Taking on the role of primary art subject leader can feel exciting, but it can also feel slightly daunting. Unlike some subjects, art and design is not only about covering content. It is about building pupils’ confidence, creativity, practical skill, visual literacy, critical thinking and ability to express ideas through materials and processes.
The National Curriculum for art and design describes the subject as one that should “engage, inspire and challenge pupils” and help them “experiment, invent and create” their own works of art, craft and design (Department for Education, 2013). For a primary art subject leader, this means the role is not simply about checking that every year group has completed an art project. It is about ensuring that children experience a broad, rich and progressive art education across the school.
1. Understand the purpose of your art curriculum
A good starting point for any art subject leader is to ask: what do we want art and design to be like in our school?
Your curriculum should be rooted in the National Curriculum, but it should also reflect your pupils, your community and your school’s wider values. Pupils should have opportunities to explore ideas, record experiences, develop technique, learn about artists, craft makers and designers, and evaluate creative work using the language of art, craft and design.
This does not mean every school’s curriculum has to look the same. NSEAD and AccessArt both provide helpful professional guidance for schools thinking about art curriculum design, progression and subject leadership. (We recognise both as high-quality providers of art education; The Primary Art Network is independent and not affiliated with either.) As subject leader, your role is to make sure the curriculum is more than a list of activities. It should show how pupils build knowledge, skills, confidence and independence over time.
2. Map progression across the school
One of the most important jobs of an art subject leader is to understand progression.
In art, progression is not always as linear as it might be in some other subjects. Children may return to drawing, painting, sculpture, textiles, collage, printmaking or digital media many times, but each time they should be developing greater confidence, control, independence or understanding.
A useful subject leader task is to look across year groups and ask:
- Do pupils revisit key media and techniques over time?
- Do they develop increasing control and confidence?
- Are sketchbooks used meaningfully, especially in Key Stage 2?
- Are pupils learning about a diverse range of artists, craft makers, designers and architects?
- Is there progression in vocabulary, evaluation and reflection?
- Are children given opportunities to experiment, make choices and develop their own ideas?
AccessArt’s approach to progression is particularly helpful because it encourages schools to think about pupils’ development through areas such as generating ideas, making, evaluating, and building knowledge and understanding. (We recognise AccessArt as a high-quality provider of art education; The Primary Art Network is independent and not affiliated with it.) This is a useful lens for art subject leaders because it keeps the focus on the whole creative process, not just the final outcome.
3. Support non-specialist teachers
In many primary schools, art is taught by class teachers who may not feel confident in the subject. A strong art subject leader does not need to be the “best artist” in the school. Instead, they need to help colleagues feel confident teaching art.
This might involve:
- sharing simple vocabulary lists;
- modelling how to use sketchbooks;
- providing examples of high-quality pupil work;
- creating short staff CPD sessions;
- supporting teachers with materials and techniques;
- helping staff understand what progression looks like;
- encouraging teachers to value exploration and process, not just polished final pieces.
NSEAD’s subject leadership support for primary art places emphasis on developing the curriculum area, supporting colleagues and strengthening whole-school provision. (We recognise NSEAD as a high-quality provider of art education; The Primary Art Network is independent and not affiliated with it.) That is a useful reminder that subject leadership is not just about monitoring. It is also about enabling.
4. Monitor without creating unnecessary workload
Monitoring art should not become a paper-heavy exercise. The most useful evidence often comes from looking at sketchbooks, talking to pupils, observing lessons, reviewing displays, looking at planning and speaking with teachers.
When monitoring, look for evidence that pupils can:
- talk about what they are making and why;
- use appropriate art vocabulary;
- explain choices about materials or techniques;
- refer to artists, designers or craftspeople;
- show development of ideas in sketchbooks;
- evaluate and adapt their work;
- take creative risks.
This gives a richer picture than simply checking whether every child has produced the same final artwork.
5. Champion the subject across the school
A primary art subject leader should also raise the profile of art and design. This could include exhibitions, art weeks, links with local artists, gallery visits, sketchbook celebrations, staff meetings, pupil voice activities or displays that show process as well as final outcomes.
A strong art curriculum does not only live in individual lessons. It can shape the visual culture of the school, support wellbeing, build confidence and give children a way to understand and respond to the world around them.
Final thought
A primary art subject leader is not there simply to manage resources or collect evidence. The role is about making sure every child has access to a rich, thoughtful and progressive art education.
The best art subject leaders ask good questions: Are pupils experimenting? Are they developing technique? Are they learning about artists and designers? Are they using sketchbooks meaningfully? Are teachers confident? Is art valued across the school?
When those questions drive the role, subject leadership becomes less about paperwork and more about improving the quality of children’s creative experiences.
Interested in developing art and design in your school?
The Primary Art Network provides online CPD and networking for primary art subject leaders, supporting curriculum planning, assessment, progression and subject leadership across the school.
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.
