1. Monitoring Music Provision 27 March 2012 Leechmere Training Centre

2. No man is an island, entire of itself... Musical Metaphor 1

3. July 2011 Briefing T R A Q Time to move beyond the Rhetoric Time to Recognise the Reality Time to move beyond the Aspirations of the Music Manifesto Time to move through a process of Audit to a position of Assurance that WE are providing the right musical opportunities for our pupils Time when WE need to focus our attention on achieving the right balance between: Quantityversus Quality (DfE/FMS/ACE) (OFSTED)

4. Where are we? Letter re Audit & Review - November 2011 National Plan for Music Education -Nov 2011 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 Education Hubs operational – Sept 12

8. 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

9. 1. General management of visiting music tutors including: Contact details for Music Tutors Register of pupils Music Survey returns Reporting Pupil Progress to parents The Vocal and Instrumental Teaching Partnership Agreement Instrumental stock management 2. Quality Assurance of extra-curricular Music provision including: Music Tutor recruitment Music Tutor induction Monitoring and evaluation Ofsted Music Subject Survey Visits Letter re Audit and Review – 29 November 2011

11. Vocal & Instrumental Teaching Partnership Agreement Summary of Service to be offered by the Partnership Provision of appropriate flexible tuition to meet the needs of individual pupils Implementation of appropriate strategies and resources to enhance and support the delivery of the music curriculum Assurance of the quality of teaching and learning experiences Development of effective monitoring and reporting systems, such that parents/carers are well-informed as to the progress their child is making with their vocal/instrumental studies The provision of advice on developing practice to and from LA / tutors / schools Opportunities for schools to share / observe good practice

12. Quality Assurance Policy Monitoring and evaluation The current provisions within the Vocal and Instrumental Teaching Partnership Agreement (VITPA) state with regard to Monitoring and Evaluation that: Headteachers and/or music subject leaders to monitor quality of provision through observation/discussion LA formal observation at the request of any school Agreed systems in place for managing/tracking expenditure, both at school and LA level Please note, it is expected from April 2012, in looking forward to the creation of the new Music Hub, a more systematic schedule of formal observations of music tutors will be developed. These observations are likely to be carried out jointly by officers of the LA working alongside headteachers and/or experienced Music Subject Leaders and a record of all such observations retained centrally. Using this central record, the comprehensive system for monitoring the quality of vocal and instrumental tuition in Sunderland schools will be developed further so that the overview of the quality of provision can be reported to the Music Hub Board on a termly basis.

19. We’re in it together Musical Metaphor 2

24. Music in schools: wider still, and wider Good practice case study: Churchfields Junior School http://www.youtube.com/watch?v=GyPG7BTSdj4 Leading assembled singing in Key Stage 2 Wider Opportunities in Key Stage 2 Building a diverse and coordinated curriculum Partnership with the local authority music service

25. Music in schools: wider still, and wider Good practice case study: Flegg High School http://www.youtube.com/watch?v=IbYP6G8TNh0 Taking the Musical Futures approach in Key Stage 3 Overcoming geographical isolation Developing senior leadership of music education

26. Federation of Music Services Extracts from the FMS Response to OFSTED’s Triennial Report on Music Education The report stresses a need for better partnership working between Music Services and schools for more music making in classrooms, better integration between outside initiatives such as whole class teaching programmes and continuing class music, and for planning for pupils' musical progression. The report demonstrates a need for hubs to prioritise the role of CPD to ensure the best musical experience for all our children and the FMS will work with partners to ensure relevant opportunities for this are provided. The FMS supports this report which brings rigour to the profession by: pinpointing exactly what is required; providing genuine clarity on driving this forward; calling for all to work as a collective profession to raise standards of music in schools. “The strength of successful hubs will be their ability to work together to embrace the recommendations of the report - especially making music musical, reducing the gender gap and challenging poor quality.” Maureen Hanke, Chair of the FMS

31. NOTES OF GUIDANCE RE MUSIC SURVEYS 2011 - 2012

34. Responding to local need Engagement with schools First access Singing / vocal strategy Progression: ensembles Progression: group / individual tuition Progression: Music and Dance Scheme and National Youth Music Organisations Curriculum support Hire scheme Suggested key performance indicators include:

35. Impact statements  impact statement (provided by hub): large-scale performances and events  impact statement (agreed by all partners): partnerships  impact statement (agreed by headteachers): music education in schools  impact statement (provided by group of parents): hub contribution to children’s personal development Finance  income raised from schools  income raised from parents  income raised from other non-public sources  expenditure on administrative costs Suggested key performance indicators include:

36. Appendix A of draft Relationship Framework

39. Plus 12 other items of data and information to be collected!