Advice for music service managers and co-ordinators

Strategy guide Meeting your strategic goals in England through study support Advice for music service managers and co-ordinators Music services are always facing challenges over how to secure the best for the young people in their areas and how to meet the objectives of strategies such as the Music Manifesto. But funds are limited, and identifying the most effective ways of tackling key issues can be confusing. Study support (also known as out-of-school-hours learning or oshl, or extended, informal or extra learning) is a single approach that can help you meet these objectives. It offers informal, imaginative ways to help pupils learn by participating in clubs, group activities and community projects. Study support benefits children in many ways, such as boosting creativity and enthusiasm for music as well as reducing behavioural problems, raising attainment, and increasing motivation and self-esteem. The government recognises that study support and informal learning can make an important contribution to educational strategies, including the development of extended services, the 8 to 6 agenda and remodelling. It increasingly wants to see schools and local authorities working together to embed study support firmly within their development plans for extended services. Ofsted already inspects schools’ study support provision and, increasingly, under its common inspection schedule for schools and other post-16 provision (2005), study support will be inspected in the context of schools’ extended services and Every Child Matters. This guide is designed to help you meet your Music Manifesto objectives by incorporating study support into your work. It will show you how study support can add value to the support that you give to schools and young people. About study support What is study support? Study support can include: • breakfast clubs – providing nutrition, a sociable atmosphere and learning opportunities, leading to improved attendance and concentration levels • homework clubs – help with homework in a calm, informal atmosphere • subject-based activities – such as reading or music theory clubs • creative activities – such as DJ workshops, street dance, steel bands • physical education and sports – working on areas from numeracy to behaviour improvement or healthy schools, through physical activity. Study support activities are a key part of the ‘core offer’ of extended school services, which the government wants all schools to provide access to by 2010. Visit www.continyou.org.uk/8to6 for ideas and practical information about how local authorities can work more closely with schools to develop, run and sustain music-based study support activities as part of their extended services between 8am and 6pm. The benefits of study support Many evaluations of study support have shown that it can help raise standards, improve behaviour and attendance, encourage parental and community involvement, and tackle social exclusion. It can help raise attainment for all students, and can be especially helpful for those with particular needs. The relaxed, out-of-class atmosphere can help teachers or other staff engage with children who are very shy, for example, and can also include parents or carers. Study support can also support the remodelling agenda, as non-teaching staff can run many activities. This boosts their professional development and frees up teacher time. The grid on the next page shows how study support can help you achieve the key elements of the Music Manifesto. To find out more about study support evaluations, visit: www.standards.dfes. gov.uk/studysupport and www.continyou.org.uk/onlinereference . Study support can improve pupils’ attitudes to learning Study support recognises the connection between children’s educational achievements and what they learn through their informal pastimes when these are linked to core learning and activities in their classrooms and communities. A key point about study support programmes is that they are strategically designed to focus on meeting the learning needs of individual pupils by, for example, tackling issues such as exclusion and low self-esteem through a carefully targeted approach. Children can be involved at every level of study support: deciding which activities will take place, choosing what to participate in, and being consulted about how the activities or schemes are run. This increases their learning opportunities. How is study support funded? As well as using music service funding, you can also work with schools to find funding for study support within the School Development Grant. In addition, the most recent school funding arrangements include other sources that offer schools the potential of working with local authorities to provide ‘a varied menu of study support’ as part of their extended services. To find out more, visit www.teachernet.gov.uk/management/schoolfunding or www.teachernet.gov.uk/wholeschool/extendedschools. How does study support help music service managers and co-ordinators? Music service managers and co-ordinators can help schools develop and sustain study support activities that will contribute towards achieving targets in relation to the Music Manifesto. The Manifesto sets out a vision for transforming music teaching in the UK, increasing the opportunities that young people have to enjoy what music offers them, at all levels, and using music’s unique power to unlock skills, potential, pleasure and achievement in young people. Many of those opportunities can be offered beyond school hours. Overall, the benefits of study support activities can be fed back into whole-school provision and therefore provide many opportunities to raise pupils’ achievements, aspirations, motivation and self-esteem. ‘We need a vision of a comprehensive music education that encourages artistic engagement and practice and goes beyond the pursuit of learning an instrument or subject in the national curriculum.’ Marc Jaffrey, Music Manifesto Champion How does study support fit with the Music Manifesto agenda? Key elements of the Music Manifesto How study support fits with these elements or complements them To provide every young person with first access to a range of music experiences Study support offers endless possibilities for enjoyable activities that raise young children’s awareness of music. Musical learning games, group activities such as choral singing, visits to concerts, or experience in composing or performing can boost children’s skills in a range of areas – not just in terms of their musical skills and abilities, but also by developing their social skills and confidence, and increasing their enthusiasm about engaging with school life. To provide more opportunities for young people to deepen and broaden their musical interests and skills By complementing curriculum requirements, study support can enhance classroom music provision. It offers students the opportunity to experience a rich and diverse range of music, both within the school and in the wider community. This can help develop their interests and talents, and inform their future choices. Activities can be tailored to smaller groups of students across different age groups and schools, to make sure that the local programme of activities meet every student’s needs, whatever their interests or skills. To identify and nurture our most talented young musicians The informal nature of study support provides a relaxed and stimulating environment in which students’ musical strengths and talents can shine through. Working in this way gives adults the time to work closely with children in order to identify particular strengths. The higher adult-to-student ratio in study support environments enables gifted students, for example, to receive more individual attention and to carry out in-depth work in the areas of their choice. Study support activities that are run in collaboration with further and higher education institutions and music services, and community or professional musicians, can help students prepare for careers in music. To develop a world class workforce in music education Through study support activities, schools can join with music services, private tutors and others across the voluntary, statutory and private sectors, to bring about coherent, joined-up music provision with both formal and informal options, that is sufficiently diverse to meet young people’s needs at every level. By working together, developing existing information structures and encouraging support structures, the various providers can track each child’s progress and ensure they have access to the activities that are right for them. To improve the support structures for young people’s music making Study support activities enable schools to work with other educational institutions, orchestral players, community musicians and instrumental teachers. This offers students the inspiration and practical skills they need. It also offers teaching and support staff broader, collaborative support from a specialist support network and the chance to share good practice. It offers support staff opportunities to train in new areas of work, such as ICT and music. This boosts their enthusiasm and creativity, and their continuing professional development. Case studies Singing games and playground culture Sandwell Singing Communities Smethwick Town Neighbourhood Renewal Team wanted to increase positive experiences for young people in its area, and to create an environment in which community-led activities could flourish. Working in partnership with the Youth Music Service as part of ContinYou’s national Singing Communities programme, it commissioned a project to engage children in singing as a natural part of everyday life. The two-year project encouraged young people to enjoy singing as part of their daily play. Each school had 30 ‘song leaders’ – children who were trained and given the special task of teaching other children singing games, such as skipping games and clapping games. Playground supervisors acted as vocal tutors, and teachers helped link the games into curriculum work including SATs revision, PE warm-ups, numeracy, music and PSHE. Parents and carers and community volunteers were trained to lead community singing events, and students at Birmingham Conservatoire gained valuable experience in community music by volunteering with the scheme. The project was run by Rebecca Ledgard, Education Co-ordinator at the choir Ex Cathedra. ‘The playground is dominated by boys playing football, so it can be an intimidating environment for other children,’ she says. ‘We chose one boy, who was very interested in football, as a song leader, because we felt he would make an excellent role model for all the boys in the school. He was worried that the role would take him away from his friends, but in fact he loved being involved because, he says, “When you have finished singing, all the kids smile.”’ Under the new name ‘Singing Playgrounds’, the project is being repeated in a growing number of schools. The Sandwell Singing Communities project tackles these Music Manifesto strategic objectives: • to provide every young person with first access to a range of music experiences • to identify and nurture our most talented young musicians • to improve the support structures for young people’s music making. The effect The scheme introduced the children to a range of musical activities and developed their vocal skills and musicianship. Teachers also reported raised confidence, more inclusion of quieter pupils, and a broadening of friendship groups. The song leaders developed a strong sense of ownership, with feelings of confidence, pride, sharing and responsibility. Relationships developed between children of different ages, and between children and adults. ‘Teachers noticed many children flourishing who had not shown an interest in singing or music before,’ says Rebecca Ledgard. She says that one music co-ordinator attributed positive changes entirely to the project – particularly an improved attitude to singing, which was especially noticeable in older boys. Gifted and talented Rosebank Primary School, Leeds Music educators in Leeds were aware of a number of talented music students, but there was a lack of specialist facilities in primary schools, and many students lacked access to tuition because of financial hardship. This limited opportunities for composition, and it was felt that, if children could work on a composition over a longer period, they would benefit by reaching a more professional standard. To tackle this, Rosebank Primary school joined forces with a group of schools in Leeds to pilot a DfES project to provide music opportunities to children with particular gifts or talents. Other schools were also finding it difficult to develop their music provision, as they lacked equipment and facilities. LEA Gifted and Talented funding helped buy music software. Teachers devised a scheme to provide children with their first experience of IT-based music composition. Class teachers in each participating school were trained, and then selected children who had shown musical potential. These children attended sessions at the local City Learning Centre, using music software Acid Pro to compose a short piece of music that could be recorded in the music studio. The final product was burned on to a CD, which children could take home. ‘The group of schools initiated the idea for the scheme,’ explains Gifted and Talented Co-ordinator Nicolas Tait, ‘but much of the liaison was done by the LEA, including the gifted and talented and music teams. They joined in with music and IT specialists from the schools, and we had regular meetings. A definite network developed as part of the project.’ The scheme has since been taken over by the City Learning Centre, which now offers it to children from schools across the area. The Rosebank Primary School project tackles these Music Manifesto strategic objectives: • 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 music making. The effect Collaborative working between schools enabled the children to experience being part of a larger group of other talented musicians, providing the stretch they needed. Training the teachers boosted their professional development as well as that of the students. By listening to each other’s CDs, the participants were able to share and celebrate their success, which boosted their confidence. Integrating study support with the curriculum Oxfordshire Music Service Oxfordshire Music Service has a strong belief in study support as a way to engage and develop children and young people in music, but feels that this must be linked closely with the curriculum. Through its area managers, the Music Service works closely with schools to ensure a consistent approach and to maximise opportunities and resources. One example of successful integrated study support is an orchestra based in a primary school. The school buys in two staff from the Music Service: an orchestral specialist, and a music specialist to support and deliver music in the curriculum, who also attends orchestral rehearsals. The orchestra is open to children from a range of classes, who benefit noticeably from the expert professional input. Meanwhile, because the music specialist is aware of what is happening in the after-school club, she can draw on that in class lessons, and the repertoire chosen by the orchestra can support curricular themes that the class teachers are covering. The service’s approach is backed up by its workforce arrangements. Rather than using consultants, the Music Service employs all its teaching staff on school teachers’ pay and conditions. Staff attend INSET sessions, receive tailored individual continuing professional support and training, and participate in the performance management scheme. This results in a shared strategic vision for the Music Service, joined-up learning, improved continuity and quality assurance. Teaching hours are applied flexibly, enabling staff to work after school, at weekends and in the school holidays. Oxfordshire Music Service tackles these Music Manifesto strategic objectives: • to provide every young person with first 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 music making. The effect Music Service Director Dick Hallam strongly believes that informal learning has a major impact on curricular attainment – especially in music: ‘Since pupils often come to informal learning situations voluntarily, they are often more motivated and engaged than they might be otherwise. That in turn improves their ability to learn, and, when appropriate links are made between the formal and informal curricula, everyone benefits.’ ‘One music, one music education’ Cornwall Music Service Cornwall Music Service has worked hard over the years to persuade schools to commit to its approach to music education. At the heart of this approach is a belief in ‘one music’ and, therefore ‘one music education’ – in other words, a blurring of the lines that differentiate between formal, informal and community music, and between different genres of music. One example of these blurred boundaries in practice is a ‘sound inventions’ programme for GCSE and A level music students. The residential course is held over five intensive days during half term. A professional composer comes in to work with the young people on composition, and then professional musicians perform the young people’s own compositions. The programme is optional, but is always over-subscribed, and the standard of composition jumps dramatically by the end of the course. Another feature of Cornwall’s Music Service is its emphasis on ensemble work, based on the finding that children are 70 per cent less likely to give up their instrument if they play in groups at an early age. To that end, once a year the county holds a Playing Week in which clusters of schools combine to form ensembles. This gives every child who plays an instrument the experience of playing in groups. ‘The Music Manifesto underpins what we’ve been trying to achieve for the past 15 years,’ says Music Service Director John Harries. ‘Music is a vehicle for children to express their feelings, giving them a voice, which is just as important as enabling the gifted and talented to express themselves technically, at a superbly high level.’ Cornwall Music Service tackles these Music Manifesto strategic objectives: • to provide every young person with first 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 music making. The effect Today, Cornwall is home to a thriving network of schools offering a range of innovative clubs and activities that complement and underpin curriculum work. The Music Service has won a range of awards for its approach, including the National Music Council’s Local Education Authorities major trophy in 2003, its Diploma of Merit (seven times in the past eleven years), as well as a special diploma from the PRS Foundation for New Music. Ninety-six per cent of Cornwall’s instrumental work now takes place in groups, and more than 6,000 children each year take part in the Playing Week. Where to now... What you can do next • Contact the study support or out-of-school-hours learning co-ordinator at your local authority. Alternatively, talk to the extended schools team in your authority, as the team may include a study support co-ordinator. • Include study support activities in your music plans. • Find out what study support activities the schools in your area already provide and how these can complement your music strategy plans. • Consider how community partners could add value to your music service. • Support music service staff by providing information and training on how study support works in schools. • Host a workshop for headteachers to discuss how to develop study support and best practice that supports the music learning needs of all pupils. Useful websites and resources ContinYou supports the strategic development of study support activities in schools, local authorities and their communities. ContinYou’s Extra Time services include the 8 to 6 online resource; the new Schools ETC (Extending to Communities) subscription magazine, which will have an advice sheet in each issue; and the ‘Seeing is Believing’ network, which will keep key local authority staff up to date with the latest developments relating to extending school services and study support. Visit www.continyou.org.uk/extratime or telephone 020 8709 9900. Department for Education and Skills Study Support Team – www.standards.dfes.gov.uk/studysupport/ Music Manifesto – www.musicmanifesto.co.uk Quality in Study Support (QISS) – www.qiss.org.uk teachernet – www.teachernet.gov.uk University of the First Age (UFA) – www.ufa.org.uk Youth Music – www.youthmusic.org.uk Other countries Northern Ireland Arts Council of Northern Ireland – www.artscouncil-ni.org Northern Ireland Department of Education – www.deni.gov.uk Scotland Scottish Executive – National Priorities in Education – www.nationalpriorities.org.uk Scottish Study Support Network – Tel: 0141 950 3186 or 01968 678 985 Wales National Assembly of Wales (children and young people pages) – www.wales.gov.uk/subichildren/index.htm National Eisteddfod of Wales – www.eisteddfod.org Arts Council of Wales – www.artswales.org.uk International The International Society for Music Education – www.isme.org Publications Building excellent schools together, download from www.wales.gov.uk Building the future of learning, Big Lottery Fund, 2004 Extended schools: access to opportunities and services for all – a prospectus, DfES, 2005 Instrumental music tuition in schools: guidance for local authorities, Scottish Executive – www.scotland.gov.uk/library5/education/mugu-00.asp Singing for success, ContinYou and youngchoirs.net, 2005 Study support code of practice (England), DfES, 2004 A third space for learning: the future of study support/out-of-school hours learning, Demos report, 2005 This publication was researched and written by Eleanor Stanley, (www.eleanorstanley.co.uk) and Jenny Evans (jennyevans66@btinternet.com). It was edited by Paddy O’Dea (ContinYou) and desk-top published by Christine Knight (ContinYou). Special thanks to Tony Kirwin of Quality in Study Support (QiSS) for invaluable advice. Extra Time Strategy guides are published by ContinYou, a charity dedicated to building learning communities and promoting lifelong learning. ContinYou produces a variety of publications that support people working in the field of study support. Strategy guides are free and can be downloaded from www.continyou.org.uk . Find out more from ContinYou: 17 Old Ford Road, London E2 9PJ Tel: 020 8709 9900 Fax: 020 8709 9933 Email: info.london@continyou.org.uk Website: www.continyou.org.uk A registered charity: number 1097596