The art curriculum provides a rich and progressive journey through a wide range of artistic disciplines, enabling pupils to develop their creativity, technical skills and appreciation of artists from Reception to Year 6. Children begin with self-portraits, painting and artist studies before exploring natural art, colour, shape and pattern inspired by artists such as Alma Thomas, J. M. W. Turner, Kandinsky and Picasso. As they move through the school, they build increasingly sophisticated skills in painting, drawing, shading, perspective, digital art, sculpture, collage, textiles, sewing, printmaking, photography and clay work. Pupils study a diverse range of artists and artistic traditions, including Mondrian, Claude Monet, William Morris, Norval Morrisseau and Islamic art, while making strong connections to history, geography, science, computing and literacy. Practical outcomes such as exhibitions, murals, fashion shows, sculptures and collaborative artwork allow children to apply and showcase their skills. By Year 6, pupils are working confidently across multiple media, combining artistic techniques with critical observation, cultural understanding and independent creative expression.

We are 

We are delighted to have been awarded an Gold Award in August 2026 to show the commitment the school has towards are. !

Our award is valid for two years and will expire on 28 August 2028.

Every Artsmark Award is a significant achievement. Thank you for your commitment to embedding arts culture and creativity across your whole school. We know the work and effort that this takes and would like to use this opportunity to thank you as the Artsmark lead for completing an Artsmark journey. We hope you have seen the real impact that you have had.

This is what the assessors said about our school:

Your school sounds like a lovely, supportive place to be and your continuing commitment to arts and culture is seeming to have emerging measurable effects on staff, pupils and parental engagement. All pupils can access a consistent range of arts and cultural provision through work with local and national arts and cultural organisations in school, which leads to showcasing opportunities in school and the local community, such as Festival in a Field, and regular school productions. Strengths in your application include your arts-based values and ethos; your pupil voice activities through your Arts Council and new Infant Arts Club; and your internal and targeted staff CPD that you have used to develop cross-curricular working and staff confidence. To grow these further, you may wish to consider Arts Award to underpin either your pupil voice programmes or across the whole school. How can you take it from pupil voice to pupil leadership? Could they help write your next application? It’s great to hear about how staff confidence has increased due to internal support, training from your Arts Lead and modelling. How will you take the next step with this? Can you work with local artists and practitioners across the whole school to help embed the authentic experiences and curriculum you want to shape? What did you do for your CPD that embedded creativity across the curriculum and how has this shaped classroom activity? Can your emerging partners, such as Surrey Arts, help write your curriculum, and deliver CPD as well as working with pupils? It would have been good to hear a little more about the content of your curriculum, what your pedagogy looks like in the classroom, and how this relates to the demographics of your community. How are you linking diversity and representation in your content to expand horizons, or reflect your pupils and their families? Remember, we need to hear the detail of what happens in teaching and learning, not just about the headline projects. Throughout your application there are beautiful sentiments, and alongside those we also need to see concrete evidence. To embed your Gold award, you need to be demonstrating the measurability of your arts interventions. You have added in tangible things you have noticed around pupil confidence, and turn taking, supported by some participation data and quotes. You say in both the Statement of Commitment and Statement of Impact that you have collected attendance and attainment data, alongside case studies and surveys. You need to share those with us too, rather than just saying you have them! This will help expand how you talk about your emerging pedagogy. In summary, your strengths are your ethos and values, your range and offer within school for pupils and staff, and your pupil voice activities. Areas you may wish to develop further include your partnership development, and how you talk about your pedagogy, impact, and diversity. Well done, keep being creative, and keep measuring what you are doing!