We believe that high-quality Art lessons will inspire children to think independently, innovatively and develop creative, procedural and technical understanding, whilst truly recognising that everyone is an artist.
Our Art curriculum provides children with opportunities to
develop their ideas and skills using a range of media and materials;
learn the skills of drawing, painting, collage, sculpture, print, textile and digital media;
explore and evaluate different creative ideas using the language of art, craft and design;
know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms;
evaluate and analyse creative works
It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this. In Art, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving and developing their ideas. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written refection. Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.
Our Art Overview
Our Art & Design Overview outlines the essential details to ensure full coverage of the National Curriculum whilst providing our teachers with the tools required to support the development of inspired and creative artists. These details include: –
progression of teaching topics and stimulus for learning
identification of artistic skills to teach, learn and practise
prioritised knowledge to know, supporting an improved conceptual understanding of the development of art whilst supporting application concepts into their own work.
This information informs the Year Group ‘S’ plans that are utilized to plan and deliver high-quality, sequential lessons that are progressive and integrate the essential knowledge and skills to research, practise, design, and create whilst integrating evaluation throughout. Even though we value the tool of modelling examples with the children, we also value the creative choices of our children encouraging justification of choices through experience, expectation and creativity. This means final products may look similar at times but a uniqueness is encouraged.
We are fortunate to have our very own ‘Design Studio’ which is utilized to inspire and stimulate creativity throughout Art and Design lessons whilst ensuring accessibility of materials and tools to ensure at no point that our children’s creativity is stunted through limited choice or resource availability.
‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’
‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’
‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’
‘Ribbon are doing a fantastic job.’
‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’
‘The governing body knows the school and the local community very well.’
‘The quality of teaching across all subjects continues to improve.’
‘We are so grateful to all the effort the teachers are putting in.’
‘School have done a fantastic job in all areas.’
‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’
‘All support and communication is brilliant’
confident that their children are happy, safe and well taught.’
‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’
‘The teaching of phonics is a strength.’
‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’
‘Disadvantaged and most-able children are making particularly good
‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’
‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’
‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’
‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’
‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’