Ofsted report identifies ways to improve art education

Ofsted's new research review into art education has identified some common features of schools that teach high-quality art curriculums.

The report studied the factors that contribute to a high-quality art education. It sets out a broad conception of curriculum quality that draws on the education inspection framework as well as art education research, art history, art criticism, aesthetics, and art practice.

The report acknowledges that there are various ways schools can construct and teach high-quality art curriculums, but identifies some common features that schools may want to consider in developing their art education.

These include designing curriculums that work towards clearly defined end goals, reflecting the complexity, diversity, and plurality of the subject, and for clear decisions to be made about what to include in the curriculum, with subject-specific reasons.

Effective schools also develop a curriculum that allows pupils to learn the fundamentals of art and express them in interesting ways, and a curriculum that builds practical, theoretical and disciplinary subject-specific knowledge.

They also provide a curriculum that shows the diversity of art, craft and design, including work that is produced around the world by different artists, craft-makers, and designers from diverse communities, as well as traditional and contemporary forms.

The report also reports that sufficient training, support and time for teachers to teach the curriculum well is important.

Ofsted’s Chief Inspector, Amanda Spielman said: "Art makes a significant contribution to our society through human innovation, imagination, and thought.

"A high-quality curriculum in art, craft and design, enables pupils to develop love of a subject that is both intellectually challenging and creatively demanding. The subject should command an important place in every school.

"We hope this review will contribute to raising the quality of art education for all young people."