Department for Education Schools White Paper (2010) states that the coalition government believes that every child should experience a wide variety of high quality cultural experiences
Government’s response to the Henley Review of Music Education (February 2011) Music is an enriching and valuable academic subject. Research evidence shows that a quality music education can improve self-confidence, behaviour and social skills, as well as improve academic attainment in areas such as numeracy, literacy and language.
DCMS / DfE Henley Review of Cultural Education (April 2011) Government recognises the important contribution that our great cultural institutions make to the education and intends to support access to and appreciation of the arts and culture. Public funding should be used primarily to meet the government priorities of every child having a solid cultural education
The Government intends to publish the Plan in the Autumn.
The current planning assumption is that Music Education Hubs will formally start in September 2012 and that funding will be made available to the current providers for the Summer term as a proportion of the funding settlement secured for 2012-13.
Funding allocations are expected to be announced at the same time as the Plan is published.
National Plan for Music First access: music education to all children through schools and whole class teaching programmes by music education hubs (Ages 5-14) Most children continue interest beyond classroom in & out of school: large/small groups; 1:1 tuition; ensembles (Ages 8-19) Some children show talent and receive specialist small group / 1:1 tuition / ensembles (Ages 8-19) A few are exceptionally talented & enter MDS / NYMO (Ages 8-19)
“ Teaching and learning improve and standards are higher where successful new partnerships have been formed between school based staff, Music Service tutors and professional musicians; some of the best quality is when all three work together to co-teach large numbers of pupils”
Inventing the way Innovative, dynamic, responsive and flexible
Passionate and committed Because we want to be, to make an impact and to improve outcomes
Empowering and nurturing Supporting people, children, families and colleagues, to achieve brilliant results
Whatever it takes Disciplined, relentless, uncompromising, efficient and effective in pursuit of our goals
Music Education in England DfE/DCMS 2011 ‘ Ofsted’s remit should be expanded to include the reviewing of standards in Music Education provided in schools by Local Authority Music Services, Arts Council England client organisations or other recognised music delivery organisations.’
Outstanding Music Provision to Outstanding Music Outcomes Curriculum Regular additional activities representing all interests and abilities Core curriculum courses planned in detail with clear focus on musical development Sustained partnerships with professional musicians and community groups Strong provision for composing, performing, ICT, singing, world Teaching Knowing and building on students’ music interests inside and outside the classroom Relentless focus on musical development and musical assessment HIGH MUSICAL STANDARDS Relating classroom music to the real world Commitment and comfort with musical diversity Achievement Outcomes Participation of, and wider benefits for, all groups in a full range of musical activities including exam courses Outstanding musical standards and progress– skills, knowledge (of), understanding, and creative application Depth of musical understanding Breadth of musical understanding Leadership Management Commitment to participation and inclusion (school leadership) High levels of musical expertise and understanding (subject specialist) Resourcing and utilising expertise including narrowing gaps (distributed and delegated management) Knowing, building on, and utilising students’ musical expertise (subject specialist)