil Engagement
Silver
Gold
Platinum
Pupil Engagement
All pupils in the school can talk enthusiastically and demonstrate their knowledge, skills, understanding and experience of high-quality and diverse arts and culture provision in their school.
Children’s art is showcased and displayed effectively and planned arts and culture events have a high take up in school.
Schools can demonstrate that they have involved pupils in the planning and delivery of arts and culture experiences, such as:
• Choosing visiting artists
• Preparing and organising a live performance
• Putting on an exhibition
• Skills sharing workshops
Schools must demonstrate over time that pupils are ambassadors for high-quality provision and learning and accompanying teachers to deliver CPD opportunities in and out of own schools. Case studies show an impact on outcomes and progression of skills in a wide range of arts and culture.
We showcase what we do well
Improve pupil engagement with the arts both through curriculum entitlement and curriculum enrichment
Establishment of a pupil ‘Arts Council’ to improve Pupil Voice for the Arts
Target / outcome from the process Already achieved / embedded

10. The Artsmark Self Evaluation – Range of Offer
Silver
Gold
Platinum
Range of Offer
The school can demonstrate a diverse and universal offer of wide-ranging, high quality arts and culture experiences within and beyond the school day.
Over an academic year, the school can demonstrate a universal offer of a range of arts and culture clubs and experiences.
The school can demonstrate and evidence children have had experience of arts and culture within their community and locality such as:
• theatre trips
• museum visits
• dance events
• art gallery trips
• Film clubs, moving image
• installations, public outdoor art
The school can demonstrate over time that children have had a wide range of arts and culture experiences of national significance such as:
• installations, public outdoor art.
Good and improving offer of curriculum entitlement for everyone
Improve the range of experiences
We are situated in a cultural and artistic centre of the world – need to make better use of it
Target / outcome from the process Already achieved / embedded

11. The Artsmark Self Evaluation - Partnerships
Silver
Gold
Platinum
Partnerships
Schools can demonstrate that they understand the value of working with a diverse range of partners to provide and deliver high quality arts and culture education.
The school can demonstrate that it has explored a range of partnerships to help the development of arts and culture in school, such as:
• registering on the Arts Council England network
• contacting their local bridge organisation
• investigating offers from other local arts and culture providers.
The school can demonstrate that it works effectively in partnership with a wide range of arts and culture providers and evidence that this is having a positive impact on outcomes for pupils and staff.
Schools should be engaged with their local Music education hub.
The school can demonstrate over time that it works in partnership on a larger scale and this may include taking a leadership role that has a positive impact on outcomes for a wider group of pupils and staff.
Music Bridge Organisation is ‘Brent Music Service’
Partnership working with local organisations
Partnerships with regional/national organisations
Target / outcome from the process Already achieved / embedded

12. The Artsmark Self Evaluation – Equality & Diversity
Silver
Gold
Platinum
Equality and diversity
Your Schools Equality Action plan should demonstrate commitment to equality of education and opportunity of arts and culture experiences in line with the Equality and human rights commission’s protected characteristics.
The school must evidence arts and cultural opportunity within their Equality Action Plan.
The school can demonstrate the impact of arts and culture on their Equality action plan. Whole school understanding and commitment to equality of opportunity to arts and cultural experience.
The school must demonstrate over time that a named governor takes responsibility for Social, Moral, Spiritual, Cultural learning. Good practice is shared with other schools.
Equalities policy and objectives due for review in Spring term 2017
Strength – ‘free at the point of access’
Target / outcome from the process Already achieved / embedded

13. The Artsmark Self Evaluation – Values & Ethos
Silver
Gold
Platinum
Values and Ethos
Schools actively promote diversity and a life-long love for learning and enjoyment of arts and culture. This is reflected in the school environment, ethos and shared language used by the school community to celebrate and promote their achievements in arts and culture.
The school values each arts subject and promotes the arts and culture for the intrinsic value they have, including appropriate timetabling. Pupils have the opportunity to develop their skills over a longer period of time.
At primary level, schools clearly plan to link the arts and culture to wider learning opportunities for children so that they can apply their arts learning in a wider context.
Schools must demonstrate over time that they actively promote, from an early age, arts and culture as a genuine career choice and promote opportunities for experience of working alongside people from arts and culture industries.
Established and credible arts offer at KS4 which may include Arts GCSEs with good levels of take up.
Schools should be actively working towards, or have an awareness of Arts Award.
Traditional subjects have schemes of work that promote progression
Improve and develop other opportunities through cross-curricular learning and enrichment activities
Target / outcome from the process Already achieved / embedded

14. Each area of self evaluation was then scored from 0 -5
(with 5 being very strong and highly developed)
Strengths
Leadership
Curriculum design
Values and Ethos
Equality and Diversity
Developing Areas
Pupil Engagement
Weaknesses
Continual Professional Development
Range of Offer
Partnerships

15. Outcomes from the Artsmark Process
At the end of the Artsmark process we hope to have achieved the following:
Increased diversity in the range of artistic opportunities offered by the school
Being the specialist centre for Arts for Primary Schools in Brent
Improved teacher subject knowledge across a range of subjects and disciplines to promote creativity and cross-curricular learning
Increased community and parental involvement in the Arts
Increased access for pupils to a range of cultural and artistic opportunities in Greater London
Embed opportunities for pupils to review and reflect upon their learning in the Arts
Address the ‘disconnect’ that pupils and their families feel between living in Kilburn as part of the wider cultural and artistic capital that is London.

16. Funding for the Artsmark
As part of the commitment by senior leaders and the Board of Governors, provision will be made in the school’s delegated budget for developing and improving arts provision throughout the school. For this will be £10,000. Expenditure and impact will be reported termly to the Board of Governors.
In addition, the school will commit to use additional funding, gained through the letting of the back playground to film units, exclusively for developing and improving arts provision, and in particular:
Theatre trips and other performance venues
Funding for visiting performances
Purchasing additional equipment, particularly art and design resources and musical instruments.

17. An 18 month Action Plan to achieve Artsmark Gold
Action Planning
An 18 month Action Plan to achieve Artsmark Gold
Key objectives:
Establishing an ‘Arts Team’ to successfully deliver the action plan and to be accountable to senior leaders and the Board of Governors
To maintain, and build upon, current good curriculum provision in art & design and music.
Develop more formal approach to teaching drama and dance in the curriculum
To deliver a themed ‘Arts Week’ each term
To develop more creative outcomes for curriculum learning across all subjects through cross-curricular work (themes to be decided)
To develop CPD provision to improve staff subject knowledge in arts-based disciplines

18. Action Planning An 18 month Action Plan to achieve Artsmark Gold
Key objectives:
Encourage pupil voice in the arts by establishing a pupil Arts Council and to survey pupils about their understanding of the arts
Improve the after-school activities offer in the arts
Improve pupil access to centres for the arts and culture in London
Establish partnerships with local schools and regional organisations to improve the capacity to deliver high quality arts education at the school.
To develop the role of the school as a local centre of excellence in the arts
To ensure that access to the arts is a central part of a revised Equality Action Plan and Objectives
To celebrate the school’s achievements in the arts
Detailed action plan completed by January 31st

19. Themes for cross-curricular learning linked to CPD:
Art & Design
Photography
Music
Drama
Dance
Film Making
Creative Writing

20. Actions initiated already:
Arts Team established
Spring Term Arts Week focusing on Creative Writing (linked to World Book Day – March 2nd)
Summer Term Arts Week focusing on Art and Culture of Africa! (Week beginning Monday 19th June)
Spring Term CPD includes ‘Creative Computing’ and Creative Writing as themes
Pupil Arts Council Election to take place on 26th January 2017 – Natalie Sew to Chair the Council
New partnership established with the Handel & Hendrix Museum (Year 5)
New partnership established with the National Theatre (Year 6 Shakespeare – Romeo & Juliet)
New partnership established with Eastside Community Heritage – Mayfair Oral History Project (Year 4)
Development of web presence for:
Art and Design
Design Technology
Artsmark Process
Hall displays began to celebrate our work in the arts