Reading is at the heart of everything we do and the love for reading very apparent at HPAB - even at breaktimes!


'Never stop reading' is our message here at HPAB! Our Year 6's have got off to a flying start completing their bookmarks already!


Reading is a key priorty for us at and we encourage reading in our staff room with our staff sharing library. Reading is all around us!


Year 2 have been settling back into school life at HPAB and approaching learning with enthusiasm and joy! They have been reading Amazing Grace and have written a description of the main character using features from the author’s work.


This week we look at the work Year 4 have been doing and they have been really busy writing letters to the author of Anna Hibicus. They have written letters asking question and they are hoping for some answers too!


Year 2 have been settling back into school life at HPAB and approaching learning with enthusiasm and joy! They have been reading Amazing Grace and have written a description of the main character using features from the author’s work.


Our new to Reception children enjoyed a little bit of creative play today in the mud kitchen....yummy - what's for dinner?


We are proud to announce our Uniforn Swap Shop is now open. Please contact the office for an appointment. Working together as a community


We are committed to making our community the best it can be. We share any left over lunches with our families and neighbours. 'A small act of kindness can have a large impact


The first week back at school and all children have settled into the school routine. In assembly we read the book 'I promise' and we all made our own learning promises. Thank you for the inspiration!


Our first Principal awards of the year were given out today. They are being worn proudly after receiving them for hard work, reading or kindness! Well done!


A fantastic way to start our Monday with a whole school assembly. We discussed reading and our learning promise for the year!


A great new staffroom ready for our staff at HPAB.


All set today for welcoming back our children.


Reading areas are looking ready to welcome our children back tomorrow


Day 2 of Inset training today for our wonderful We are really looking forward to welcoming back all of our children tomorrow.


Team building in process...a scavenger hunt - Teachers Addition! Lots of fun on the first day already!


We are welcoming back all of our staff with a wellbeing gift that will last the year! Essentials for a teacher...water bottle, sweets and a pen!


It's the final day of our Year 6 Summer School and we are so proud of our children! They have revised figuarative language, written short stories, added/subtracted fractions and also revised stratiegies for calculating using the 4 operations! Well done!


Day 2 of Year 6 Summer School starts today with some reading and extracting answers from the text.

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office
















Intent: Introduction, Vision and Philosophy 
The purpose of this document is to clarify the how, why, and what of Art and Design teaching at Harris Primary Academy Harris Primary Benson. This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality Art and Design curriculum is being taught to all. At Harris Primary Benson, we want our children to gain experience of materials and techniques, team work and autonomy, and an understanding of artists, artworks and artforms in different contexts. Introducing children to a range of male and female artists from different times and places and positioning art and design in a wider context, making it relatable for the children by making links to current affairs and popular culture. We teach Art and Design with an attitude of non-judgement, a belief that mistakes are to be celebrated, learned from and used. A belief that creative potential is inside everyone and can be found everywhere. We celebrate the process as well as the ‘finished’ artwork. Art and Design builds on the Early Learning Goals of Expressive Arts and Design within the EYFS. 

At Harris Primary Benson, we recognise the potential of creative thinkers, and believe that creativity can change and improve things. We recognise that art and design provide children with an additional language, a visual one- we live in a visual world and are constantly interpreting images and inferring meaning from our visual environment. As Art and Design teachers we will present, scaffold, and teach skills and concepts in inclusive, inspiring, engaging and relevant ways.  

Staff will receive CPD on the teaching and planning of Art and Design within school, as well as the opportunity for additional inspiration events such as gallery visits.  
Art and Design is taught regularly, ideally weekly. 75m - 90m should be allowed for each lesson. Work is evidenced in sketchbooks and in display areas in the classroom. An annual whole school Art Week is held including an exhibition for parents and the wider school community. As part of trips and enrichment activities, teachers plan visits to galleries and in-school workshops from artists. 

Five Main Skills Areas:  

  1. drawing;  

  1. painting;  

  1. collage;  

  1. printing;  

  1. sculpture  

Additional Areas: 

  1. performance art;  

  1. installation;  

  1. photography and film 


Teach formal elements of art: 
key vocabulary 

  • pattern; colour; texture; tone; shape; line 



The National Society for Education in Art and Design (nsead) 


What does Art and Design look like at HPAB? Overview: 

The teacher’s role: Classroom organisation and general preparation is key -  

  • To provide a framework for an activity, and introduce, clearly explain and discuss with children its purpose while allowing for a variety of responses. 

  • To include, support and encourage all the children in the class. 

  • To provide time to clean up at the end of the class. 

  • To evaluate and record the children’s work.  

  • To arrange appropriate displays or share the children’s work within the classroom or elsewhere in the school using spaces inside or outside. 

  • To plan how to extend and build on the lesson and relate it to other areas of learning. 


Materials and Storage:  

Time needs to be given to resourcing a high-quality art lesson and materials need to be prepared in advance. It is the Art Lead’s responsibility to organise the storage and distribution of materials. Materials will be stored in the Art Cupboard; teachers should select materials from the storage area in advance of the lesson and return them after the learning (clean and returned to the correct area). It is important all materials are returned to the art cupboard and not stored in the classroom, to encourage inclusion and sharing and enable the Art Lead to monitor and replenish materials effectively. Where possible, teachers should think about sustainable materials and a “make no waste, leave not trace” approach – how might that change perceptions of quality and impact? Consider sensory work and use of technology. 


Sketchbooks are provided for all pupils from years 1 – 6. Pupils should take their sketchbook up to their new year group (if appropriate). In Reception, teachers will select one piece of artwork to include/begin each child’s sketchbook journey. Sketchbooks should be clearly labelled with the child’s name. Sketchbooks chart a child’s process and progression and should therefore indicate a range of techniques and exploratory approaches possibly contributing to a final artwork that may be displayed elsewhere. Pupils should date their work and teachers should include a brief sticker providing the context to the skill, material, technique, artist or theme being explored. Teachers are responsible for evaluating children’s work and helping each pupil to make progress.  

Impact (after the teaching) – How do we know it has been implemented? 

The Art Lead will assess the impact of teaching and learning through learning walks, lesson observations, book looks and discussion with teachers, pupils and other stakeholders such as parents and governors attending exhibition events.  


  • Progress and process is documented in sketchbooks   

  • Reflective practise – revisiting sketchbooks  

  • Pupils self and peer assess 

  • What can the pupils articulate/demonstrate, their knowledge of artists, skills and techniques as well as their general enjoyment of the subject 

  • Teachers’ formative and summative assessment 

  • Quality and range of exhibition outcomes (artwork) 

  • Positive feedback from the school community about exhibitions – parent feedback 

  • Pupil voice – feedback from children about their experience  

  • Teacher confidence – subject knowledge and enjoyment of subject 

  • Effective partnership working with artists and arts organisations  

Typical Daily Lesson – ingredients  

key vocabulary: pattern; colour; texture; tone; shape; line 

  • Provide children with knowledge and information about art and artists 

  • Place art and design in a wider context, making it relatable for the children by making links to current affairs and popular culture 

  • Teach children skills and process with a range of materials 

  • Offer chances for children to explore the potential of different materials, making independent discoveries 

  • Allow children to use their own ideas and experiences to create work that is valued 

  • Allow children time to create with opportunities to problem solve and review and refine their work 

  • Allow chances for children to work alone and with others 

  • Provide an environment where children feel safe taking risks and are not intimidated by ‘getting it wrong’ 

  • Empower children to pursue creative endeavours 

Have keywords on display and refer to them when discussing the key artwork and the children’s artwork, making links between the two. Sentence starters can be helpful to support the children as they talk about art – I see, I think, I wonder (visual thinking). 


Use formative assessment, ongoing feedback throughout a lesson or project, including self-assessment, peer-assessment, and teacher assessment to enable pupils to review and refine their work. Advice, tips and reminders about how to use tools and techniques will also be beneficial. The teacher should watch how children are using the tools and materials in the art lesson and address misconceptions. Through discussions about the key artworks, the teacher will establish the children’s understanding of how the formal elements are arranged to create a composition.