Artsmark Gold Award – Linked to Build A Better World Project

We are delighted to inform you that Shoscombe has been awarded an Artsmark Gold Award.

At Shoscombe, you remain highly committed to the arts as a vehicle for effective learning, as evidenced in your recent Ofsted report – congratulations! Specialist teachers in art, music and dance have been appointed, and have worked with other skilled staff and school leaders to carefully review and adapt your whole curriculum, with the arts at its very heart, thereby promoting children’s cultural capital and ‘Inspiring Everyone to Shine’. Your curriculum is clearly sequenced to ensure progression in knowledge and skills and to strengthen children’s use of technical vocabulary. Children’s achievement is carefully tracked, and is reflecting improvements in standards. You recognise the important contribution of the arts to children’s emotional well-being, confidence and resilience, and this has been an important aspect of your Artsmark journey, particularly as part of your post-pandemic recovery curriculum. You have been attentive to the needs of vulnerable pupils, delivering targeted support (including Arts Award Nurture Groups, dance therapy and art therapy) to learners who need emotional support. You have used the arts to support emotional literacy so that children are more mindful, and better able to self-regulate. Your Pupil Wellbeing Team is involved in planning in the arts which celebrate and reflect the diversity of society. Through creative use of the arts, your children explore and give voice to issues that are important to themselves and their communities, e.g. climate change, so that they are developing as global citizens. Through working alongside arts professionals and organisations as part of discrete projects, pupils have been increased their social connectivity and, furthermore, developed an understanding of their place in the world, with the effect of lowering anxiety and improving mental health and well-being. The ‘World Reimagined’ project, increased children’s understanding of significant themes, including the slave trade and racial justice. The use of sketchbooks has been refined, as a means of children’s creative exploration and experimentation, supporting them in being more independent, as well as charting their personal progression. Teachers’ confidence has been boosted through continuing professional development, coaching and modelling by specialists. Your work with the British Council’s Erasmus project is ensuring that you identify and address issues and opportunities relating to diversity, and that you are successfully utilising the arts to promote an understanding of a range of cultures. Children experience the cultures of other European countries first-hand during overseas visits. You have made a positive start to sharing your good practice with other schools within your MAT. Going forward, it will be good to capture further evidence of the difference that this and other initiatives make to the quality of the curriculum and outcomes for pupils in other settings. It will be wonderful if you can develop your advocacy of the arts further, perhaps through strategic partnerships with arts organisations or further engagement with arts educational networks. Could your pupil Wellbeing Team work with your arts leads in delivering CPD to teaching colleagues in other settings? We are excited to hear how your work continues to go from strength to strength.’


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