Our special projects
with schools

A national research project, working in schools across nine local authorities (ACE Priority Places) to understand how engagement with the Artsmark Framework could empower and build capacity in schools. We particularly wanted to work with schools facing disadvantage or just beginning to develop their cultural learning provision. The project ran from January 2024 to December 2025. 

What did we want to find out? 

• How effective is the Artsmark framework in building capacity and empowering teachers in schools? 

• What support do schools need to engage with the framework? 

• How can Artsmark work with local, place-based infrastructure and partners to support schools with most need? 

We were particularly interested in understanding the challenges and opportunities for schools in meeting the needs of SEND pupils and schools that were rurally isolated. 

What did we do? 

We funded nine strategic lead partners to lead action research projects with schools in their area, responding to local, place-based need and school priorities.  

Projects explored topics such as: 

• The value of a personalised arts curriculum in SEND settings  

• How to develop children’s cultural capital in isolated, rural schools 

• How to reduce anxiety-related school avoidance through a creative curriculum 

• How to influence change-makers in schools to develop an arts-rich approach to school improvement 

We worked with over 90 schools over an 18-month period, linking with a range of different cultural partners from individual artists and makers to local museums and arts organisations. Our lead partners for each of the projects were rooted in place and included five Local Cultural Education Partnerships (LCEPs), three cultural organisations and one Platinum Artsmark school. 

The nine Priority Places we worked in were: Copeland, County Durham, Barnsley, Bolsover, Ashfield, Barking & Dagenham, Newham, Tendring and Isle of Wight. 

We commissioned The Audience Agency to produce a national research report, collating findings from each of the nine projects to inform our future support for schools and place-based work.  

We will be sharing this report, individual evaluation reports from each of the projects, as well as case studies in spring 2026.  

Further information can also be found through links to our partner organisations:  

Curious Minds - Copeland 

The Forge – County Durham 

Fusion LCEP – Barnsley 

Captivate LCEP – Ashfield 

Black Shale LCEP – Bolsover 

Inspiring Futures LCEP – Barking & Dagenham, London 

Eastside – Newham 

Wix & Wrabness Primary School – Tendring 

Creative Island – Isle of White 

‘Through the Artsmark Place Project, we witnessed meaningful collaboration that positively impacted teachers, pupils, and artists. Teachers benefited from professional development through cultural collaboration and the opportunity to reflect on practice as well as stronger connections to place-based cultural assets, while pupils gained cultural capital and experienced crucial support for their social, emotional, and mental health during the challenging transition to secondary school.’   Evaluation report, Fusion, Barnsley LCEP

From September 2023 to July 2025, Artsmark partnered with Curious Minds to deliver a creative well-being programme in seven schools in Greater Manchester (including two ACE Priority Places).  

The project responded to data gathered by #BeeWell, which highlighted the health and well-being needs of secondary-aged pupils in specific schools and neighbourhoods. The programme tested ways in which creative interventions, aligned to the Artsmark framework, could address pupils’ health and well-being needs and be part of a school’s Artsmark journey. 

Young people were given the skills to commission artists themselves, to deliver creative projects in school and at neighbourhood level. Whilst each school approached the brief differently and responded to different identified needs, the projects enabled community partnerships, encouraged greater agency amongst young people and improved health and wellbeing outcomes. 

Four schools have since completed their Artsmark journeys, with two schools achieving Platinum and two achieving Gold. 

As well as staff CPD, 38 pupils across the schools completed a Creative Health module as part of the Young Health Champions Qualification.  

Young people from each school commissioned artists to deliver in their school and neighbourhood.  Here is a sample of the activities that took place: 

Hollinwood Academy (Oldham): Theatre-based workshops on bullying and peer relationships, using script writing and puppetry to create an anti-bullying video, commissioned with NK Theatre Arts  

Falinge Park High School (Rochdale): Circus skills workshops commissioned with Skylight Circus Arts and development of a well-being garden.  

Piper Hill High School (Manchester): Music and dance-based sessions exploring sound, rhythm and creativity to build communication, social skills and awareness of emotions, commissioned with Synergy Dance and Flamingo Chicks.  

Bedford High School (Wigan): Two days of creative workshops with local graffiti artist Evan Barlow.  

Bolton School (Girls’ Division) (Bolton): A series of workshops exploring literature, art, music, creative writing and film, commissioned with artist Javier de Prado.  

Byrchall High School (Wigan): A series of creative workshops, facilitated by Horsfall gallery.  

Golborne High School (Wigan): Renovation of wetlands shelter including pupils developing designs for a mural, commissioned with Everyday Wigan.  

More information and case study 

In 2025, we commissioned a piece of research looking at how ‘Reading for Pleasure’ (RfP) links with the Artsmark framework and how schools can use creative approaches to reading to strengthen their Artsmark journeys. The research included interviews, school visits, case studies, and desk research.   

This research was inspired by the World of Stories project, an ACE-funded programme delivered by the National Literacy Trust to embed an inclusive Reading for Pleasure culture in primary schools.  

The research found that ‘Reading for Pleasure’ activities are relevant and should be celebrated by the Artsmark award, fostering creativity, pupil wellbeing and community partnerships. 

Artsmark has been working with Children North East (CNE) to understand barriers across Artsmark for schools, children and families experiencing poverty. Over two terms, CNE worked with a cohort of schools to drill down into the Artsmark experience and to identify any barriers, connected with poverty, that would mean some children have a different, or reduced, experience of Artsmark. 

Recommendations from the research will inform how Artsmark is delivered going forward.