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Ofsted’s survey of music education hubs ‘challenges [them] to be bold in implementing the National Plan for Music Education and to grasp the opportunity to lead, with schools and other partners, improvement in schools on a major scale.’
Deborah Annetts, Chief Executive of the ISM, said:
‘There are positive elements of Ofsted’s report which will help to improve the work of their own inspectors and strengthen the hand of hubs when talking to schools. The message here is clear: senior leaders in schools must engage with their local music hub and hubs and schools must support one another in improving provision. We have published a guide for schools which hubs can use to challenge and champion music education.’
You can access the ISM's guide online.
However, Deborah added:
‘The work of hubs is there – in the words of the National Plan – to augment and support schools’ provision. The day to day curriculum of schools, ultimately, remains the school’s priority.’
Summary response from the Incorporated Society of Musicians (ISM):
The positive recommendations:
The guidance for schools on their need to engage is good news. We have published a guide for hubs to deliver to schools to strengthen their engagement.
The commitment from Ofsted in page 8 of the report to ‘ensure that all school inspectors are familiar with the findings and recommendations within this report’ is welcome; this is especially the case in light of anecdotal evidence that music is sometimes ignored in inspections.
We welcome the strengthening of hubs’ hands when talking to schools.
Senior leaders must develop their understanding of quality music education further (cf the ISM summary from Wider still and wider).
The less helpful elements of the report:
The funding agreement with Arts Council England makes clear the priorities of music education hubs. Whilst not wishing to criticise the ambition and aspiration of this Ofsted document, which is welcome, much of this report concerns one part of one extension role for music education hubs under the National Plan for Music Education.
The day to day curriculum of schools, ultimately, remains the school’s priority. The work of hubs is there – in the words of the National Plan – to augment and support schools’ provision.
The negative impact of the EBacc has been recognised by Ofsted; we hope that they will reconsider their misunderstanding of the ‘facilitating subjects’ measure and withdraw their support from the EBacc and ABacc.
It is not fair to say that the diverse qualifications and low uptake at GCSE is new. We note that the proportion of GCSEs taken that are music GCSEs is higher now than it was 13 years ago. GCSE music is undergoing a period of welcome reform, led by the Music Education Council.
The Department for Education is ultimately responsible for the delivery of the National Plan for Music Education. We would ask that – as the music education monitoring board is replaced by the cultural education monitoring board – the focus on the core and extension roles envisaged in the National Plan for Music Education remains central. Meaningful data on quality as well quantity should be collected by Arts Council England. This data should be shared widely with the sector in order to help music education hubs continually develop their core and extension roles.
Notes:
OFSTED’S short survey report challenges all music education hubs to be bold in implementing the National Plan for Music Education and to grasp the opportunity to lead, with schools and other partners, improvement in schools on a major scale.
The survey found that music hubs, working at their very best, can challenge and support school leaders to bring the numerous benefits of a good music education to all pupils, not simply the few who choose, or who have the resources, to specialise in the subject or an instrument. However, Her Majesty’s Inspectors found few examples of such good practice.
The report is based on visits to 31 schools, and detailed discussions with their associated hubs, by Her Majesty’s Inspectors between February and July 2013, within the hubs’ first year. It draws also on findings and recommendations from other recent Ofsted music subject reports, which have consistently concluded that music provision in schools is often weak and poorly led.
The report is accompanied by three short interviews with hub leaders, which focus on challenges and how they are being overcome.
ABOUT THE ISM - The Incorporated Society of Musicians (ISM) is the UK’s professional body for musicians and largest subject association for music educators, representing the rights and views of its members and offering a distinctive range of vital services to all working in the music profession. The ISM promotes the art of music and champions the interests of the music profession with an independent voice. Members are protected with an unparalleled legal advice service and many other supporting professional benefits.
The ISM’s membership of over 6,500 includes performers, composers, music educators and music industry professionals. The ISM has over 100 corporate members from across the sector including the Association of British Orchestras, Classic FM, the International Artist Managers’ Association, the Music Industries Association, NMC Recordings, the Royal Philharmonic Society, the Young Classical Artists Trust; publishers such as OUP and Schott Music; and, in the field of education, ABRSM, Trinity College London, Yamaha Music, numerous university music departments and all of the UK conservatoires.