Music Strategy for Children and Young People

Bournemouth and Poole

Music Strategy for Children & Young People

April 2010 - March 2013

Bournemouth and Poole Music Strategy for Children & Young People April 2010 - March 2013

Contents Page

1. Introduction 2

2. Context: Key Drivers - national and local 3 2.1 Music Manifesto 3 2.2 Every Child Matters 3 2.3 The Early Years Foundation Stage and the National Curriculum 4 2.4 Find Your Talent 4 2.5 NI 11 – Participation in the Arts 4 2.6 NI 110 – Young people’s participation in positive activities 4 2.7 Bournemouth and Poole Children and Young People’s Service Plans 4 2.8 Bournemouth and Poole Joint Arts Plan 4 2.9 Audit of Music Provision in Bournemouth and Poole 4

3. Our Vision 5

4. Purpose of this Strategy 5

5. Principles 5

6. Action Plan: a working document 6

Dan Somogyi, Music Development Officer, SoundStorm [email protected]

01202 451512

mailto:[email protected]

1. Introduction

Music occupies a unique position amongst the arts in education. There is an expectation amongst the education sector that support/provision will be offered by local authorities – an expectation which does not exist for many other art forms. This has been recognised by central government over the past decade through a series of high profile national initiatives specifically in the music education sphere. In the wider context, music is arguably the most universal of the art forms, and plays an integral part in almost every human society and culture. Indeed, it is difficult to think of anyone who does not participate actively in music at some stage in their lives, as listener, player, composer or producer. Music also has documented learning benefits, particularly for children and young people. For example:

It aids the development of speech. Singing simple songs, for instance, can teach children how language is constructed. Music can help young people with maths. Counting, ratios, fractions and proportions all play an important part in playing and

learning of music. It enhances social skills. ‘Children who take part in music develop higher levels of social cohesion and understanding of

themselves and others, and the emotional aspect of musical activities seems to be beneficial for developing social skills like empathy’ - Dr. Alexandra Lamont, Lecturer in the Psychology of Music, University of Keele.

Studies increasingly suggest music enhances intellectual development. Music ‘helps improve children's ability to reason abstractly, by strengthening neural firing patterns of the brain that are relevant to both musical and spatial cognition’ - Dr. Frances Rauscher (University of Wisconsin)

Music encourages self-expression and self-confidence. As a non-verbal language, music can convey a complexity of emotions, and offers a means of expression, for example, to a shy or diffident child who finds it hard to communicate through speech

Most of all, engaging with music - at whatever level of involvement - can be both inspiring and highly rewarding. Involvement with music can last a lifetime.

Bournemouth and Poole Music Strategy for Children & Young People 2

2. Context: Key Drivers - national and local 2.1 Music Manifesto In July 2004 the Government published a Music Manifesto jointly developed by the Department for Education and Science (now Department for Education) and the Department for Culture Media and Sport. The Manifesto offers a framework to develop high musical standards for every child and to enable a creative and enriched experience to take place. The document acknowledges the important role that music plays in whole school development and community regeneration. Commitment is also made to increasing understanding of what young people want and to bringing music into the 21st century. The Music Manifesto is a shared strategy, produced collaboratively with music organisations, arts practitioners and the music industry. It provides a succinct guide for policy development and a benchmark for musical activities. Principal aims of the Manifesto are:

To provide every young person with access to a range of music experiences To provide more opportunities for young people to deepen and broaden their musical interests and skills To identify and nurture our most talented young musicians To develop a world class workforce in music education To improve the support structures for young people's making music

The Manifesto has since been supported by significant initiatives – and funding - rolled out by DCSF, in particular cascading installments of the Music Standards Fund. The most significant of these is the KS2 Music Wider Opportunities programme. In the new DCSF The Pupil and Parent Guarantees publication (London: DCSF 2010), guarantee 2.4 states ‘that every primary pupil should have the opportunity to play a musical instrument’ A National Singing Strategy has also been developed, under the banner Sing Up, with further significant funding to back it up. 2.2 Every Child Matters The most relevant pillars of the Government’s ECM agenda - as far as music is concerned - are:

Enjoy and Achieve Make a Positive Contribution Be Healthy

In particular, re. positive activities, the following are deemed particularly relevant for music:

each young person to be offered 2 hours per week sport and 2 hours per week additional activities access to a wide range of activities all year round including study support


2.3 The Early Years Foundation Stage and the National Curriculum Again, music is featured in both.

2.4 In the EY Foundation Stage, Creative Development is a key requirement and one that includes exploring media and materials, creating music and dance and developing imagination and imaginative play.

2.5 In schools, there is a statutory requirement from primary level onwards to provide a minimum quota of time for learning about music each week. A key requirement is access and understanding of a range of musical styles and genres and opportunities to participate.

2.4 Find Your Talent Find Your Talent aims to give children and young people the chance to try out different cultural and creative activities. Its aims are as summarised in The Pupil and Parents Guarantee under guarantee 4.5 (p.47): …every pupil should have access to high-quality cultural activities in and out-of-school, with an aspiration that, over time, this will reach five hours a week for all 2.5 NI 11 – Participation in the Arts As already suggested, music can play an important role in the lives of people throughout their lives. National Indicator 11 is the most relevant of the national indicators. 2.6 NI 110 – Young people’s participation in positive activities See ‘Every Child Matters’ above 2.7 Bournemouth and Poole Children and Young People’s Service Plans Relevant areas of the Service Plans of both Bournemouth and Poole. 2.8 Bournemouth and Poole Joint Arts Plan This draws together aspirations in the arts for all ages. A new Joint Arts Plan is currently being written by Poole and Bournemouth Arts Development teams. 2.9 Audit of Music Provision in Bournemouth and Poole In 2009, SoundStorm conducted a major audit of music provision in every school in Bournemouth and Poole. Every school was sent a questionnaire. The suggestions – as well as the description of activities already being undertaken – helped inform the development of this strategy.


3. Our Vision This strategy aims to ensure that all young people who want to are able to explore their creative talents and enrich their lives through music. It celebrates the diversity of music forms and makers. Music should be for all and the opportunity to make music for everyone. Inclusion and innovation will be central to the strategy. Learning and interacting with music should be exciting, innovative and dynamic whilst allowing everyone to reach their full potential in a non-intimidating and supportive environment. 4. Purpose of this Strategy The strategy sets out the shared priorities for children, young people, music and learning in the local authority areas of Bournemouth and Poole. ‘Children and Young People’ in this strategy refers to 0 – 19 year olds.

The purpose of this new strategy is to establish a framework that will offer young people and their wider communities in Bournemouth and Poole the best range of music opportunities we can. Whilst the Bournemouth/Poole conurbation has a number of excellent specialist music providers and educators – plus a range of agencies and LA departments that utilise music in important aspects of their work - there has not hitherto been an attempt to draw activities together in a joined-up way across Children’s Services. This strategy aims to fill this gap. In short, we want to create frequent high quality musical experiences for all learners. These will cover the whole range of musical genres.

5. Principles 1. To put young people’s needs at the heart of policy making 2. To map and facilitate clear pathways for progression and continuity of practice from the Early Years sector onwards, responding to particular local needs 3. To minimise financial, geographical and personal barriers to participation in music activities 4. To encourage people to enjoy making a positive contribution to society through participating in music activities 5. To raise aspirations by enabling many people to enjoy unique and inspirational musical events 6. To build in legacy and develop capacity wherever appropriate 7. To strengthen links between partner organisations at all levels from strategic to operational 8. To communicate effectively and share information and good practice. 9. Recognising the inspirational impact it can have, to encourage participation in performance, as listener or participant – in all types of setting – wherever possible. 10. To encourage creativity within music as much as possible.


6. Action Plan: a working document Key objectives 2010 - 2013 These objectives emerged from a consultative process begun at the end of 2009, and from the audit of music opportunities sent to all Bournemouth and Poole schools in October 2009. 5 key objectives were identified in this first music strategy. 5.1. OBJECTIVE ONE TO ENSURE THAT ALL YOUNG PEOPLE HAVE THE OPPORTUNITY TO ENGAGE CREATIVELY IN MUSICAL ACTIVITIES AIMS ACTIONS OUTCOMES LEAD

PROVIDERS / PARTNERS

Progress

To meet government aspirations re KS 2 students Range of music education projects in each borough aimed at non-KS2 students

Majority of KS2 students to have had an opportunity of a prolonged, enhanced activity on a musical instrument by 2012 Assisting schools who need support in developing KS2 Wider Opportunities programmes (Poole) Ensure all relevant schools receive rolling KS2 instrumental and singing programme for KS2 (Bournemouth) All KS2 students to have had the opportunity to participate in singing activities Offering programme of activities and support to non-KS2 students

15% increase in number of KS2 students having practical experience of learning an instrument in 2010-11 compared to previous year, with audit providing baseline 15% increase in number of KS2 students having practical experience of singing 2010-11 compared to previous year At least 10 inclusive music education projects per borough per annum aimed at non-KS2 schools, plus full range of peripatetic learning opportunities. Proportion of overall school population learning a musical instrument to reach 10% by 2014

SoundStorm Music ASTs Schools School Councils Youth Services Voiceworks Partner LAs External providers


Music to become part of core offer in Early Years settings To maximise the range of opportunities to showcase enjoyment of music and creativity Comprehensive audit of current musical activities in schools and beyond across Bournemouth and Poole at all key stages

Continue to develop capacity to deliver music in EY sector. CPD training and new projects Fostering appreciation and value of music and the benefits it can have upon young people Annual form to be circulated to all schools and beyond where appropriate Target extra support at areas where it is really needed.

Mapping of baseline and subsequent increase in number of practitioners confident in delivering music in Early Years settings; wider range of settings utilising music on a regular basis. Case-study documenting impact of music in Early Years settings Increase range of showcase/celebration events, including in a variety of settings and at larger venues Increase in number of schools with clear development plans for music in comparison to 2009/10


5.2. OBJECTIVE 2 GREATER JOINED-UP WORKING STRATEGICALLY / COLLABORATIVELY AIMS ACTIONS OUTCOMES LEAD

PARTNERS / PROVIDERS

Progress

Key agencies and partners to work together collaboratively to identify and resource particular areas of need

Clear pathway of

progression opportunities from Early Years onwards

Better

communication between partners about ongoing initiatives and activities

Audit/mapping of current provision / sharing info. More projects linking music in schools with extra-curricular activities and partner organisations Evidence of joined-up working to be documented in case studies Establishment of baselines Development of provision where gaps in progression paths identified Extra-curricular routes of progression mapped and publicised more widely in formal sector Greater number of practical collaborations between providers

Increase in number of multi-agency projects by 15% in 2010-11, compared to previous year

At least one gap in progression pathways identified and action to remedy undertaken per annum

At least 1 new information sharing website re music education sector by April 2011

At least 5 new extra-curricular opportunities identified

Extended Services Youth Services Early Years SoundStorm WAVE Schools External funders/agencies


5.3. OBJECTIVE 3 TO FOSTER GREATER INCLUSION IN MUSIC AMONGST PARTICULAR TARGETED GROUPS AIMS ACTIONS OUTCOMES LEAD PARTNERS /

PROVIDERS

Progress

Greater proportion of looked-after children and free school meals children to engage in musical activities Motivating and inspiring difficult-to-engage children through new, innovative models of work based around music Where appropriate, other particular groups to be targeted Eg. Disabled learners Vulnerable groups Gifterd and Talented Ethnic/cultural groups

Specific projects and musical opportunities involving higher proportions of these groups Projects for PRU, school nurturing units, special schools, children at risk of offending etc Audit and consultations to inform on additional groups to be targeted

At least 2 new projects per

borough aimed at LACs and FSM children in 2010-11

10% increase in number of LAC/FSM participating in music projects 2010-11, compared to 2009-10

At least 2 documented case studies tracking impact upon students to be produced per annum, to inform practice

Extended Services Youth Services Early Years SoundStorm External agencies Access 2 Activities scheme Schools Youth Offending team Early Years


5.4. OBJECTIVE 4 TO INCREASE CAPACITY AND DEVELOP A FIRST CLASS WORKFORCE AIMS ACTIONS OUTCOMES LEAD PARTNERS /

PROVIDERS Progress

To develop the workforce so that high quality music provision is widely available at all phases

To ensure that

external providers are targeting areas of need and that activities are monitored and accountable

Sharing of specialisms where appropriate eg. sharing specialist music teachers between schools

CPD at all phases, and particularly targeted towards areas of need, informed by audit and networks

Evaluations and monitoring to determine how CPD has been embedded in practice

Recruitment of specialist teachers in particular genres

SoundStorm / ASTs to visit schools and identify, in partnership with the school, areas of support needed

Post April 2011 review music provision

Better monitoring of services provided and offered by external providers

Study visits of good practice where appropriate

To develop a new contract / SLA with Dorset Music Service and/or other providers which allows greater accountability and targeting towards needs of each borough

Increase in number of schools with regular access to specialist music teacher

At least one area of need to be identified per annum

At least 2 target schools

supported in each borough per annum

At least 2 case studies of

good practice per annum to be circulated

SoundStorm Youth Services Extended Services Early Years Schools DMS / DCC External providers / agencies Schools


5.5. OBJECTIVE 5 TO ADVOCATE FOR MUSIC AS A KEY PART OF THE LEARNING ENVIRONMENT AIMS ACTIONS OUTCOMES LEAD

PARTNERS / PROVIDERS

Progress

To strengthen the case for music amongst key policymakers, inside and outside schools

In a time of difficult

economic conditions, to advocate the case for continued funding of music

To make music a

valued subject in every school and early years setting, and in other appropriate non-school venues

Collation of positive case-studies, research evidence etc Recruiting of local champions/success stories for music Advocacy amongst schools where music is not viewed as an important subject Advocacy amongst key political decision makers / budget holders Greater prominence to creativity in music

At least 3 positive case-studies / evidence documented per annum

Profile of music raised in at least 1 target school per borough per annum

Conurbation to be in strong position in bidding for future Central Government funding rounds etc

Extended Services Youth Services Early Years SoundStorm WAVE External funders/agencies


Documents

Music Strategy for Children and Young People