Artsmark

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Artsmark

• Date (day/month/year)
• Presenters name and details

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Introduction

• national award scheme for schools
• awarded by Arts Council England
• benchmark for arts education provision
• supported by DCMS, DCSF, QCA, OfSTED

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Aims

• to encourage schools to increase the quantity,
  range and type of arts provision available to
  children and young people
• to raise the profile of arts education

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art and design
drama
dance
music
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Core principles

• application form based on an audit of arts
  provision
• transparent and based on criteria
• non-competitive
• progressive scheme with three levels
• celebrates success
• developmental and responsive

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Outcomes

• recognition, promotion and dissemination of good
  practice
• more arts opportunities for children and young
  people
• more partnerships between schools and the arts
  sector

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The impact of Artsmark on schools in England

• In 2005, Arts Council England commissioned
  Matthews Millman Ltd to undertake an evaluation
  of the Artsmark scheme.
• The research assessed the impact of the Artsmark
  scheme against its two key aims.

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Key findings

Impact of Artsmark on quantity, range and type of
arts provision in schools. Artsmark had a strong
impact on the range of curriculum activities and
experiences available for the arts in schools.

• six out of 10 teachers reported that there had
  been an increase in the range of arts experiences
• Artsmark strongly impacted on the relationship
  between the arts and other curriculum areas
• almost one third of schools managed to increase
  lesson hours available to arts subjects

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Perceived changes in school ethos

The strongest impact arising from Artsmark was on
levels of internal support for, and awareness of,
arts policy and provision. It was found that many
teachers agreed that Artsmark

• achieved increased support and recognition for
  the arts
• significantly improved engagement with the arts
  among staff in their school
• helped to bring the arts closer to the centre of
  school agendas

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Impact on pupils and teachers

• teachers and art coordinators say that Artsmark
  had increased pride and self-esteem among pupils
• almost half of schools reported increases in
  professional development opportunities for staff
• most teachers in the survey said that Artsmark
  had enabled them to develop new external
  partnerships
• most teachers strongly agreed that Artsmark had
  raised the profile of the school in the local
  community
• Artsmark enabled schools to achieve positive
  change in the provision and profile of the arts
  in areas that went beyond the scope of the
  schemes aims and objectives

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How well is Artsmark achieving its aims?

• most teachers believed the Artsmark application
  process and award helped them to increase the
  range of arts provided in schools
• nine out of 10 of the teachers involved agreed
  that Artsmark had been helpful in raising the
  profile of arts education
• impact of the rigorous Artsmark application
  process has higher impacts than the achievement
  of the award itself
• the rigour of the application process and
  assessment provides the scheme, and schools that
  achieve the award, with credibility and
  endorsement

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Key criteria

• An Artsmark application includes
• an arts policy for all the arts in the school
• a management structure for planning, development
  and review of the arts
• development targets
• an independent referee
• copy of most recent OfSTED or Independent
  Schools Association inspection report

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Key criteria

• An Artsmark school provides
• core lesson time for dedicated arts lessons
• accredited arts options at KS4 and post-16
• opportunities for pupils to share and celebrate
  their creative achievements
• out-of-hours arts activities
• partnerships with artists and arts organisations
• opportunities for the development of skills and
  knowledge for all arts teachers

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Assessment and validation

• Managed by Arts Council England
• stage 1 desk assessment (November to January)
• stage 2 moderation by project team (January)
• stage 3 validation (February to March)
• stage 4 moderation and recommendation by
  project team (April)
• stage 5 awards agreed by awards panel that is
  made up of representatives from DCMS, DCSF, QCA,
  OfSTED, and Arts Council England (May)
• post-award helpline (May to June)

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Principles of assessment

• confidential
• documented
• fair and transparent
• based on the published criteria
• balance between encouragement, enabling and
  setting standards

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Key points for schools

• call the Artsmark helpline for advice 0800 056
  0196
• all sections of the form must be completed
• read the guidance and examples documents
• criteria must be met in order to achieve an
  Artsmark
• some flexibility is allowed for small schools
• some flexibility for special schools and PRUs
• schools notified at end of May 2010 of outcome of
  their application

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Thank you

• www.artsmark.org.uk