The Provider:

Bosbury CE Primary School, Herefordshire

The school is a smaller than average primary school - 130 on roll. The percentage of pupils with learning difficulties and / or disabilities is higher than the national average. The school is fed by a full range of housing, including a housing association estate. Bosbury School has a very mixed catchment. Data shows that the school consists of wealthy achiever families, farming families and secure families. However the school has a relatively high percentage of hard pressed families. Pupils enter school from a variety of socio economic backgrounds. 2006 / 7 13% of the school's population are travellers, 2007 / 8 = 7%, one of the highest percentages in Herefordshire. 30% (35 pupils) of pupils are on Special Educational Needs register. There is a high percentage of inward mobility 2006 / 7 - 17 new pupils, including 11 Reception= 15% of school population. Attendance is good and children enjoy coming to school.
The school aim to engender positive professional leadership; sharing the vision for the school in terms of its values, the setting of clear goals, establishing and maintaining the school ethos, motivating staff and pupils; and raising standards - including

• Behaviour and attendance. Inspiring the best in the whole community
• The raising of achievement
• Enthusiasm - securing the commitment of parents, teachers, support staff and governors to raise standards.

Summary:

Music has a positive social impact on all pupils. Partnerships have been established with local schools (cluster led professional development and links with arts college) and nationally (joint collaboration with specialist arts college in Bristol leading to students performing together). A process of collaborative learning is embedded (network learning and action research projects undertaken). Thorough professional development opportunities are embedded in school improvement planning and associated monitoring and review mechanisms.
Positive relationships are enjoyed with the local community and with local musical groups.

The Aim:

• The primary school is well regarded locally for the strength of musical opportunities available to all pupils. The school have been instrumental in the setting up of similar opportunities in other local primary and high schools. Music opportunities in the school are at the cutting edge of primary school music nationally. The school wish to identify and gain recognition for the work that has been undertaken in this area of the curriculum and highlight the postive impact it has had on both the self esteem and outstanding achievements of pupils.

What do you see in the school?

• HT reports to governors at each meeting on music activities within the school.
• Staff receive INSET on delivery of curriculum.
• Parents are able to attend Family Learning activities.
• School improvement plan includes musical activities.
• SIP has elements that covers all elements of the arts and their development.
• There is a comprehensive music policy that builds on QCA documentation and commits the school to equality of opportunity for all pupils.
• The school holds regular parent workshops where parents can learn alongside their children.
• It is a small school and has a small staff. HT +5 teachers and 7TA's. All staff carry responsibility for more than one area of the curriculum. However such is the commitment to music that a musical director has been appointed and is a member of the senior leadership team.
• After evaluations of the family learning it was decided that the school would invest in its own set of steel pans.
• African Drumming is taught to all children. This has been shown to encourage boys participation in music and has increased the involvement of travellers children and pupils with SEN.
• Free style percussion is included in the curriculum and in after school club.
• Playground singing games are taught and encouraged by TA's who also supervise lunchtimes as part of their contract. KS2 pupils are buddies to KS1 pupils and participate in the games.
• Pupils are involved in Pyramid Prom with other schools in the network and share musical activities.
• The MD oversees planning by class teachers and ensures that music is included in all subjects and is differentiated. The MD checks termly or half-termly depending on the unit of work.
• Governors monitor all aspects through HT reports and are involved practically at the Advent service and in other community events.
• There are 3 parents consultation evenings and music is always discussed.
• There is a Summer Achievement evening led by Y6 which always has a musical element.

What difference does it make?

• After school clubs include : orchestra, choir, gospel choir, free style percussion, steel pans, African drumming.
• Peripatetic tuition is offered in guitar, flute, clarinet, saxophone, violin, trumpet, cornet, trombone.
• From regular questionnaires children's self-esteem can be seen to increase with their musical involvement.
• Feedback from parents shows huge satisfaction with their children's involvement in musical activities.
• 60% of families are from out of the catchment area suggesting that those who value musical activities are prepared to travel for them.
• Network Learning Group. (5 local primary schools) share INSET days when professionals are brought in for specific activities.
• Research project conducted Y3 & Y4 tracking the achievement between music and maths.
• Professional development has involved the LA who have met with HT's to discuss the impact of music teaching.
• The school choir has supported the Ledbury Community Choir in concerts .
• The pupils of the school were involved with Filton College in their production of Joseph. The principal spoke of his determination to continue this link and to develop it further. The principal said it 'was the best night the school have ever had in the theatre.'
• Pyramid Prom. Cluster group, High school + 6 primaries.
• Concerts held at other schools.
• Concerts held for the community in the local church.
• Hereford Music Days, INSET led by MD
• Sharing of musical equipment with other schools

From where is evidence collected to prove the Leading Aspect?

• Assessment records for all pupils
• Conversations with parents.
• Discussion with MASE
• Governors' Reports
• INSET records
• Minutes of meetings
• Music and arts policies
• Musical performance during my visit.
• Newsletter to Parents
• Newsletters
• Posters
• Programme for events
• School handbook
• SEF
• SIP
• Steel pans

The Verifiers Comment

• Music has a positive social impact on all pupils. There are excellent partnerships with local schools and nationally. Collaborative learning is embedded throughout the school and there are strong professional development opportunities. All pupils have access to musical opportunities and all pupil's achievements are celebrated. The music curriculum developed at Bosbury CE Primary School has a positive impact on the self-esteem of pupils and leads to outstanding achievement.