Why this is leading practice
Music at Burlish Park Primary enables pupils to explore their creativity , engage in challenging projects linked to curriculum topics and through well established assessment processes, aim for their own aspirational goals through performance, singing and instrumental opportunities. Pupils are keen to share their success in music throughout the year in the classroom, in concerts and Year group productions. Pupils of all abilities have opportunities to learn a wide selection of instruments and they use their instrumental and singing skills to enhance their experience of music in class composition,group and solo work.
Impact to date
• All children of all ages throughout the school enjoy music and have the opportunity to succeed in it - 30% of pupils in Key Stage 2 play an instrument or are in the choir;
• The school has gone from average to good progress to good to outstanding progress since the whole school approach to music was introduced. This includes good and outstanding progress for SEN and fsm children;
• Children are exceeding their targets in music. Pupils in Key Stage Two are working at a standard above the national average;
• The high expectations in music have raised expectations across the curriculum;
• Music has had a real impact on the whole school. Children’s attendance is up to 94/ 95% and is frequently 96.1%;
• The school roll is rising because parents are choosing to send their children to the school because of the access to music and sport;
• All teachers feel more confident in teaching music across the curriculum;
• The approach to music greatly increases pupil creativity and self esteem e.g. Some comments from pupils show this: “When we performed in the concert, it boosted my confidence and just told me I can actually do it. Also I feel like I pushed myself and it actually helped.” Girl, Y5, “I was inspired by my work and very proud about my composition.” Boy, Y5.
• Attitudes of pupils to school have changed to a more ‘can do’ attitude as exemplified by this quotation “I have grown in confidence after our play. I felt really proud and happy that I’d done it and suddenly something just snapped inside me and I joined the choir so I could sing lots more.” Boy, Y3.
• The kinaesthetic approach to music has had a powerful effect on all pupils’ motivation and engagement particularly that of boys. The choir has tripled in size, many of them boys. A male PE specialist also engages boys in dance;
• The music curriculum has helped progress in all subjects but particularly noticeable were the links made with Literacy. One pupil in Y5 stated: “If you are writing a story in literacy, if there’s a tune in your head, you can put it into words.”
Rationale / Start Point
In September 2008 the Head Teacher and Governors took the initiative step of appointing a member of staff to lead music throughout the school. Pupils are in the third year of progressive and motivational music teaching and the current environment reflects the following-
- Specialist high quality music teaching
- A creative music curriculum which incorporates links to topic work
- Extensive opportunities for instrumentalists
- Pupils are confident to perform and share their skills.
- Pupils are proficient in evaluating existing music skills and setting themselves realistic and achievable targets.
- Teaching and learning gives creative "space" for pupils in an engaging and flexible teacher/pupil partnership.
• The school appointed a Music Coordinator who enthuses and inspires the children and the staff;
• The Senior Leadership team are enthusiastic in their support of music across the school both in resources and with time on the curriculum as they have correlated the progress of pupils in music and data in other subjects;
• A comprehensive music curriculum map has been drawn up in which there is clear differentiation and progression;
• Every year, something new is put into the School Development Plan re. music;
• The Music Coordinator models good teaching in music to other teachers and they feel they can approach her with ideas, questions and for support;
• Assessment for learning including self and peer assessment and target setting is used to great effect within music;
• Music provision is made available to all and all children are given the opportunity to succeed in music;
• The Orff and Kodaly methods of teaching music have been introduced to give access to all ages and abilities of children;
• Teachers are inspired to take part in musical performances and to introduce music across the curriculum and children support teachers with the music element;
• Pupil voice is strongly evident e.g. with the formation lately of the Extreme Xylophone orchestra;
• Pupils are encouraged in a creative approach to music and enjoy composing and performance;
• Pupils are encouraged to share their ideas and their music with other pupils;
• Pupils’ self esteem is built on and pupils are encouraged in developing ideas in a creative way and often they are inspired to develop their music and ideas at home;
• From reception through to Year 6 all year groups are encouraged by their class teachers and the Music coordinator to take part in music throughout the curriculum e.g. in reception they sing every day and do number work and literacy through songs, in Year 3 pupils wrote lyrics to a song for a Roman play and performed a song in Latin and learn about parts of the body from a song in French, Y5 composed music about an alien when doing a Space topic, Y6 were looking at a the topic of Healthy eating and peer assessing songs they had composed about this topic;
Effective deployment of peripatetic teachers of Music.
Sustainability and Further Development
• The Senior Leadership Team of the school made the decision a couple of years ago to appoint a specialist Music teacher to enhance the creative curriculum throughout the school;
• This appointment has led to Music being embedded throughout the curriculum throughout the school using a curriculum plan and support for teachers. As a result, teachers feel much more confident in their teaching of Music;
• Music is planned for in the school action plan each year;
• The school has been awarded an Artsmark Gold award;
• The school ‘s practice in Music is showcased on the effective practice website of the County Council:
• Last year, the school was the first in the county to host a learning walk around the creative enhanced curriculum;
• The school provides regular performances for parents and the community and for a wider audience e.g. Birmingham Symphony Hall, Stourport Dance Festivals, at other schools including the nearby secondary school, Stourport Care Home, a Fair Trade concert;
• The headteacher is involved in a federation with another school and shares practice in Music across the curriculum with them;
• The school runs a Music Passport Scheme with the local High School;
• The school has shared its leading practice with cluster schools in their pyramid;
• Next steps include strengthening the sharing of practice and pupils’ experiences in the primary school with the host secondary school, inviting more teachers to see the practice at first hand, share practice through international links with schools in the Gambia and Ghana and continuing to measure the impact that Music makes on raising standards.