FMS Burning Issues Conference, Feb 10 2009


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Richard Hallam MBE, The UK's National Music Participation Director presentation at the FMS Burning Issues conference for Music Services

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FMS Burning Issues Conference, Feb 10 2009

  1. 1. FMS Burning Issues February 10 th 2009 Richard Hallam Music Participation Director
  2. 2. 2009 <ul><li>Clarity </li></ul><ul><li>Context </li></ul><ul><li>Quality </li></ul><ul><li>Quantity </li></ul>
  3. 3. The Government’s aspirations for music education (May 2 nd 08) <ul><li>Meeting National targets is my problem! </li></ul><ul><li>Managing the data, telling the story, affecting the necessary changes nationally and locally is my task. </li></ul><ul><li>You can only do what you can do, taking account of your own local circumstances </li></ul>
  4. 4. The Government’s aspirations for music education (May 2 nd 08) <ul><li>Improved transition, continuity and progression </li></ul><ul><li>Each Local Authority will have a vocal strategy with every primary school a singing school </li></ul><ul><li>Each LA to draw up a three-year development plan that reflects their local circumstances and looks towards our national aspirations for young people making music </li></ul>
  5. 5. The Government’s aspirations for music education (May 2 nd 08) <ul><li>3 Year Development Plan </li></ul><ul><li>Light the way with your Local Authority Music Plan </li></ul><ul><li>(LAMP) </li></ul><ul><li>2008/2009 Using Self Evaluation, do what you can, report where you are </li></ul><ul><li>2009/2010 Refine plans, implement changes, report progress towards local targets </li></ul><ul><li>2010/2011 Meet local targets </li></ul>
  6. 6. The Government’s aspirations for music education (May 2 nd 08) <ul><li>The intention is </li></ul><ul><li>“ To help LAs make informed local decisions that are appropriate for their circumstances, and their young people, taking into account all resources available locally” </li></ul><ul><li>“ To help LAs to ensure that tuition is affordable and accessible to all pupils” </li></ul>
  7. 7. The Government’s aspirations for music education (May 2 nd 08) <ul><li>Music Participation Director will </li></ul><ul><li>“ Support the development of plans and programmes where LAs need support” </li></ul><ul><li>“ Challenge those LAs whose provision of music education is not contributing to the national vision” </li></ul><ul><li>“ In collaboration with FMS training Music Service Evaluation Partners” </li></ul>
  8. 8. The Government’s aspirations for music education (May 2 nd 08) <ul><li>Local solutions to local problems within a national context </li></ul><ul><li>NOT inspecting or crawling all over you BUT, based on your self-evaluation processes , looking together to see how we can help where help is most needed </li></ul>
  9. 9. 2009 <ul><li>LAMPs </li></ul><ul><li>Where the Music Service does not have the remit or the resources to complete a LAMP, it is my task to talk to the LA </li></ul><ul><li>Music Services </li></ul><ul><li>What Music Services can do is to </li></ul><ul><li>carry out rigorous self evaluation, with the support of the MSEP process </li></ul><ul><li>Demonstrate what you are doing and intend to do with any of the Standards Fund grant 1.11 that you receive </li></ul>
  10. 10. 2009 <ul><li>A Critical Year </li></ul><ul><li>(particularly in the light of the current economic climate) </li></ul><ul><li>October 31 st for data </li></ul><ul><li>December 18 th for LAMPs </li></ul><ul><li>1 No slippage 2 Local targets have to be good enough and achievable – your leadership is crucial </li></ul><ul><li>Cover now </li></ul><ul><li>50% </li></ul>
  11. 11. 2006 guidance <ul><li>Ofsted </li></ul><ul><li>“ In many cases, new musical traditions have been introduced into schools, and the provision of instrumental tuition for whole classes or for large groups of pupils has resulted in much higher numbers wanting to continue to participate.” </li></ul><ul><li>“ In several of the pilot programmes, take-up after one year of tuition was between 70% and 100% of pupils.” </li></ul>
  12. 12. Government’s perspective <ul><li>2006 2007 </li></ul><ul><li>Share of £3m to test pilots in local areas, learning from the national pilots, QCA units of work and guidance booklet, CPD put in place </li></ul><ul><li>2007 2008 </li></ul><ul><li>£23m to roll it out to all schools </li></ul><ul><li>2007 IoE survey with data for planned reach </li></ul>
  13. 13. 2008 <ul><li>National bidding by the DCSF music team for 3 year funding as part of Comprehensive Spending Review </li></ul><ul><li>Changes to conditions of the Standards Fund Grant and further guidance to address barriers that had been identified </li></ul><ul><li>New, achievable , national aspirations were identified, based on information from services and the actual achievements of the most successful </li></ul>
  14. 14. 2009 <ul><li>2007 Guidance </li></ul><ul><li>The impact of the pilots has been exceptionally positive, with Ofsted remarking that “the Wider Opportunities policy is leading to the significant transformation of music education for all pupils in KS2. </li></ul><ul><li>In several of the pilot programmes, take-up after one year of tuition was between 70% and 100% of pupils. </li></ul>
  15. 15. 2009 <ul><li>These findings were significant in securing our funding </li></ul><ul><li>50% (not 70% to 100%) was therefore expected to be a realistic minimum aspiration, which we were likely to exceed! (Overall, nationally) </li></ul><ul><li>Any programme that results in fewer than 50% of pupils wishing to continue would cause ministers to reconsider the value for money and efficacy of that programme. </li></ul><ul><li>So how do we find out how many children want to continue? </li></ul>
  16. 16. 2009 <ul><li>Most basic: </li></ul><ul><li>Towards the end of your programme, ask for a show of hands – who would like to continue? </li></ul><ul><li>October 31 data </li></ul><ul><li>What would they like to continue to do? </li></ul><ul><li>Your show of hands doesn’t tell you this. </li></ul><ul><li>Your offer needs to be locally determined drawing on the opportunities that are available </li></ul>
  17. 17. 2009 <ul><li>Next level </li></ul><ul><li>For those who want to continue, but who do not : </li></ul><ul><li>What are the barriers? </li></ul><ul><li>And then </li></ul><ul><li>Is there anything that Central Government can do to remove these barriers? </li></ul>
  18. 18. 2009 <ul><li>For those who DO continue </li></ul><ul><li>If not with you, tracking them will be difficult. </li></ul><ul><li>But initially we may know what they are doing or intending to do, Find Your Talent and other colleagues are looking at how we can do this. </li></ul><ul><li>If with you, tracking them should be possible </li></ul>
  19. 19. 2009 <ul><li>What counts as ‘continuing’? </li></ul><ul><li>Define it – put it to the minister </li></ul><ul><li>David Rose Milton Keynes: </li></ul><ul><li>Normal individual or small group peripatetic lessons paid for by parents and/or subsidised by school </li></ul><ul><li>Large groups of instrumentalists who continue to learn the instrument they started during their wider opps curriculum time </li></ul>
  20. 20. 2009 <ul><li>David Rose (continued) </li></ul><ul><li>Out of school clubs where children meet socially through musical activities such as African drumming, samba etc. They may pay a small fee or not, depending on school financial support </li></ul><ul><li>Community groups – choirs, dj-ing, private agencies </li></ul><ul><li>‘ Home made’ rock bands </li></ul>
  21. 21. 2009 <ul><li>Derek Blease (Medway and Kent) </li></ul><ul><li>1   Play Days - This is a collaborative event for pupils from a region and involves young instrumentalists working with specialist instrumental teachers for an intensive day on an ongoing basis ( say three per year) and involving performances to parents. </li></ul><ul><li>2   School Ensemble - A weekly music experience, staffed internally &/or by a visiting specialist. The aim of this is to enhance both individual instrumental/vocal progression & ensemble skills     </li></ul>
  22. 22. 2009 <ul><li>3   Locality Based Regular Ensemble Opportunities - often in collaboration with secondary schools. Basically this is as 1 above but sustained weekly provision for about an hour. These can in some cases feed into the Play Days mentioned above. </li></ul><ul><li>4   Development of Young Song/Music Leaders - The model taken from Kent cluster pilots involves secondary song leaders working with primary pupils to develop KS2 Song/Music Leaders. This is evolving due to pupil enthusiasm! </li></ul>
  23. 23. 2009 <ul><li>5   'Projects' - for instance, starting with CPD for staff, then sustained tuition by school based staff, culminating in a Workshop/Perforance event with groups of schools. This could be a recorder,ocarina,vocal based project of up to one year. </li></ul>
  24. 24. 2009 <ul><li>EVERY Child’s music matters </li></ul><ul><li>Ofsted report – which 50% are continuing – are we only reaching the ones who would have learned anyway? </li></ul><ul><li>Do we know? If not, we need to find out. </li></ul>
  25. 25. 2009 <ul><li>Ofsted </li></ul><ul><li>Focus: (p6) </li></ul><ul><li>Local Authority Music Services were helping to extend pupils’ musical other partnership was having a similar impact. </li></ul><ul><li>Initiatives were not always reaching the schools and teachers that need them to ensure pupils built upon these experiences....not all the programmes were of sufficient duration or quality to have a lasting impact. </li></ul>
  26. 26. 2009 <ul><li>Ofsted Key Findings (p7) </li></ul><ul><li>Music services in local authorities contributed significantly to broadening provision </li></ul><ul><li>No other partnerships had a similar impact across all the schools visited. </li></ul><ul><li>The best programmes were making a real difference to pupils’ musical education but not all the programmes were of sufficient duration or quality. </li></ul><ul><li>Not always thought sufficiently about how such provision links to the music curriculum as a whole, to ensure longer-term make sure that initiatives reach those most in need of help </li></ul>
  27. 27. 2009 <ul><li>Local Authorities and music services should.... </li></ul><ul><li>Sufficient duration and quality </li></ul><ul><li>All pupils make an informed decision about whether they wish to continue </li></ul><ul><li>Collect information about continued participation </li></ul><ul><li>Ensure more children and young people from different groups benefit from playing a musical instrument </li></ul><ul><li>Develop programmes in partnership with schools </li></ul><ul><li>Link effectively to other music provision </li></ul>
  28. 28. 2009 <ul><li>Local Authority music services are playing a key part.... </li></ul><ul><li>At best, they were having a considerable impact in the schools visited. They were raising expectations and standards, encouraging those who would never have had this experience to enjoy and benefit from learning an instrument, and increasing classroom teachers’ confidence and subject knowledge. (p52) </li></ul>
  29. 29. 2009 <ul><li>Read the whole report! </li></ul><ul><li>URGENTLY! </li></ul>
  30. 30. 2009 <ul><li>In the current economic climate, it is even more important that Government funding is used to affect those areas it is setting out to affect </li></ul><ul><li>A particular focus is on the vulnerable and most disadvantaged in our society, and music can help them </li></ul><ul><li>Officials in the department and ministers want to support us in our work. We have to give them the evidence that we can support them in theirs! </li></ul>
  31. 31. 2009 <ul><li>Where’s the proof? </li></ul><ul><li>I want us to make this the year in which we begin to break the link between deprivation and low educational achievement.  </li></ul><ul><li>We will make narrowing the gap between the most and least advantaged one of our key objectives and measures of success.  </li></ul><ul><li>We will make sure that we look at everything we do with a view to narrowing gaps as well as raising overall attainment and achieving the wider ECM outcomes for every child.  </li></ul>
  32. 32. 2009 <ul><li>I want us to focus consistently on this priority... not just because it is one of our targets.  More fundamentally than that, one of the absolutely basic elements of a good society is that no matter the circumstances of a child's birth, that child should have the opportunity to learn, achieve and succeed in life.  And it is right that the education system and those responsible for it should make sure that there are good opportunities for those who have few resources of their own as well as for those who have much. </li></ul>
  33. 33. 2009 <ul><li>News Bulletin Jan 7 09 </li></ul><ul><li>“ We are currently reviewing school funding from 2011 with the aim of creating a single, transparent distribution formula recognising different costs of educating particular groups of pupils with a key focus on how better to give extra money towards disadvantaged children.” </li></ul><ul><li>I think you are doing fantastic and important work. I want to get you continued funding to do that. Working together I believe we can do this. Thank you. </li></ul>