A common question asked about Artsmark is “How does Artsmark affect Ofsted results?” Our answer to that is it can help you meet your social, cultural and moral requirements. To prove this we’ve gathered a series of positive quotes from Ofsted reports at Artsmark schools.
Artsmark is a programme, designed by schools, for schools. It contains seven quality principles which form a structure to a curriculum for developing and strengthening a school’s arts and cultural education provision. This can unlock the potential of children and young people and help them to develop their skills and talent.
There are wide-ranging opportunities for pupils to take part in all sorts of sporting and musical enrichment activities, both locally and through trust-led events.
The curriculum includes lots of first-hand experiences to engage pupils’ imagination, such as a number of activities in conjunction with the Hull City of Culture celebration. Leaders take advantage of opportunities to widen pupils’ horizons through links to other learning initiatives, such as via the ‘Terrific Scientific’ BBC science programme backed by Oxford University. – Ainthorpe Primary School, Hull (Good, June 2017)
Teachers and support staff plan work which inspires and excites pupils. This is reflected in pupils’ positive attitudes and excellent behaviour in the classroom.
By the end of key stage 1 in 2016, teacher assessments showed that pupils’ attainment and progress in reading, writing and mathematics were above those of other pupils nationally. This year group started Nursery and Reception with skills and knowledge lower than those expected for their age. This represents very strong progress over time.
Key stage 2 pupils made excellent progress in 2016 and 2017. Information collected by school and from 2016 national tests shows that more than 90% of pupils made very strong progress in reading for their age and 30% made even more progress. Pupils’ progress and attainment in writing and mathematics were of a similarly high standard.
Across the school, the most able pupils are making rapid progress in reading, writing and mathematics. Observations of these pupils in lessons evidence this rapid progress. This is because of the wide range of challenging opportunities offered to them across the curriculum. – Hemsworth Grove Lea Primary School, Pontefract (Outstanding, 2017)
Staff ensure that work is very carefully planned to meet the needs of all pupils, whatever their starting points. The most able pupils are offered work with greater levels of challenge, and this enables them to progress and deepen their levels of understanding over time. For example, work in pupils’ English books from last year shows that pupils were given excellent opportunities to develop their skills by writing longer pieces of work for a wide range of different occasions. Consequently, pupils practise their writing skills and develop a deeper understanding across the curriculum. – Primary School, Beverley (Outstanding, October 2017)
The curriculum also provides pupils with a wide range of opportunities to develop their appreciation of other cultures, including Black History Month, fund raising for Red Nose Day, Third World water projects and Book Aid. As a result, pupils have an excellent understanding of British values including the importance of being tolerant, respectful and listening to different people’s views.
In 2016, by the end of Year 2, the proportion of pupils who reached the expected attainment for their age was well above the national average in reading, writing and mathematics.
In 2016, pupils’ progress by the end of Year 6 was significantly above the national average in reading, writing and mathematics. The proportion of pupils who reached standards of a greater depth in mathematics were above the national average and reading and writing was broadly in line with the national averages.
Current in-school information, coupled with inspection evidence, shows strong and sustained progress. In all year groups, the vast majority of pupils, including disadvantaged pupils, are making more than expected progress in reading, writing and mathematics.
Pupils who speak English as an additional language and those from ethnic minorities make excellent progress. In all year groups, these groups of pupils are making strong progress, particularly in writing. – St Catherine’s Catholic Voluntary Academy, Sheffield (Outstanding, January 2017)
Pupils’ spiritual, moral, social and cultural development and an understanding of being good citizens is promoted well through the curriculum. For example, pupils have studied different religions and cultures and events in history such as the Fire of London and the Yukon gold rush. – Mansel Primary, Sheffield (Good, January 2017)
The wider curriculum helps pupils to gain a good understanding of their local area and heritage. For example, last year, all pupils visited historic abbeys across North Yorkshire to learn about their history.
Pupils’ progress in art and music are both strong. The school excels in sport and celebrates sporting achievement in a range of events, including cross-country running, gymnastics and cricket. – Richmond Methodist Primary School, North Yorkshire (Good, February 2017)
Pupils show a thirst for knowledge and thrive as a result of the wide range of extra-curricular activities such as archery, golf and blog club. These experiences enhance pupils’ education and encourage them to develop new interests. – Snaith Primary School, Goole (Outstanding, March 2017)
Pupils’ timetables closely match their needs. They access a wide range of subjects, including science, humanities, art and food technology. Pupils’ progress is carefully monitored and clearly demonstrates their good progress across the curriculum. – Talbot Specialist School, Sheffield (Good, March 2017)
Strong progress is taking place and positive learning attitudes are being developed. When pupils showed one of the inspectors around the school, they pointed out the ‘wonderful’ staff who came in to develop aspects of their learning.
The behaviour of pupils is outstanding. This is consistent throughout all times of the day: in lesson time; at playtime; when coming and going around school; and in music and outdoor physical education sessions. – Jerry Clay Academy, Wakefield (Outstanding, March 2017)
Lessons are usually lively and interesting, capturing pupils’ imagination. For example, in Year 5, pupils’ use of drama and performance enhanced their understanding of chosen vocabulary when reading part of a poem they had written on a chosen animal. – St Vincent’s Voluntary Catholic Academy, Hull (Good, May 2017)
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