.png?width=400&name=Two%20Boys%20in%20Museum%20(400x300).png "Two Boys in Museum (400x300)")
Shaping creative programmes around curriculum goals and community partnership objectives makes arts learning more impactful and relevant to students and the wider community. The arts and heritage organisations we connected with shared some of their most effective strategies for achieving this alignment.
Tailored approaches for schools
The organisations we spoke to explained that working closely with teachers to understand and respond to the needs of schools can make a big difference. Jason Bowers, Director at Creative Briefs, a Community Interest Company supporting children with learning differences through inclusive workshops that nurture creativity, explained how his team designs curriculum-aligned activities and creates resources that teachers can use in their lessons and share across different year groups - like these examples from other organisations running Arts Award. His experience is that schools appreciate bespoke workshops and programmes that connect with their educational goals:
“We make sure our programmes align closely with the school curriculum, rather than running activities that might not fit with their planning. Our approach begins with understanding what teachers and the senior management team see as valuable for students' development. We then look at the specific curriculum topics each year group is covering - for example, it might be Year 5’s focus on the Anglo-Saxons - and we tailor our creative approach to fit naturally within these subjects.”
Create programmes that work across multiple schools and year groups
Designing programmes that can be easily adapted for various schools and year groups not only maximises reach but also makes learning more engaging and relevant for students. Emily Harwood, Learning & Participation Manager at Lowry, theatre and gallery complex in Salford, shared:
“A school could come to us and say they want to explore the Egyptians through drama. We would then create a tailored response and offer a discounted rate for local schools.”
Rebecca Shipham, Director at Creative Briefs, also emphasised the benefits of creating flexible programmes that fit a range of schools:
“In some academy chains, the same topics are taught across schools, which makes it easier to adapt our programme. Take Latin, for instance. It can be a tough subject to engage students with, but by connecting it to real-world examples - like how all dinosaur names are in Latin or how ‘rhinoceros’ means ‘nose horn’ - we can make it fun. Students can even design their own dinosaurs and come up with Latin names, making the subject more exciting and relatable.”
By developing programmes that are both adaptable and engaging, cultural organisations can support teachers in bringing the curriculum to life in ways that resonate with students across different academic environments and age groups. This approach not only provides value for individual schools but also builds a framework that can be replicated across multiple settings, delivering a broader educational impact.
Offer both outreach and venue-based opportunities
Emily explained that providing a mix of outreach and venue-based opportunities can significantly broaden appeal to schools. She described how Lowry’s outreach programmes, where activities are delivered directly within schools, offer convenience and can be tailored to fit specific class schedules, making them ideal for schools with limited resources for external trips. Venue-based opportunities, on the other hand, give students a chance to immerse themselves in the cultural environment, often enriching their experience with first-hand access to artworks, performances or artefacts that may be difficult to offer within schools.
Offering a flexible ‘menu’ of programme models - both on-site and off-site - ensures that schools with diverse needs and specialisms can find options that suit them. This broad approach allows cultural organisations to reach a wider range of educational settings. Emily detailed one of Lowry’s initiatives:
“We run an outreach programme called the Creative Writing Challenge with two options for schools: a long-term engagement where a creative writing facilitator works with a class weekly for 10 weeks, including teacher development to align with curriculum goals, and one-day sessions where an artist or writer leads a workshop. The aim is to improve literacy and oracy across the city. At the end, all participating children enter the challenge, with shortlisted students performing their work at Lowry.”
Empower educators with CPD
Emily explained that offering teacher development opportunities alongside an organisation’s creative learning offer is a great way to support the curriculum and build lasting engagement with schools: “By matching creative activities with curriculum goals, these programmes fit naturally into teachers' existing teaching plans rather than feeling like onerous extra work.”
Rebecca agrees:
“When arts-based learning supports what teachers are already doing, they’re more likely to embrace and use these approaches regularly. This helps teachers confidently bring creativity into the classroom, creating a learning environment where arts and academics work together to enrich students’ education.”
Reach the right groups through community partnerships
Eloise Bonney, Engagement Manager at Lowry described how building partnerships with local organisations, such as social services and youth groups, is essential for reaching the right young people in the community and connecting them with arts programmes that can make a difference:
“By working alongside these groups, you gain insights into the specific needs of young people in your community – from young carers and those with care experience to youth at risk of homelessness. Tailoring your outreach to address these unique needs ensures that programmes are accessible, relevant and impactful for those who stand to benefit most.”
Eloise added that building relationships with community partners often starts with simple, meaningful gestures:
“We’ve organised away days with other organisations in the past. Networking can be as straight forward as going out for coffee to catch up on each other’s work or inviting them to our events. Sometimes, it’s offering free tickets to shows or bringing them to one of our youth showcases, so they can experience first-hand what these programmes mean to the young people involved.”
These experiences build trust, demonstrate the value of collaboration and make it easier to work together to support young people. Eloise outlined Lowry’s socially engaged arts programme which highlights their co-creative approach:
“We work with partners to reduce barriers and make the arts accessible to all. Our programmes are co-creative, letting each group choose the art forms that interest them, whether for expression, escapism, or simply enjoyment. We also offer a creative wellbeing session, providing a supportive space where priority groups can use the arts to make friends, build confidence, and find an outlet.”
The cultural organisations who shared their approaches with us agreed that building long-term relationships with Local Cultural Education Partnerships (LCEPs), schools and community partners enhances the impact of arts programmes and helps maintain ongoing engagement.
Emily Harwood, Learning and Participation Manager at Lowry explained that understanding an organisation’s needs from the inside can be invaluable:
"I took on a role as a school governor a few years ago to gain a deeper understanding of how schools operate behind the scenes. This experience has provided invaluable insights into school dynamics, especially as we recently went through an Ofsted inspection. Long-term insights like this help us align our programmes with school priorities.”
Emily feels that the benefit of building long-term partnerships is that the programmes can grow and evolve each year:
“Encouraging partnerships that reoccur year after year allows programmes to grow and evolve. Lowry’s 10-week Creative Writing Challenge has been developed to offer structured, sustained engagement with schools, while year-long initiatives like Speak Up bring the arts into classrooms and make lasting impressions on young people.”
Showcase student work to broaden engagement
Involving community partners in displaying young people’s achievements can also deepen commitment. Jason Bowers, Director at Creative Briefs explained:
"We’re now in the second year of a project with six primary schools, and we’ve just arranged with a local art gallery to host an exhibition of the students’ work. This will allow us to invite those who might sometimes hesitate to engage fully, giving them a chance to see the impact firsthand."
Lucy Driver, Director at Warehouse Theatre, a volunteer-run theatre in Illminster, added:
“In terms of what we put on for the wider community, we try to offer shows and workshops that are suitable for everyone. Some of the older groups tackle more mature themes, so we might recommend those for age 12 and up. But for things like musicals and the pantomime, it’s family-friendly and open to all.”
Rebecca Shipham, Director at Creative Briefs, agrees:
"We have the young people design their own flyers to invite friends and family, which they take home to share with parents, siblings, and anyone else they can bring along. This way, they get to share what they've created with their loved ones and bring more people to the event."
Establish a single point of contact
Emily believes that having a single point of contact within the organisation makes it easier for teachers and community leaders to connect, whether they have questions, feedback, or new ideas for collaboration. Emily explained:
“Having a real person rather than just a marketing mailing list makes a huge difference. It’s someone they can pick up the phone to or email with questions or for support, which I think makes a massive difference.”
Eloise Bonney, Engagement Manager at Lowry agrees and added that to build an effective partnership, it’s helpful to connect with staff who align with your programme goals -whether it’s the community group leader, Arts Lead, SENCO, Safeguarding Lead, Careers Lead or Head of Enrichment. These individuals can champion your programmes and connect you with the right audience.
Offer evolving programmes and resources
The cultural education leaders we spoke to recommended creating programmes that evolve with participants. They explained that tailoring experiences to support young people’s growing skills and aspirations helps to ensure a long-lasting and beneficial relationship. Eloise offered more details:
“Young people might start with entry-level creative activities and advance on to career-focused opportunities, such as work placements or hands-on theatre production experiences.”
Lucy added:
“We do ‘Meet the Director’ sessions, where the kids attend a dress rehearsal and then have a chat with the director and some of the cast about the process of putting the play together. It’s a great opportunity for the older students to see how things work behind the scenes.”
Many schools and community groups are prioritising emotional resilience and understanding in their strategies, recognising the powerful role these elements play in students' personal and social development. The cultural organisations we spoke to mentioned that arts education programmes can support these goals, helping students feel safe, included and valued.
Lucy Driver, Director at The Warehouse Theatre, shared that this year they are staging a relaxed version of their annual pantomime specifically for children with special educational needs. With 14 of the 22 cast members being children, this initiative highlights their commitment to creating inclusive performances. Lucy explains:
“This year, for the first time, we’re staging a relaxed performance of our pantomime specifically for children with special educational needs. We’re reaching out to local schools, particularly special schools, to invite them to come along. It’s all about making theatre more accessible.”
Co-creation and flexibility
Eloise Bonney, Engagement Manager at Lowry explained that empowering community groups to co-create arts projects allows participants to select art forms and themes that genuinely resonate with them. This flexibility in programming encourages self-expression and offers an escape, which can be particularly beneficial for vulnerable groups:
“By involving participants in decision-making, arts programmes become more personal, meaningful, and impactful, strengthening the connection between the arts and wellbeing.”
“Each group is unique, so there’s no one-size-fits-all approach. If one group is drawn to performance, we might focus on acting and theatre, but if another group leans toward visual arts, we’ll shift to that. The key is to stay flexible and child-led.” Lucy noted.
Jason Bowers, Director at Creative Briefs highlighted how Arts Award reinforces Creative Briefs’ inclusive teaching approach while providing young people with a rewarding progression pathway. He explained,
“We follow a principle of adapted teaching so that the whole class can get involved, and the young people that sometimes struggle with a normal curriculum are allowed to evidence and share their knowledge and understanding in a different way that isn't just through pen, which means they are empowered.”
Providing specialist training for artists and facilitators ensures that Lowry can meet participants' needs effectively and empathetically. Eloise explained that alongside safeguarding and mental health support, this approach makes arts learning programmes a safe space where participants can build confidence and interpersonal skills:
"Every year, we train our lead artists and support teams to be trauma-informed, collaborative, and equipped to support vulnerable young people. This preparation is vital for creating a safe, empowering space where youth feel confident, especially when facing challenging situations."
The arts and heritage organisations who shared their strategies with us observed that addressing logistical barriers upfront is often key to overcoming obstacles to participation in trips and visits.
Emily Harwood, Learning and Participation Manger at Lowry recommended including a clear, practical information pack with all promotional materials to ensure essential details are instantly accessible. This pack can cover everything from directions and travel options to parking, facilities like toilets and eating areas and designated quiet spaces.
"At the point of booking, we always provide information on how to get here. There’s a coach drop-off point right outside, and accessible parking bays at the side of the building. If a school needs closer access due to their adult-to-student ratio, we can arrange parking at the side. And if schools are having a workshop, we will arrange for you to have a space for you to have lunch in. It’s all about making visits as easy as possible."
Providing logistical support can make a substantial impact, as transport costs often create barriers to participation. Eloise Bonney, Lowry’s Learning and Participation Manager explained their transport solution:
"With our partners ‘Let’s Go Manchester’, they’ve got a minibus that picks up 14 young people around Salford and brings them back. They even provide sandwiches, crisps, and drinks, so everyone’s full and ready to go when they arrive. The young people can choose their playlist, and they can even draw or doodle on the windows. It’s always reliable – everyone is picked up and dropped off on time."
Emily Harwood, Lowry’s Learning and Participation Manger added that building transport costs into the outreach offer for schools helps to further reduce financial obstacles. Emily notes that this approach removes a common barrier for schools, allowing more students to benefit from the programme.
While many larger cultural organisations have advanced engagement tactics in place, the clear advice from the learning teams we spoke with was to focus on the fundamentals to build a reliable foundation for long-term engagement.
A clear and welcoming website is a crucial initial step - often the first touchpoint for new visitors. Rebecca Shipham, Director at Creative Briefs explained:
“Our new website launched last month and features some great case studies showcasing the educational work we’ve done. It’s made it much easier to promote to schools - we can now say, ‘Here are examples of what we can bring to your environment’.”
In addition to an effective website, having an active presence on social media is key. Social platforms allow you to connect with diverse segments of your audience. Rebecca continued:
“We’re very active on social media, with all of us contributing to posts on Facebook, Instagram, and LinkedIn. We use LinkedIn regularly to reach professionals, while Facebook is great for mums, dads, carers, and families to see what we’re doing on the weekends.”
Rebecca added that regular blog posts are valuable tools for sharing your story, offering a way to showcase Creative Briefs' ongoing work while enhancing search visibility:
“We were featured in an Arts Award blog at the end of our first year on a Paul Hamlyn project that we're doing in schools now. That was a good blog, it was also published on LinkedIn and gave us a lot of traction.”
Lucy Driver, Director at Warehouse Theatre explained that one of her challenges is that her theatre is fully run by volunteers. She relies on a well-crafted email to keep in contact with schools, as well as posting on Facebook and ensuring her website is up to date.
Our contributors indicated that a comprehensive database of schools, teachers and community partners helps with efficient communication and delivering an ongoing engagement strategy, allowing you to deliver relevant content to your audience. A targeted outreach list of ‘hot prospects’ - such as schools and groups who are keen to engage, and potential partners - can amplify your efforts and broaden your impact. Keeping the database updated ensures you can reach your audience when it matters most. Emily Harwood, Learning and Participation Manager at Lowry shares:
“Many of our team have worked in this area for years and we have built up strong connections with teachers. We have a centralised database that holds all the contacts of teachers we've collaborated with over time, making it easy for us to stay connected and maintain those relationships."
Evaluation and impact measurement
The cultural organisations we spoke to shared some of the diverse methods they use to evaluate their programmes and initiatives. Arts-based qualifications like Arts Award are uniquely placed to help arts and heritage organisations demonstrate impact, which is important for funders and other stakeholders. Alongside this, feedback surveys create a foundation for understanding needs and measuring engagement levels effectively.
Emily Harwood, Learning & Participation Manager at Lowry, explained, “We start with a baseline survey for teachers, students, and their families to understand prior engagement with Lowry, literacy levels, and familiarity with our programmes. We then follow up with mid-point and final surveys, tracking changes and gathering insights into literacy and engagement throughout the programme.”
Eloise Bonney, Engagement Manager at Lowry added that programme impact can be further assessed through creative evaluations such as artwork or written reflections, and case studies, helping demonstrate the value of arts initiatives. Regular feedback from participants and stakeholders is essential for continuously refining programme offerings to meet evolving needs. Eloise continued:
“We approach evaluation in a few ways. We conduct surveys not only with parents and carers but also with participants themselves. We also integrate creative evaluation directly into our sessions. Our lead artists run activities that feel like a natural part of the workshop but focus on things like confidence, how much of a voice participants feel they’ve had, whether they feel listened to, and their goals for the future. We look back to see if they've reached any of these personal aims.”
Arts Award offers a unique way to strengthen arts learning via a structured approach that can integrate with curriculum goals and community partnership objectives, making arts education programmes more impactful and relevant. Across the UK, theatres, galleries, museums and heritage sites are registered as Arts Award centres, frequently collaborating with local schools and organisations.
Rebecca, Director at Creative Briefs, shared her perspective:
“Arts Award validates our approach and reinforces the purpose behind what we do. It provides young people with a sense of achievement and a clear progression path, keeping them engaged over time. Many of our children have stayed with us for years, largely due to Arts Award, as it offers them a meaningful ladder to climb.”
If you’re interested in understanding how Arts Award could benefit your cultural organisation, these free resources will help you explore its wide-ranging impacts.
