We are very proud of our arts curriculum at Lansbury Lawrence. We develop pupil’s cultural capital through working alongside professional artists, designers, musicians, actors and dancers, and take every opportunity to visit the brilliant arts venues London has to offer.
We value pupil voice and have an established cross-phase Arts Council. Children as spokespeople and designers of their own environment, who understand why the arts are so incredibly important.
We have written many published articles and journals, sharing our curriculum and arts practice, including for Impact, published by The Chartered College of Teaching and for AD Magazine, published by National Society for Education in Art and Design.
Lansbury Lawrence was shortlisted for the TES Creative School of the Year 2021, and for the the TES Excellence in Creative Arts Award in 2023. We are also the first school within Tower Hamlets to be awarded Artsmark Platinum, accredited by Arts Council England.
In September 2022 we embarked on a two year relationship with four local primary schools and Akram Khan Company, with support from the Paul Hamlyn Foundation Teacher Development Fund and Tower Hamlets Arts & Music Education Service. This ambitious project is exploring the impact of how teachers can use dance and movement across the curriculum. You can find out more about the project by following this link.
‘Bow Arts have a longstanding partnership with Lansbury Lawrence as part of our Poplar Consortium. The school has such a fascinating history and incredible architecture – it’s clear the children and staff have a real sense of pride in their school which makes every project with Lansbury Lawrence especially interesting and exciting to work on.’
‘It is abundantly clear that you are doing wonderful things with the Arts and setting an example of what can be achieved through committed senior leadership and strong strategic planning and partnerships. The work you are doing is outstanding and it is very important that its value is understood and influences opinion and practice within the wider educational community.’
