Striking The Right Note – Summary

This summary of the report has been commissioned by Music Mark and written by Independent Music Education consultant Gary Griffiths.  It is nicely detailed and broken down into clearly labelled sections including three pages devoted specifically to Music in primary schools.

Some interesting findings from the primary section of the report include –

Few other subjects are so dependent on flexible support from the school and its systems in order to flourish.

There was a significant disparity in the range and quality of extra-curricular opportunities however around half of schools visited had strong extra-curricular offers, which were valued and seen as promoting pupils’ wider musical development.

Many school leaders have reduced subsidies for instrumental lessons in recent years; others had stopped providing. Around half of the primary schools visited did not currently offer instrumental or vocal lessons.

Most leaders were realistic about their teachers’ subject expertise. Many however had no clear plans for addressing weaknesses, particularly where the school bought in a scheme of work. Some leaders were unsure where to find support.

The most effective teaching was characterised by a narrow range of instrument choices and allowing pupils to develop fine motor skills. In weaker practice, pupils had shallow encounters with too many instruments or insufficient practice time.

A few schools (generally those whose staff had significant musical expertise or worked closely with their Music Education Hub) had a clear understanding of what pupils should be able to do as a result of following the curriculum.

Remember that for support with your Music curriculum please contact Leeds Music Education Partnership, the Music Hub for Leeds, led by ArtForms. Last year LMEP engaged with 96% of the schools in Leeds. One form that this can take is as a one to one curriculum reviews to primary schools to help improve the delivery of Music across the city.

It is also worth noting that schools who have been awarded LMEP Music Champion status are entitled to free Music Mark membership from where you can access all sorts of CPD and resources free of charge. These include the new School Music Development Plan templates. Email LMEP.ArtForms@leeds.gov.uk for more information.

Author: Sam Mercer, Music Curriculum Support Manager, ArtForms

The report makes a number of recommendations to help schools ensure all pupils receive a high-quality music education, including:

• Supporting subject leaders to develop a curriculum that deliberately and incrementally teaches all pupils to become more musical.
• Making sure that all pupils can develop their musical talents and interests, by offering extra-curricular activities as well as instrumental and vocal lessons.
• Ensuring that teachers provide ongoing feedback to pupils that improves pupils’ music-making in both technique and expressive quality.
• Continuously developing teachers’ subject knowledge, including their musicianship skills and their understanding of what high-quality music-making should sound like for pupils in the age group they teach; this approach should align with the choices set out in the school’s curriculum.
• Actively seeking the support of local music hubs or other sources of expertise when developing and improving the curriculum.

Leeds Music Education Partnership (LMEP), led by ArtForms Music, are the Music Hub for Leeds.  If you would like support with any aspect of your Music curriculum please contact LMEP@leeeds.gov.uk or Sam.Mercer@leeds.gov.uk  You can also click here to see our 2023-24 Music Connect programme of support that is available to all schools.

The Music subject report is further summarised by Ofsted below –

Music teaching too variable in quality and often not given enough time

The report found that there is significant variation in the quality of music education in both primary and secondary schools. Since Ofsted’s report into music education in 2012, many schools, particularly at primary level, have taken important steps to make music more prominent in the curriculum. We found that almost all primary school children had frequent opportunities to learn music in reception and music was taught weekly in key stage 1 and 2. The strongest aspect of the curriculum in primary schools was teaching pupils to sing.

 While many primary pupils now have regular opportunities to learn music as part of the curriculum, at secondary level, Ofsted’s research shows that too many schools still do not give music enough time. There was considerable variation in the amount of curriculum time allocated to music in key stage 3. In just under half the schools visited, leaders had not made sure that pupils had enough time to learn the curriculum as planned by the school. This meant that pupils were not adequately prepared for further musical study. Most secondary schools did not build on the strong progress and enjoyment that pupils had experienced in their singing at primary school.

 The sample of schools we visited showed that those with stronger musical curriculums focused on teaching pupils to get better at music rather than just having them ‘do’ music. Most senior leaders understood the critical role that extra-curricular music, both instrumental and vocal, played in complementing the curriculum. However, there are ongoing challenges re-establishing extra-curricular lessons as schools return to normal following COVID-19.

Many teachers, particularly in primary schools, reported lacking confidence in teaching music, including demonstrating high-quality work to their pupils.

 ArtForms now have both a choirs co-ordinator and an ensembles co-ordinator to support schools to set up or reinforce their extra-curricular Music activities.  We also offer bespoke advice and guidance sessions in your school with the Music Leader and/or SLT to help develop the Music offer in school with a specific focus on the curriculum if required.  Contact Lee.Muncaster@leeds.gov.uk or Sam.Mercer@leeds.gov.uk if you wish to find out more.

The Leeds Cultural Education Partnership (LCEP)*, in partnership with Noctua and YITSA teaching schools, are hosting a programme of events with a focus on ‘Embedding Arts, Culture and Heritage in your Curriculum’.

Spanning three events over this academic year, the programme aims to support schools to consider how they might enrich their curriculum and broaden pupil experience by engaging with the arts, culture and heritage offer in Leeds and beyond.

The first event is a briefing meeting for Headteachers and Senior Leaders.   It will take place on Tuesday 27th November 2018 from 8.30am – 11.00am at the Discovery Centre.   The meeting will include a Skype presentation from Susan Aykin, HMI and National Lead for Visual and Performing Arts. In response to recent announcements from Ofsted, Susan will be speaking on the importance of a broad and balanced curriculum with particular reference to the Arts. Susan will answer your questions provided in advance and taken from the floor. (If you have any questions please submit them now!) In addition, there will be an opportunity to hear from local school leaders on how and why they deliver an arts rich curriculum.

To book a place, please email admin@noctuateachingschool.org.uk

* The Leeds Local Cultural Education Partnership (LCEP) was established in September 2017 in response to Arts Council England’s Cultural Education Challenge. The partnership has a wide membership and brings together arts, cultural, educational and community organisations and the local authority to ensure a joined-up arts and cultural offer for children and young people