Musical Inclusion Gloucestershire What I said at July 2012
launch event: A clear overall strategy Music Leaders with the right
skills and attitudes Responding to opportunities
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Musical Inclusion Gloucestershire Consistency of provision not
stop/start
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Musical Inclusion Gloucestershire
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Pupil Referral Units 13.5hrs/week Hospital Education 10
hrs/week (inc home visits) EBSD Special Schools 3.5hrs per week All
grew out of our Youth Music MINC funded work All funded by schools
at 30 per hour What has happened? Long term, on-going provision:
Also .. New cross art form, offsite provision Currently 30hrs/week
total of 8 students
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Musical Inclusion Gloucestershire Skilled staff excellent
engagement and outcomes What has happened?
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Musical Inclusion Gloucestershire How do we know that it is any
good? Feedback from students & staff : B and J were so
energised by todays session.... it was the first time I have seen
them both smile genuinely in several weeks. Inclusion support
officer, secondary school. Barney, engaged all pupils who showed
interest in his music sessions . we had some of our most
challenging kids there. He very quickly adapts his sessions to
children with various special needs which include mental health
disorders, severe dyslexia, severe conduct difficulties. ..they all
engage together without any problems which is a major achievement.
Sessions positively impact on self-esteem, anger management, social
skills, education etc. Theraputic support manager EBSD residential
special school.
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Musical Inclusion Gloucestershire How do we know that it is any
good? Schools ask for, and pay for extra hours Schools set up
dedicated space and invest in music equipment Raikes have me for
the whole day now and have given me a room specifically for music
sessions in their bungalow. I seem to make a big difference to
their offer to students and relieves pressure on staff. It is good
progress. George Moorey Music Leader
Musical Inclusion Gloucestershire Building a team of local
music leaders Now have at least 12 able to work independently to a
high standard, more coming through
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Musical Inclusion Gloucestershire 30 months on .. What have we
learnt? Over 30 hrs per week of music work, every week, on-going,
that has grown out of this work For comparison, the target in our
first two years YM Musical Inclusion funding was just 4 hrs per
week
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Musical Inclusion Gloucestershire Deliver at an affordable
price: Maximise value (cut things that dont add value) Minimise
travel Minimise time shifting equipment Minimise management costs
Maximise productive time at one site Get student ratios right
Preparation, record keeping & evaluation must all add value
Think about the schools costs staff time, taxis, leaving students
calm! The viability challenge:
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Musical Inclusion Gloucestershire The viability challenge:
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Musical Inclusion Gloucestershire The viability challenge:
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Musical Inclusion Gloucestershire The viability challenge:
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Musical Inclusion Gloucestershire The viability challenge: If a
school are going to fund at supply rate .. then the impact and
number of students worked with needs to to be the same or better
than a supply teacher.
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Musical Inclusion Gloucestershire Learning music leader skills:
The biggest barrier for many students is fear Music Leaders need to
be emotionally intelligent Excellent feedback skills are central
picking up feedback from students, able to give feedback that is
accurate, constructive and trustworthy
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Musical Inclusion Gloucestershire Learning music leader
attitudes: Child centred - reflective practice: I am learning to
teach you and you are learning to learn from me Seeing them as a
young musician, who is having to find a way to survive in the
system Giving power and encouraging independence Head, Heart and
Hands - Social Pedagogy
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Musical Inclusion Gloucestershire Learning - Working with
purchasers A shift in thinking: Strands of work NOT projects When
the work starts needs to be determined by the needs of a purchaser
rather than funder Subsidy is really important in getting work off
the ground and in building workforce BUT Need to be honest about
whether a particular model of delivery is likely to be sustainable,
before starting.
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Musical Inclusion Gloucestershire Seek to understand the
pressures on them. Listen and understand their agenda Respecting
their time frames in planning Enthusiasm and in depth knowledge
helps sell BUT Schools usually want to see actual engagement &
outcomes, in their school Track record and endorsement from a key
gate keeper is what opens doors Learning - Working with
purchasers:
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Musical Inclusion Gloucestershire Work together to get best
value. To achieve full cost recovery, start with significant
financial contribution from school Movement towards viability needs
to be in all dimensions less school staff in sessions, working with
more students, costs down, charges up Engagement, outcomes and
costs all matter Being rock solid on safeguarding is vital Learning
- Working with purchasers:
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THE MUSIC WORKS What next? Training Music leaders, teachers
etc. Current Inclusion training with 3 each from Wilts and Swindon
and 7 from Glos (with extra Glos Funding) Inclusion work in
mainstream schools Progression opportunities for all Still too many
young people in Gloucestershire who are missing out on music
education we will continue to work to change that
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Musical Inclusion Gloucestershire Musical inclusion is when we
all see each other as musicians