Art and Design

We are artists


At Walmley Infant School, we believe that our children should develop a love of learning and show care and respect for each other within the context of a happy, secure and challenging learning environment.

We want all our children to experience a high-quality Art education that inspires, encourages and enables children of all abilities to use their creative imagination to achieve their full potential.  Art, craft and design embody some of the highest forms or human creativity.  It is an ongoing process through which all children are given opportunities to develop specific skills, knowledge and understanding to enable them to work in a variety of media, styles and forms.  Reflecting on the history of Art and how it has shaped and contributed to culture and the wealth of our nation will contribute to a deeper understanding and knowledge acquisition within the subject of Art.

Through the teaching of Art, we aim to ensure that all children at Walmley Infant School:

  • have entitlement to a broad, balanced, enriching curriculum
  • enjoy an active involvement in Art, craft and design
  • become proficient in drawing, painting, sculpture and other Art and design techniques
  • have the confidence, as well as the skills and experience necessary, to communicate their ideas through their Artwork
  • have opportunities to experience a broad and balanced range of Art activities and show progression within these experiences
  • have opportunities to learn about Art from different times and cultures
  • become visually literate and be able to identify and apply the key elements of Art
  • develop the ability to analyse and make informed critical judgements about their work and the work of others, using appropriate language
  • learn about the work of a range of Artists, craft makers and designers, describing the differences and similarities between different practices and disciplines and make links to their own work


Our curriculum is guided by the National Curriculum (2014) for Key Stage 1 and the statutory Early Years Foundation Stage and Development Matters framework (2021). It is carefully planned to build progressively from the EYFS through Years 1 and 2. Our intention is that our children will grow to love and appreciate Art and become curious young people.

Subject knowledge organisers are completed each half term by year group teachers in order to:

  • identify key aspects of the curriculum
  • ensure cross curricular links are made within the half termly topic
  • identify any prior learning
  • Highlight specific vocabulary

Through the use of SKOs, school ensures high quality lessons can be provided through full curriculum coverage to ensure pupil development and progression.  Art is not taught in isolation, although it retains its creative base and its skills and techniques. Wherever appropriate it is linked to other areas of the curriculum. It gives children the opportunities to develop specific Art skills and reinforce skills already established.


In the planning and delivery of the Art curriculum, the following teaching and learning strategies will be considered:

  • Art is an activity that needs the teacher to be directly involved with the children in the lesson to set the task, to impart knowledge, to lead activities, to monitor and develop the children’s progress, to encourage development and to ensure that each child reaches an appropriate standard
  • A variety of approaches will be used that are matched to the activity and the abilities of the children
  • Children must be given the opportunity to examine exhibits, artefacts and historical buildings of interest
  • Links will be developed between Art and Design and ICT
  • Health and Safety issues will be paramount in planning and delivering the Art curriculum
  • The planned learning will encourage the children’s development of personal and social skills, be fully inclusive and give equal access for pupils to access learning
  • Children will have experience of working individually, in pairs, small groups and as a whole class
  • Art skills and activities are sequenced to ensure progression and continuity throughout the school.
  • Art may be planned as an integral part of a topic or as a discrete subject. It may be taught by the class teacher or by a teacher who is particularly skilled in Art.

Early Years Foundation Stage

Art in the Early Years Foundation Stage is referred to as ‘Expressive Arts and Design’ and is a vital aspect of Early Years Foundation Stage. In the Early Years we aim to provide a rich learning environment that gives children the opportunity to express themselves creatively through various mediums that are accessible and available at all times. At Walmley, we facilitate Art through the exploration of colour, texture, shape and form with access to a wide variety of Art materials and tools.

Pupils in the EYFS should be taught:

  • to safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
  • to share their creations, explaining the process they have used
  • to make use of props and materials when role playing characters in narratives and stories

Key Stage 1

Art is a subject which allows children to have first-hand experience of the world around them and prepare pupils to participate in and explore their environment on their own or in groups. It is an important part of school life which is developed in collaboration with, and integrated into other areas, as well as having its own place in the curriculum.

Key Stage 1 Pupils should be taught:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of Art and Design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of Artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work


We are an inclusive school and teach Art to all children, respecting individual needs. Through teaching Art, we provide learning opportunities for all pupils. We strive to meet the needs of all pupils including those with special educational needs, disabilities, More Able and Talented and those learning English as an additional language. (See Equality and Diversity Policy).  It is the responsibility of all staff to ensure that all children are treated equally, regardless of their background, gender, race or ability and shall have the opportunity to develop their capability in Art.

Throughout school there are children with extremes of skills and children who have had a wide variety of experiences before they come to school. Our school aims to provide the children with stimulating and challenging activities which cater for the wide range of abilities throughout our school. All children will develop their ability to make images and to learn and apply skills at different rates:

  • Differentiation- learning may be differentiated by task, by outcome or by the amount and type of support they receive. This should always be planned in order that all children will experience success. Children may be participating in a common task, carefully chosen to be manageable for children with a variety of both special educational needs and those who are More Able and Talented or be undertaking a common task, with a specific group of children being given guidance by the teacher whilst other groups work independently.
  • Interventions from the teacher to individuals will increase their thinking, extend the range of options that may be offered and raise individual standards.
  • Use of questioning throughout a lesson to assess and review learning in order to challenge and support to all learners. If necessary lessons will be adapted to meet all learners’ needs e.g. if an activity is too easy/difficult adapt it for specific children there and then.
  • Valuing children’s own self and peer assessments in order to assist planning and future differentiation.
  • Judging learners’ understanding with accuracy and using this to inform future learning opportunities and planning: through the use of success criteria, self and peer assessment, questioning, prior knowledge assessments as well as subject specific assessment procedures.
  • Identifying where a learner is, and provide necessary stimulus to ensure that learners recognise and accept the next stage of learning.
  • Having high expectations and using personal and social targets (linked to the Behaviour Policy) to motivate all learners to achieve to their full potential.
  • Those children who find drawing and painting particularly challenging because of fine motor control difficulties or other special educational needs, will be individually assessed and provided with appropriate equipment to facilitate learning e.g. a tilted writing wedge, an ergonomically designed pen, pencil or paintbrush with a grip or assistive technology.

Resources and Health and Safety

Health and Safety is paramount in the planning and delivery of the Art curriculum.  In order for children to remain safe when using the variety of tools needed in Art, children need to develop a knowledge and understanding of safety procedures and rules. This will include considering potential risks and hazards and the following of simple instructions to limit the risks to themselves and others.  Quality resources are used to inspire high levels of creativity and imagination in our children and are carefully selected to support and develop awareness of different cultures and faiths.

Unicef Rights Respecting

In 2017 Walmley Infant School became a UN Rights Respecting School.

The Convention has 54 articles that cover all aspects of a child’s life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to.  The following articles from the UN Convention on the Rights of the Child are particularly relevant to the teaching of Art:

  • Article 3: The best interests of the child must be a top priority in all things that affect the child.
  • Article 13: Every child must be free to express their thoughts and opinions in talking, drawing or writing and to access all kinds of information, as long as it is within the law.
  • Article 14: Every child has the right to think and believe what they choose and also to practice their religion as long as they are not stopping other people from enjoying their rights.
  • Article 17: Every child has the right to reliable information from a variety of sources, and governments should encourage the media to provide information that the children can understand. Governments must help protect children from materials that could harm them.
  • Article 23: A child with a disability has the right to dignity, independence, and play an active part in their community.
  • Article 28: Every child has the right to an education. Primary education must be free.
  • Article 29: 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.
  • Article 31: Every child has a right to relax, play and take part in a wide range of cultural and artistic activities.

We aim to respect and promote the rights of the children through the teaching of Art.

British Values

Our Art curriculum provides a vehicle for further understanding of the fundamental British values:


In Art and Design we ensure that we are aware of and consider the views and values of others, particularly when working collaboratively. We may take votes and hold discussions when making decisions about our work, and collaborative projects

The rule of law

We understand the school rules and guidelines and recognise their importance in keeping ourselves and our peers safe. During projects and activities, we access our tools and materials making sure we are following school and class rules. We know and understand the consequences of not following our school rules.  We aim to provide a calm creative environment for the children to express themselves.

Individual liberty

In Art and design, we are given the opportunity to express our individuality through our projects. We are given regular opportunities to make our own decisions and choices in our projects. Whilst making our own choices, we also know that there are boundaries and we respect these.

Mutual respect

In the Art and design classroom we behave in a way that positively impacts the work and productivity of others. When giving feedback, we are constructive and respectful of others’ feelings and viewpoints. We work collaboratively on projects, having respect for our peers’ views and being receptive to the advice of others. We also use Art and design as a creative way to experience a variety of festivals and traditions.

Tolerance of those of different faiths and beliefs

We understand people have different views and opinions and that that these make them who they are. We are tolerant to such views and opinions and apply these attitudes when working with those who have different faiths and beliefs. We explore beauty through Art and continue to do this within the faiths and beliefs of others.  SMSC is intrinsically linked to the Art curriculum. Through planning for Art, we aim to develop a positive attitude towards individuality and a respect for different cultures.


Through the teaching of Art within Walmley Infant School, children will be able to:

  • show development in their ability to create images
  • work with confidence in two and three dimensions and on a variety of sizes and scales
  • experiment with a wide range of different media to realise their potential and to develop confidence and competency when working with them
  • select media and decide how they are to be used in the work to be undertaken
  • understand and use the language of Art, craft and design to include: line, tone, texture, shape, form, space, pattern, colour, contrast, composition, proportion and perspective
  • record what they can imagine and what they can observe
  • be realistic about their own abilities in Art, craft and design and recognise their successes as well as areas for development
  • develop the ability to justify decisions taken concerning the process of their own work.
  • Realise their ideas and sustain a level of working from start to the completion of a project or piece of work
  • recognise the difference in approach taken by artists, crafts people and designers in their work
  • recognise that Art, craft and design differs between cultures and reflects the times in which they were produced
  • Use their knowledge effectively to make links and relate their artwork to other areas of the curriculum


Teachers within both EYFS and KS1 will assess learning through specific tasks, observation, discussions, questioning, recorded Art work and teacher judgement.  Verbal feedback is given throughout the lesson in order to move learning forward and address any misconceptions.  Tapestry is also used as an assessment tool and a way of sharing information and learning with parents and carers.

Monitoring and review of the Art curriculum

The monitoring of Art across the school is the responsibility of the subject leader. Art is reviewed through lesson observations, work scrutiny and the monitoring of planning. Pupil voice is a key aspect of the monitoring process and is taken into account through pupil discussions about subject knowledge and Art provision in general.

Pupil Voice

Parker in Reception says

“Art is drawing and painting.  I love drawing”

Elsie in Year 1 says

“I love using my imagination in Art and then creating what I imagined in my mind”

Jacob in Year 2 says

“It’s good to be inspired by famous artists like Vincent Van Gogh because it helps us with our artwork.”

Aubrei in Year 2 says

“We studied the work of Henri Roussau and recreated his art using water colors.”

At the end of KS1 we want our children to embark on their Key Stage 2 journey with confidence in themselves, their imagination and their ability to create.  We hope to inspire our children to become lifelong learners, shaping today’s children into tomorrow’s adults.