Holding External Music Providers to Account - a framework designed by schools, for schools.

As part of the Our Orchestra project, we've been working with schools to develop a framework intended to help them hold external music providers / partners to account.

In Ofstead's "Music in Schools: Wider Still, and Wider" it is stated that "not enough school leaders and managers were holding external partners to account". In our experience working within special schools in the South West of England we have found this to be true, often arriving to deliver workshops and then being "left to it", unsupervised and so unscrutinised.

We asked teachers at the three special education centers we are working within on the Our Orchestra project to put together an easy to use framework to encourage them to hold us, and other external providers, to account. They have just delivered the first draft to us and we are putting it out there in the hope of attracting some constructive criticism from people. 

If you fancy having a quick look over the document (attached) that would be very much appreciated. 

Many thanks.

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Comments

Siggy Patchitt's picture

Hi Barry, I think there's some mileage in this. I would be interested in how this could be adapted to each area of the National Plan for Music Education. The recent Ofsted report into Hubs pointed at the lack of understanding among school leaders of what makes good music education. Using a framework such as this would help empower school heads and demonstrate the confidence we have in the quality of our provision. It would also give us some good intelligence which could determine how we construct our CPD programmes.

Dougie Lonie's picture

Hi Barry,

I think this is a really good idea - fantastic that the schools were keen to contribute too. I think the framework is really useful, especially by considering the different 'actors' that benefit from these partnerships. Hopefully if approaches like this become more common the old model of bringing in an animateur for an afternoon of 'additional enrichment' as opposed to the proper day-to-day education business will begin to shift. I think the framework you've posted is really concise and useful - particularly if it was completed together with a teacher and practitioner in a reflective session at some point in a project.

We've also developed the Youth Music quality framework (based on research comparing out of school provision with Ofsted guidance) to help people think about different dimensions of music provision and to create a shared terminology around practice (i.e. more about building bridges with schools, music services and community music providers than anything else) . It's all here if you haven't seen it... http://network.youthmusic.org.uk/learning/resource-packs/do-review-impro...

Let us know how this develops - would be good to see which tools end up being most useful in situ.

Cheers,
Dougie