Home Page

Welcome to

Rickmansworth Park Junior Mixed and Infant School


Art Subject Leader Planning Statement


At Rickmansworth Park School, we recognise the importance of Articles 29 and 31 and their relevance to the Art Curriculum we provide.


Article 29 states:

Education must develop very child’s personality, talents and abilities to the full. It must encourage the child’s respect for…their own and other cultures…

Article 30 states:

Every child has the right to relax and play and take part in a wide range of cultural and artistic activities.


Art encourages self-expression and creativity and can build confidence as well as a sense of individual identity. Creativity can help with wellbeing and improving health and happiness. Studying arts subjects also helps to develop critical thinking and the ability to interpret the world around us.



Art in schools shouldn’t be sidelined… it should be right up there in the front because I think art teaches you to deal with the world around you. It is the oxygen that makes all the other subjects breathe.

Alan Parker, Filmaker.



At Rickmansworth Park JMI School, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. We aim to fulfil the aims of the National Curriculum for Art and Design and provide a broad and balanced curriculum which not only ensures the progressive development of skills in Art, but develops the children’s love of the subject. We want our Art curriculum to stimulate the children’s creativity and imagination and engage them in a variety of experiences. As pupils progress, and at an age appropriate level, we want the children to think critically about their own, and the art of others.  At Rickmansworth Park, we aim to provide a curriculum which develops learning and results in children knowing more, remembering more and understanding how the knowledge and skills taught can be applied in their own art work.

The aims of the Art and Design Curriculum at Rickmansworth Park are:

  • To fulfil the requirements of the National Curriculum for Art and Design.
  • To engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment and express themselves.
  • To develop proficiency in drawing, painting, 3D Art /sculpture, textiles work, multimedia / collage and digital art.
  • To enable the children to think critically about the Art around them, and the pieces they produce, evaluating work using a developing artistic vocabulary.
  • To know about some great artists, craft makers, designers and architects, including those living or who have lived or worked locally.
  • To link with our work as a Rights Respecting School.



An individualised curriculum, bespoke to the school has been written by the subject leader so that it is in line with the new Ofsted framework. The new Art curriculum follows the requirements of the National Curriculum but is bespoke to our school and takes into account our context and our children. It was written with guidelines from NSEAD and Access Art and shows a clear progression in the different strands of Art, together with end of year assessment expectations. Each year group covers Drawing, Painting and Digital Art and then the other areas of Printing, Textiles, 3D Sculpture and Collage are taught in alternate years, except in EYFS where they experience all of the strands.  Each individual lesson for each year group (from Y1 to Y6) has also been carefully planned by the subject leader to ensure that the children have a range of exciting and inspiring learning opportunities which enable them to develop their talents to the full. A range of male and female artists from different parts of the word, and different periods in time are studied. Children have access to a wide variety of media, experience Art related trips and have the chance to learn about and work with local artists in their time at school.


When the School Effectiveness Advisor visited in June 2021 and looked at the plans, she said,


During the visit a strong example of curriculum planning and sequencing was shared by the Lead Practitioner in Art and Design. Prudent use of specialist support through the resources provided by the NSEAD, enables the planning to reflect a high level of pedagogy with clear progression planned, with examples of implementation for all year groups in Drawing, Painting, Printing, Textiles and Digital mediums. The art and design process of generating ideas ® making ® evaluating ® applying knowledge and understanding, is kept clearly in focus to inform planning and development. This is an excellent example of planning that can be used as a model of good practice for other areas of the curriculum. 


Art is usually taught in half termly blocks, alternating with Design Technology. It is taught as a discrete subject in its own right but there are some links to other areas of the curriculum such as Anglo Saxon or Benin Art in history. Other subjects may also enable the children to use their skills and creativity such as drawing pictures or diagrams in Science or designing stained glass windows in RE.

When teachers begin a strand, and at relevant points throughout a ‘unit’, children are shown the relevant curriculum journey for that strand. This enables children to see the linked learning that has gone on before, the learning they will undertake, and the learning which will happen in subsequent years, including at secondary school, helping the children to really see where the lesson and skills fit in their learning journey.

The ‘Progression in Skills’ have been firmly embedded into the plans but this document is also available to staff, together with a ‘Progression in Vocabulary’ document which gives guidance on appropriate and progressive vocabulary for each year group. There is also a ‘Progression in Evaluation Vocabulary’ which gives guidance on appropriate evaluation vocabulary for each year group.

EYFS / Reception follow the statutory framework. Art is not taught as a discrete subject but is incorporated into the holistic, topic-based approach to planning taken by the EYFS staff. As a result, EYFS children experience all of the strands of Drawing, Painting, Digital Art, Printing, Textiles, 3D Sculpture and Collage. As part of the Expressive Arts and Design ELG, pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to learn to:

  • Explore the textures, movement, feel and look of different media and materials, developing their understanding of them in order to manipulate and create different effects and express their own ideas.
  • Explore colour and use for a particular purpose.
  • Develop skills to use simple tools and techniques competently and appropriately.
  • Select appropriate media and techniques for a purpose, adapting their work where necessary.
  • Talk about their work.

All children have equal access to the subject of Art and Design. Where appropriate, the curriculum may be adapted in ways to meet the needs of learners whilst still maintaining high aspirations for individuals. This may include, but is not limited to, adapting tools, being aware of sensory needs such as difficulties in using clay, providing word banks.

Alongside our carefully planned curriculum, opportunities are created for children to broaden their experience of Art and Design. Links are made with other subject areas: Visiting experts such as ‘Portals to the Past’ come into school creating opportunities to create Anglo Saxon art, children create Benin heads in Y6, linking to their study of ancient Benin in History. Art related trips are planned such as visiting Henry Moore’s studio in Perry Green. Each year pupils take part in a whole school Art project; the most recent one involved working with local architects on relevant projects for each year group. Y5/6 undertook a ‘field visit’ to the River Chess and designed and created models of a structure for educational groups; Y3/4 designed and built models of a new entrance area for school, ideas from which were presented to the head and fed into the newly built entrance area. Y1/2 learned about the hexagonal structure and strength of honeycomb and incorporated this into designs for their own structures.  

There are 2 thriving Art Clubs run by external providers; an Art Club run by ‘My After School Art Club’ and a Textiles Club run by Kustomize KoKo Textile Studio.


At Rickmansworth Park, the impact of the carefully constructed curriculum and quality first teaching will foster a love and appreciation of the subject of Art. The expected impact is that:

  • Children will produce creative work, exploring and recording their ideas and experiences.
  • Be proficient in drawing, painting, digital art, textiles, 3D Art / Sculpture, Multimedia / Collage, enabling them to take the next steps in the curriculum at Rickmansworth Park, and beyond.
  • Know about a variety of different artists and their historical and cultural impact.

Our Art and Design curriculum is carefully thought out and planned to facilitate progression. The impact of the curriculum is measured by:

  • Assessing the children under the headings of Generating Ideas, Making, Evaluating and Knowledge and Understanding, against the ‘By the End of Year…’ statements as suggested by NSEAD.
  • Assessments linked to these statements are made at the end of a unit on the whole school Art Foundation Subject Tracking Document, enabling teachers and the Subject Leader to identify trends and children working below and above the statements.
  • Children’s progress against these statements is reported to parents at the end of the academic year.
  • Subject Leader ‘pupil voice’ interviews with focus groups of children each year, results of which are summarised and shared with teachers. If required, findings are acted upon to improve our provision.
  • Book scrutiny by the Subject Leader to monitor the curriculum. Where necessary, support is given to staff.
  • Images, videos, displays and class assemblies which showcase the children’s learning. 
  • Where relevant ‘marking’ of the children’s work against the Learning Objective to assess if it has been met.

The Subject Leader will give a presentation to the Governors (on a rolling programme) to report on the impact of the curriculum.

  What makes our Art curriculum exceptional? 


 1. It is underpinned by aims, values & purpose.

e.g. Article 29 UN Convention of Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

 Lessons are based on the Guiding Principles of Rickmansworth Park School:

-to provide an education which develops the whole child.

To provide a broad and balanced curriculum with a strong focus on enrichment opportunities.

To teach children to understand their own rights and to respect the rights of others.


2. It develops the whole person – knowledge, skills, understanding & attitudes.

The new, bespoke Art curriculum which has been created by the subject leader for the school focuses on Art knowledge (artists, techniques), skills (tailored specific skills progression) enabling the children to have an enriching experience.

One of the strengths of the Art Curriculum at RPS is that regular time tabled is given to this subject.

Children who may find other academic subjects more difficult thrive because they can develop their skills in this area.


3. It is broad and balanced.

The curriculum has been planned by the subject leader specifically for the school. She has ensured that the children experience a broad and balanced curriculum from EYFS to Y6.

Children have access to regular, carefully planned Art lessons.

Children use a range of media throughout the Key Stages e.g. Sketching pencils, powder paint, ready mixed paint, water colours, Modroc, clay, pastels, collage, threads, materials, dough.

Children access the work of different Artists from different cultures and periods of history.


4. There is clear progression in subject knowledge and skills.

The subject leader has created a progression of skills document which goes from EYFS to Y6. This was created with guidance from NSEAD and Access Art. These skills are specifically referenced in the plans so the teachers (and children) know the skills they are practising. 

There is also a progression of vocabulary document and a progression in vocabulary of evaluation documents which both run from EYFS to Y6.  There are also now new Learning Journeys for each strand in Art which enable children to see where their current learning lies – what they have learned before and what they will learn afterwards.

Children are assessed against criteria from NSEAD – Generating ideas, Making, Evaluating and Knowledge and Understanding.


5. It is filled with rich first-hand experiences.

Staff work incredibly hard to enrich the Art curriculum:

The bespoke curriculum is filled with enriching experiences.

These are supplemented with activities such as:

Taking part in the National Gallery’s ‘Take One Picture’ activity.

We have worked on a local area recycling project with thousands of local children. The whole school visited the exhibition.

Where possible trips, virtual trips and visitors enrich the curriculum further e.g.:

Y4 look at local canal art and then replicate at school.

Reception look at mehndi patterns and divas and then make their own.

Y5 have and Anglo Saxon day which involved pottery, weaving and making their own ink to use.

Y6 visit the Henry Moore studio and museum in Perry Green.

Y5 and Y6 have taken part in virtual workshops from the V&A and have also visited the art rooms at the local secondary - Rickmansworth School to work with specialist teachers.

Last academic year (22-23), all classes (from Reception to Y6) worked with different local architects, in collaboration with RIBA, on different projects with fantastic results.

This academic year (23-24) all children will be involved in a collaborative project with a local artist to create large scale pieces of art for the hall to reflect our Rights Respecting ethos.


6. It is flexible and responsive to individual needs and interests.

The curriculum is bespoke to our school and we look at local artists such as Charles Voysey, Henry Wood, William Morris (local church window).

We enter Art based competitions such as designing a minibus for a local company and designing a carrier bag for Tesco (both of which were won by pupils at our school)

We entered the Royal Mail Design a stamp competition and frequently enter art based competitions based at the local Rickmansworth museum.

We have encouraged entrance to a local photography competition which was won by a pupil at our school (interestingly many of the prizes for the older age groups were won by past pupils!)

Children are encouraged to appreciate Art in all lessons.

The subject leader is always looking for new experiences for the children


7. It has an eye on the future and the needs of future citizens.

The subject leader has ensured that ‘Digital Art’ is a strand which runs through our new curriculum for each year group. Working with the Computing Lead, she has devised lessons which use a variety of programs and applications. For example, various paint programs, taking and manipulating digital photography and video, animation, CAD.


8. It encourages the use of environments and expertise beyond the classroom.

We have a thriving Art Club.

We have created links with local Artists and parents who have worked with all classes on ‘large’ collaborative pieces of Art. ‘Arty’ parents are encouraged to come in and help.

Where possible, school trips have Art links e.g. Henry Moore, Benin Art at the British museum, Canal Art, Anglo Saxon and Sone age experience days.

The subject leader has joined Access Art and regularly attends virtual meetings and training.


9. It makes meaningful links between areas of knowledge across the curriculum.

Links are frequently made between Art and other areas of the curriculum. For example, (not an exhaustive list!) in  History in Y5 children look at Anglo Saxon brooches and create their own, Y4 make Egyptian art, Y6 make Benin Heads, Y2 look at art related to the Great Fire of London. In Y6 Links are made to Science where children look at Darwin’s sketches and use these to inspire their art based on the goldfinches.  

In EYFS links are made to all topics e.g. outdoor collage, fruit prints, story themes.

All year groups have ‘art’ based Computing lessons.


10. It has a local, national and global dimension.

We aim to ensure that the artists studied reflect a wide range of cultures and backgrounds. The subject leader has created a map for EYFS/KS1 and a map for KS2 to show the spread of art studied.

We have taken part in local projects such as the exhibition at Watersmeet and the museum’s photography competition.

We have taken part in national projects such as the National Gallery’s ‘Take one Picture’ project.

The new curriculum includes artists from the local area such as Charles Voysey (architect), Henry Wood (creator of The Proms and still life artist).

Work is celebrated in assemblies and on display.

We regularly work with local artists on various projects.


11. It is supported by high quality Subject Leader CPD.

The Subject leader regularly attends virtual meetings with other art teachers. These are facilitated by the charity Access Art. Information is fed back to staff. 

The subject leader has lead training in the new curriculum, training in sketch book use and training in the Take One Picture project. She is always on hand to provide advice and help to staff.


12. SMSC is embedded within the curriculum.

 (See SMSC subject statement)

Social, Moral, Spiritual, Cultural Links - Art



Art supports spiritual development by introducing children to the work of great Artists and experiencing wonder and awe at the achievements of these great works of art. They also experience great admiration and respect for their peers’ work when they see the level of achievement and progress. Children gain a huge sense of achievement, satisfaction and pride in themselves when they produce a quality piece.


Art supports moral development by encouraging mutual respect and the consideration for others’ work. Pupils are encouraged to show compassion when assessing the work of others through, understanding how their comments can build up or destroy another’s self- belief.


Art and Design supports social development because children frequently required to work in pairs, groups or teams collaboratively.  Children often work collaboratively requiring cooperation and communication linking to the values of trust and compassion. 


Art supports cultural development work by enabling children to study art involving various cultures and civilizations from around the world. They lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own; how they can enrich our own lives. The fusion of art work between our own and other cultures leads to pupils incorporating designs, patterns and motifs in their own work developed by a deeper understanding of the culture.