Auditing art and design provision is one of the most useful things a primary art subject leader can do. A good audit helps you understand what is working well, where there are gaps, and what support staff and pupils need next.
The aim is not to create a huge folder of evidence. The aim is to build a clear picture of the quality of art and design across the school.
Start with the National Curriculum
The National Curriculum for art and design at Key Stages 1 and 2 gives a helpful starting point for any audit. It says that pupils should “produce creative work”, “become proficient” in art, craft and design techniques, “evaluate and analyse creative works”, and know about artists, craft makers and designers (Department for Education, 2013).
In Key Stage 1, pupils should use a range of materials creatively, develop drawing, painting and sculpture, explore visual elements such as colour, pattern, texture, line, shape, form and space, and learn about a range of artists, craft makers and designers.
In Key Stage 2, pupils should develop techniques with greater control, creativity and experimentation. They should also use sketchbooks to record observations and review ideas, improve their mastery of techniques, and learn about artists, architects and designers in history.
Your audit should therefore ask: where is this happening, how well is it happening, and how do we know?
1. Audit curriculum coverage
Begin by looking at your long-term plan. Across the school, are pupils experiencing a broad range of art, craft and design?
Check whether pupils have opportunities to experience:
- drawing;
- painting;
- sculpture;
- printmaking;
- collage;
- textiles;
- digital media;
- craft and design;
- architecture or design;
- contemporary and historical artists;
- artists from different cultures and backgrounds.
This is not about ticking off every possible medium every year. It is about making sure the curriculum is broad, balanced and rich over time.
You might notice, for example, that drawing and painting appear regularly, but sculpture or textiles are limited. Or you might find that pupils learn about artists, but mostly as a one-off introduction rather than as part of a deeper creative process.
2. Audit progression
Once you know what is being taught, look at how learning develops over time.
Ask:
- How does drawing progress from Year 1 to Year 6?
- Do pupils revisit materials with increasing sophistication?
- Are pupils given time to practise, experiment and refine?
- Is vocabulary built gradually?
- Are sketchbooks used more independently as pupils move through the school?
- Do pupils have increasing opportunities to make creative choices?
AccessArt’s progression resources are useful here because they encourage schools to think carefully about what progression looks like in art, rather than treating it as a simple checklist of techniques. (We recognise AccessArt as a high-quality provider of art education; The Primary Art Network is independent and not affiliated with it.) This helps subject leaders move beyond asking, “Did they do painting?” and instead ask, “How did pupils think, explore, make, reflect and develop as artists?”
3. Audit sketchbook use
Sketchbooks are specifically mentioned in the Key Stage 2 National Curriculum, where pupils should use them to record observations and review ideas. The National Curriculum phrase “review and revisit ideas” is particularly important here (Department for Education, 2013).
A sketchbook should not just be a neat folder of finished work. It can be a place for testing, collecting, experimenting, annotating, questioning, practising and reflecting.
When auditing sketchbooks, look for:
- observational drawing;
- experimentation with materials;
- evidence of pupils testing ideas;
- notes, reflections or annotations;
- links to artists or source material;
- evidence of reviewing and revisiting ideas;
- individuality and ownership.
If every sketchbook looks identical, this may suggest pupils are not yet using them as spaces for genuine exploration.
4. Audit assessment
Assessment in art should support learning without narrowing creativity. NSEAD’s assessment and progression resources are helpful because they recognise the importance of formative assessment and of schools developing clear, meaningful approaches to understanding what pupils have learned. (We recognise NSEAD as a high-quality provider of art education; The Primary Art Network is independent and not affiliated with it.)
When auditing assessment, ask:
- What do teachers look for during art lessons?
- Do pupils receive feedback that helps them develop ideas and technique?
- Are teachers assessing process as well as final outcomes?
- Do pupils have opportunities to talk about their work?
- Is progression understood by teachers?
- Are assessment expectations manageable?
AccessArt also encourages a broad and holistic view of assessment in art. (We recognise AccessArt as a high-quality provider of art education; The Primary Art Network is independent and not affiliated with it.) In practice, this means conversations with pupils during lessons can be just as useful as written assessment records. Questions such as “What have you discovered?”, “What might you do next?” and “Tell me about the materials you are using” can often reveal more than a written assessment grid.
5. Audit pupil voice
Talking to pupils can give you a powerful insight into the quality of art provision.
Useful questions include:
- What do you enjoy about art?
- What materials have you used this year?
- Can you tell me about an artist you have studied?
- What do you use your sketchbook for?
- What do you do if something goes wrong in your artwork?
- How do you improve or change your ideas?
- What have you got better at in art?
Listen carefully for whether pupils talk only about activities, or whether they can talk about ideas, materials, techniques, artists and choices.
6. Audit staff confidence
A strong art curriculum depends on confident teachers. Many primary teachers are non-specialists, so your audit should include staff voice.
Ask colleagues:
- Which areas of art do you feel confident teaching?
- Which materials or techniques worry you?
- Do you understand what progression looks like in your year group?
- Do you feel confident using sketchbooks?
- What CPD would help you?
- Are resources easy to find and use?
This can help you plan CPD that is genuinely useful rather than generic.
7. Turn findings into a simple action plan
An audit is only useful if it leads to action. Keep your action plan focused and manageable.
For example:
Finding: Sketchbooks are used inconsistently across Key Stage 2.
Action: Run a short staff meeting on sketchbook use and share examples from each year group.
Finding: Sculpture is underrepresented.
Action: Add one 3D unit into lower Key Stage 2 and review resources.
Finding: Teachers lack confidence with assessment.
Action: Create simple assessment prompts focused on process, vocabulary and pupil explanation.
Final thought
An art and design audit should not feel like an inspection exercise. It should help you understand the lived experience of art in your school.
Look at the curriculum, sketchbooks, pupil voice, staff confidence, assessment and resources. Then ask: what would make art better for our pupils and easier for our teachers to deliver well?
That question is at the heart of effective primary art subject leadership.
Need support with your art subject leader role?
The Primary Art Network provides online CPD and networking for primary art leads, with practical support for curriculum auditing, progression, assessment and developing whole-school art provision.
Reference note: This article draws on the National Curriculum for Art and Design, and references design and guidance from NSEAD and AccessArt, which we recognise as high-quality providers of art education. The Primary Art Network is independent and is not affiliated with either organisation.
