SUNDERLAND MUSIC EDUCATION HUB BRIEFINGS 19 June 2012 Headteachers & Senior Managers & Governors 20 June 2012 Finance Officers & Data Managers Music Subject Leaders General

Timeline Letter re Audit & Review - November 2011 National Plan for Music Education - Nov 2011 Music Stakeholders Consultation – Jan 2012 Hub Funding Application – February 2012 OFSTED Triennial Report – March 2012 LA Music Survey – March 2012 DfE Instrument Inventory – March 2012 Result of Hub applications – May 2012 Music Hub Briefings – June 2012 Cessation of Music Education Grant – July 2012 Music Education Hubs operational – August 2012

REPORT TO SCHOOLS FORUM – 24 MAY 2012 The basis upon which devolvement of funding should be made was discussed at the Music Stakeholder Consultation meeting involving representative Headteachers and LA officers from Children’s Services and Culture and Tourism on 25 January It was agreed that the formulas agreed last year by the Schools Forum on 26 May 2011 (a combination of lump sum and per capita allocations) should be refined this year, so that factors of school size were also taken into account. The following priorities for devolvement were also agreed: The top priority for devolvement of funding should be to help all schools and academies deliver the first role of the Music Education Hub. namely to “ensure that every child aged five to 18 has the opportunity to learn a musical instrument through whole-class ensemble teaching programmes.” The next priority should be to help all schools and academies deliver core roles 2-4 of the Hub, namely “provide opportunities to play in ensembles and to perform from an early stage; ensure that clear progression routes are available and affordable to young people; and develop a singing strategy”.

REPORT TO SCHOOLS FORUM – 24 MAY 2012 The first priority for the use of retained funding, after central leadership and management costs have been accounted for, should be to enable the Hub to deliver and/or facilitate the following extension roles: Offer CPD to school staff, particularly in supporting schools to deliver music in the curriculum. Provide access to large-scale and/or high quality music experiences for pupils, working with professional musicians and/or venues.

FORMULAS FOR DEVOLVEMENT OF MUSIC HUB FUNDING Wider Opportunities / First Access Programmes in Primary Schools Subsidy for Small or Large Group tuition in Primary Schools Transition Subsidy for Small or Large Group tuition in Year 7 Subsidy for Looked after Children (LAC) Subsidy for Special School Pupils FSM Subsidy for Small or Large Group tuition in Years 8 and 9 Subsidy for Sing Up subscription for all schools Subsidy for Charanga Licence for all schools

NOTES OF GUIDANCE RE MUSIC SURVEYS 2012 ONWARDS The notes provided last Summer for the current academic year remain mostly unchanged. The only differences relate to the identification of pupils’ membership of choirs and ensembles. The procedures to be followed for making Music Survey returns in November 2011 and March 2012 were required to fulfil the conditions of the Music Education Grant by the DfE. From September 2012 termly Music Survey returns will be required to fulfil the conditions of the Music Hub Grant from the DfE through ACE as fundholder.

NOTES OF GUIDANCE RE MUSIC SURVEYS 2012 ONWARDS Music: Main Instrument Schools should record the first or main instrument for which the pupil receives tuition organised by or through the school whether it be as part of a Wider Opportunities / First Access Programme (WO/FAP) for whole-class or half-class or in a small group up to 4 (SG) or in a large group of between (LG). Where pupils learn instruments like recorder or samba in non- curriculum time e.g. as a lunchtime or after-school club activity, then schools should make an appropriate note in the Music: Other Information field – see below. Also in this “free text” field should be recorded their membership of any school ensemble and/or choir, and any ensemble and/or choir outside of school where known.

NOTES OF GUIDANCE RE MUSIC SURVEYS 2012 ONWARDS Pupils in the early months of their learning will be of beginner standard which will be recorded as Pre-NQF1 i.e. pre-National Qualifications Framework Level 1. However within this broad category of Pre-NQF 1, schools will now be able to record sub-levels according to their use of the Traffic Light Awards scheme and/or the Associated Board’s Music Medals scheme. It is essential that schools assign a standard to each pupil. After a year or so, most pupils will have progressed to NQF Level 1. This has equivalence to Associated Board Grades After 3 or 4 years, most pupils would be expected to have reached NQF Level 2, which has equivalence to Associated Board Grades 4 – 5. Pupils well-advanced in standard will reach NQF Level 3, which has equivalence to Associated Board Grades 6 – 8. It can be seen that most pupils of primary age will be either pre-NQF or at NQF Level 1. Please would all schools be sure to ascribe a level for each pupil

NOTES OF GUIDANCE RE MUSIC SURVEYS 2012 ONWARDS Music: Main Status This is a compulsory field i.e. it should contain one of the designations listed below. If the field is left blank, it will be interpreted as that pupil has ceased playing and therefore when the report is run, that pupil will be deselected. The reason for this correct identification of status is that it will be included in the termly returns the LA have to make to ACE e.g. information and data on the numbers of schools and children having 1st access instrumental tuition (Wider Opportunities / First Access Programmes) and the numbers of children continuing after 1st access.

NOTES OF GUIDANCE RE MUSIC SURVEYS 2012 ONWARDS WO/FAP 1st year – indicates the first access to learning a musical instrument in a whole or half-class setting WO/FAP continuer – indicates the continuation of learning on the same or a different instrument into a second year, be it in a small group, large group or class setting. SG beginner – indicates the first access to learning a musical instrument in a small group of up to 4 pupils. SG continuer – indicates the continuation of learning in a small group of the same musical instrument after the first year. This designation would also apply to pupils in their third year of learning having previously been identified as WO/FAP 1 st year and then WO/FAP continuer.

NOTES OF GUIDANCE RE MUSIC SURVEYS 2012 ONWARDS LG beginner – indicates the first access to learning a musical instrument in a large group of between 5 and 10 pupils. LG continuer – indicates the continuation of learning in a large group of the same musical instrument after the first year. This designation would also apply to pupils in their third year of learning having previously been identified as WO/FAP 1 st year and then WO/FAP continuer. Please note pupils in their third year and beyond of learning would be designated either as SG continuer or LG continue according to the size of group in which they are learning. WO/FAP 1 st year only applies to the very first year of learning. WO/FAP continuer only applies to the second year of learning as described above. LAC (Looked After Child) is self-explanatory.

Original aims of Audit & Review Process Spring Term 2012 To ensure good management of extra-curricular provision becomes embedded in every school To ensure that a comprehensive system of Quality Assurance of vocal and instrumental teaching is established in every school Additional aims of Audit & Review Process Summer Term 2012 onwards To ensure all schools (including academies & free schools) are ready for the new landscape of Music Hubs To ensure all schools are prepared for HMI / OFSTED Subject Survey inspections Letter re Audit and Review – 29 November 2011

Template for Self-Evaluative Audit and Review of Extra-curricular Music Provision in Sunderland Name of school Name of Music Subject Leader Signature of Headteacher Date of completion of audit/review

RESPONSES TO QUERIES RE INSTRUMENT INVENTORY The situation at the moment is that after significant investment by the LA and schools over the last 4 years, there is quite a respectable supply of musical instruments. For various reasons some schools are actually carrying significant surpluses (described as "in stock" on the inventory) and other schools are desperate for some more instruments. It would seem prudent then in respect of the instruments purchased with National Instrument Purchase Grant (NIPG) and given free to schools to add to their stockbooks, that where many are now languishing in a cupboard rather than being in use by a child that they should be made available free to another school who can put them to good use. Also if over time a school consistently keeps reporting that they have instruments which they have purchased that remain in stock unused, then that school might feel some moral imperative to see them put to good use elsewhere, possibly by offering them to other schools at an agreed price or loaned or swapped. It will be one of the objectives of the new Music Hub to ensure that as few instruments as possible stay collecting dust in cupboards and in this regard it will be down to schools to collaborate. Logistically this is more easily managed within a primary/secondary cluster of schools who I hope will want to come together anyhow to realise all the aims and objectives of the NPME. So given that instrument inventory return is a "snapshot", do not worry unduly how it does or does not match up first time with your Music Survey return. However, look to see there is a good correlation between the two when you have to send the next instrument inventory return.