To mark the publication of a major study into arts-rich primary schools, Professor Pat Thomson, the report’s co-author, presents its key findings, and reflects on what is needed to build an arts-rich school system. The RAPS report was launched at the Cultural Learning Alliance’s first webinar on 25 February. CLA’s annual Report Card presents no data on primary provision because the Department for Education does not routinely collect and share data on the number of arts specialists in primary education, or the number of arts hours taught. In the light of this significant data gap, we welcome this in-depth analysis of arts-rich primary schools.
The RAPS (Researching Arts in Primary Schools) Project investigated arts-rich schools, asking what arts richness is, how it is achieved and what are the benefits. The University of Nottingham study, funded by the Freelands Foundation, examined 76 schools through surveys and focused on 40 for detailed case studies, with particular attention to 22 schools for in-depth analysis.
The RAPS study shows that arts-rich schools are diverse. RAPS schools all had distinctive identities but shared a common curriculum pattern. Art and music were taught to all children weekly throughout the year, supported by specialist arts teachers working alongside classroom teachers. This pattern was not accidental. School leaders in arts-rich schools made deliberate choices to place arts at the heart of their curriculum. They ensured that the expressive arts were not an add-on but integral to school culture and practice. They appointed specialist arts teachers, allocated resources and time, and created regular opportunities for expressive arts learning. Many created dedicated spaces for arts activities, with leaders often fundraising to develop specialist facilities beyond standard school provision.
Arts richness was strongly tied to leadership density in the expressive arts. Specialist arts teachers played a vital role, both teaching directly and supporting classroom teachers to develop confidence and skills. Leaders ensured that their arts specialists had the autonomy to develop curriculum frameworks and create resources for classroom teachers. Ongoing professional development – combining formal training and informal mentoring – led to 86% of teachers regularly and confidently teaching expressive arts subjects. Student arts councils and governors also often participated in arts leadership.
Partnerships with cultural organisations were crucial, with schools developing sustained relationships with several organisations and artists, rather than engaging in one-off projects and events. These sustained connections enriched both the arts provision of the schools, and the professional development of their staff.
Place was significant to how schools developed their arts curriculum. Arts-rich schools built on local heritage, working with cultural organisations and artists to create distinctive approaches that reflected their communities. Some focused on traditional industries like textiles, others on contemporary arts scenes. This connection to place not only helped schools develop strong, sustainable partnerships but also created engaging curriculum opportunities for children.
Schools reported multiple benefits from arts richness: enhanced student engagement and wellbeing; development of creativity and self-expression; stronger community connections; improved staff retention; and support for learning across the curriculum.
The study found that 77% of RAPS schools performed as well as or better than comparable schools on standard measures, with 60% exceeding their local authority average. Rich arts provision was reflected in strong inspection ratings. This key RAPS finding challenges the notion that prioritising arts education undermines academic achievement.
The RAPS research demonstrates that when school leaders commit to arts education and invest in specialist teaching, they create rich learning environments that benefit students, staff and communities. For schools wanting to develop arts-richness, the research points clearly to key priorities. School leaders must commit to arts as an entitlement for all children, taught weekly throughout the year. They should appoint at least one specialist arts teacher who can both teach directly and support classroom colleagues. This specialist needs autonomy to develop curriculum frameworks and resources while working alongside other teachers. Schools should protect time for collaboration and professional development, enabling all teachers to build confidence in teaching arts. Partnerships with cultural organisations need to be sustained rather than one-off, contributing to both student learning and staff development. Leaders should also look for ways to develop leadership density in the arts – involving children, governors and teaching assistants as well as teachers in building arts expertise across the school community.
Creating an arts-rich school system requires significant policy change and investment. Initial teacher education needs expanded arts provision to give all primary teachers a foundation in arts education. New specialist primary arts teacher education places are needed to address the current shortage. The system should support advanced professional development for arts specialist teachers, enabling them to provide leadership across school clusters. Cultural organisations need sustained funding to build meaningful school partnerships, particularly in disadvantaged areas. A cultural pupil premium could help ensure all children access arts enrichment regardless of family circumstances. New school buildings should include specialist arts facilities as standard. The research suggests that creating a national network of arts-rich schools to share practice would help scale up this approach. Arts-rich schools already have the expertise to lead development of arts education – they just need the platform and resources to do so.
You can read the full RAPS Report here.
Image: Curious Minds Artsmark Small & Rural (St Mary’s Primary School). Credit: Henry Iddon.
