Teaching the curriculum through the arts

How did the school collect evidence?

The school uses a range of evidence to assess whether it is achieving its targets through taking an arts-based approach to the curriculum.

Quantitative evidence includes:

• reading assessments (twice a year);
• non-verbal reasoning assessments (Ravens Matrices);
• comprehension assessments (Crichton Vocabulary Scale) twice a year;
• assessments of attitudes to learning, perseverance, co-operation, self-esteem (Hertfordshire Framework for the Assessment of Personal and Social Development);
• behaviour registers (examined daily);
• individual education plans, where appropriate;
• attendance and punctuality records;
• attendance at extra-curricular activities, evening performances at school and other venues;
• SAT scores and QCA tests in years 3, 4 and 5.

Qualitative evidence includes:

• outside observers monitoring targeted pupils over a three-year period;
• talking with pupils;
• pupils recording their feelings in drawing and writing;
• teachers and pupils assessing pupils' work;
• talking with parents, staff, artists and outside observers;
• seeing the improvement each year when artists return for residencies.

The school also assesses all pupils thoroughly when they enter school and compares their progress regularly against prior attainment using the methods listed above.