Youth Music quality framework

What is the quality framework?

Youth Music’s quality framework, Do, Review, Improve is a tool to help you plan for and evaluate quality in your work. The resource contains:

A list of quality criteria
Glossary of key terms
Organisational responsibilities to be considered in programme planning
Links to further guidance and resources.

The quality framework can be used by anyone leading a music-making session with children and young people - it’s designed to be flexible and can be used in planning and reflection sessions, for peer observations, as an evaluation tool, or as part of your organisational training and induction.

As part of this suite of resources you'll find additional versions for working with disabled young people and with babies and toddlers, as well as real-life example of how the criteria look in practice.

Download Youth Music quality framework (PDF)

Download Youth Music quality framework (Word)

Working with young people online

Since the beginning of the Coronavirus pandemic in March 2020, many organisations have moved their music sessions online. The easing of lockdown restrictions means that many are now recommencing face-to-face delivery. But it’s likely that many organisations will continue to offer a blended approach of online sessions alongside in-person activity.

This version of the Quality Framework aims to support organisations and music leaders working online by highlighting best practice and additional considerations when working digitally.

Download online sessions (PDF)

Download online sessions (Word)

Working with young Disabled musicians

Youth Music believes in the social model of disability, which states that people are disabled by barriers in society, not by their impairment. This version of the quality framework aims to support practitioners working with Disabled young people by offering additional information to help remove participatory barriers, as well as exemplifying good practice. It was developed in collaboration with Drake Music, leaders in music, disability and technology.

Download quality framework working with young Disabled musicians (PDF)

Download quality framework working with young Disabled musicians (Word)

Working with children in Early Years settings

Early Years music-making is a key priority for Youth Music. We recognise the unique potential of music-making to help shape the musical lives of all children aged 5 and under, giving them a positive start at an early age.

The Early Years version of the Youth Music Quality Framework has been produced following feedback from grantholders as well as consultation with academics, music leaders and other experts in Early Years music-making. In this version of the framework we have made some changes to make it more suitable for an Early Years context, with acknowledgement of the unique differences and challenges that are specific to working with this age group.

Download Early Years quality framework (PDF)

Download Early Years quality framework (Word)

Y1 - Music-making reflects the young people’s interests, with recognition of their existing musical identities.

Y2 Young people experience equality of engagement and no participant is discriminated against. Young people’s views are integral to the session and they are treated as musicians.

Y5 – The music leader and/or project staff identify the need for any additional pastoral or other support, and seek to provide or signpost to this as appropriate.

M1 The music leader has relevant musical competence, and is both an able practitioner and positive role model.

M2 – The music leader has a clear intention and has planned the session accordingly, whilst still retaining room for flexibility.

M3 – The music leader plans sessions that enable young people to make progress and nurtures their understanding of what it means to be a musician.

Session content

Examples

S2 – Ownership of session content is shared between the music leader and young people. Participants contribute to decision-making and have the opportunity to take on leadership roles where appropriate.

S4 – Activities are designed and delivered in a manner that is accessible to all and tailored to each individual, taking account of their starting points and aspirations. Group dynamics and pace of learning have been considered.

E1 There is a suitable ratio of young people to music leaders (and other project staff where required).

E2 Consideration has been given to the physical space, with available resources being best used to make it comfortable and appropriate for the target group

Youth Music Network