This template supports the DfE vision set out in the refreshed National Plan for Music Education 2022 for all schools to have a published School Music Development Plan by September 2023.
It is intended to support School Leaders and Music Curriculum Leads to build upon their music offer and track improvements for music in their school.
The template is optional. If you have a plan, you do not need to do another one.
It will enable schools to evaluate their current music provision in the 3 focus areas identified within the National Plan for Music Education and to consider where these areas can be improved or developed.
The resulting Action Plan should be a “live” document to be reviewed and adapted termly.
Not yet in place Emerging
Needs priority support and development Not yet fully in place, further development required, not yet sure of impact on outcomes, needing some support.
Established
Effective in driving good outcomes for pupils, a strength of music in our school; some development may be required to maintain momentum or make further improvement
Embedded
Highly effective in driving good or better outcomes for pupils, a real strength which our school would be willing to share with others.
1) Setting Actions: The process is only useful if you set out some deliverable actions. You can detail actions in the boxes below each category. Five spaces have been provided but 1 or 2 would suffice to build your action plan.
2) Review: You should review the actions you have set out, with your SLT, at least once in-year. Following the review, you can choose from the drop-down menu which will RAG rate your progress (as above).
The Appendences in this document highlight some useful resources and Appendix 2 may be used in your school’s induction processes. It can also be used to audit the musical skills of staff within your school. This does not form part of your School’s Development Plan but may highlight actions which could help to realise your school’s musical vision.
Focus area 1: Curriculum
Not yet in place Emerging Established/Secure
Music is delivered ‘ad hoc’ and not in every year group. Some groups of students are unable to access the music curriculum.
Progress over time is not measured or celebrated.
There are limited resources for teaching.
There is limited teaching space
Music is a timetabled subject, with schemes of work and assessment in place. All students are able to access this curriculum in all year groups.
Students engage with schemes of work and build areas of musical interest and growing skill.
Pupils with additional needs are able to participate and engage with music-making.
There is adequate teaching space and resources available.
The music curriculum is at least as ambitious as the national curriculum. Curriculum sequencing is clear.
Good progress is demonstrated by secure and incremental learning of the technical, constructive, and expressive aspects of music, developing musical understanding.
Pupils with additional needs are able to participate and progress well (supported by technology, tools and adapted instruments).
Space and resources allow breadth of curriculum for all students, including music technology.
Our Curriculum best fit is: Secure but with some features of enhanced (continuing to develop)
Embedded/Enhanced
Curriculum goes beyond level of the national curriculum, seeking to address social disadvantage by addressing gaps in knowledge, skills and experiences (i.e. concerts, live events).
At the Crypt School, we believe music learning is most effective when students are making music. Therefore, we have developed a music curriculum and an instrumental curriculum embedded with meaningful and sustainable musical activities, including the use of technology, building an understanding of how musical elements work, with an active involvement in listening, composing and performing, including singing. KS3 composites are sequenced with reference to National Curriculum and Model Music Curriculum key areas of Singing, Listening, Composing, Instrumental Performance and Music Technology. Composites progress into KS4/KS5 OCR GCSE and A Level specifications: Component 1 Performing, Component 2 Composing and Component 3 Appraising
Focus is on the continuation of musical skills developing through each topic rather than content because ‘’Simply ‘doing’ music is not enough
A new KS3 curriculum was created for 2021 onwards, linked directly to the National Plan for Music and Ofsted guidance. The curriculum focuses on developing musical understanding with a very clear sequencing. For September 2022, the number of units was reduced from 6 to 4, to enable pupils to have more practise time and opportunity to make more progress. This has been very successful. Are we still trying to teach too much? Is there enough opportunity to revisit skills? Enough time to practise? Does the curriculum set out to develop musical understanding for all pupils? Is the assessment policy robust? The curriculum was then reviewed during the Summer of 2024, taking all these areas on board with an emphasis of
Our KS3 curriculum is ambitious and goes beyond the National Curriculum, drawing upon the Music Model Curriculum. Performance is at the heart of the curriculum, in addition to composition and listening.
Ultimately, however, the current music department rooming is very limited, in order for the breadth of curriculum, practise space and use of music technology to take place to a high level.
From June 2024, A fund raising initiative has been devised, in order to build an ambitious “Performing Arts Centre” with a purpose built music school, containing practice and rehearsal space with two classrooms, storage and state of the art resources. The deadline is 2028.
Continue to refine the KS3 curriculum to enable all students (including those SEND students/identifying gaps) to develop musical understanding. Focus on improving composing and performing outcomes for less musically experienced pupils. Continue to ensure that curriculum sequencing and opportunities to develop musical understanding (practice time/revisiting skills) enables all students to make excellent progress as musicians.
ACTION: Review impact of the curriculum with specific focus on impact for less experienced students; is it working? Is there enough practice time to make progress? Are all students developing as musicians? Review at the end of each term.
Create a plan to raise funds/strategy for a new music school which will hopefully be in place for September 2028.
ACTION: Meetings/development plan and development board now in place.
3 Continue to ensure that KS3 assessment follows the departmental (and school’s revised) policy and is meaningful for all pupils (focussing on development of musical understanding)
ACTION: Review KS3 assessment effectiveness after each unit. Incorporate a more robust summative assessment calendar. Review the impact of assessment.
4 Improve focus on promoting GCSE music throughout KS3 to hopefully improve numbers at GCSE and ultimately A Level
ACTION: Highlight and feature links to GCSE music regularly in Y9.
Y9 concert in January to target those students suitable for GCSE music, along with early identification of suitable Y9 students.
5 Introduce an alternative course at Y12 (RSL Music Practitioners level 3) to ensure that there is a vocational course on offer, in addition to music A Level. Raise numbers taking A Level music.
ACTION: RSL Course launched September 2023 as a pilot, an addition sixth form music course to appeal to more diverse musicians.
A Level Music promoted to Y10/11 students throughout the course. Musician in Residence to promote A Level music. Find an A Level course/workshop for GCSE students.
Action Plan: Curriculum
Curriculum Question Prompt:
Is the music curriculum planned for in all year groups across Key Stages as guided by the National Curriculum? YES
Is the music curriculum planned for in all year groups and skills sequenced progressively across Key Stages as guided by the National Curriculum? YES
Is the curriculum planned with consideration for transition, taking into account the expectations of the KS3 curriculum? YES
Are there opportunities for singing? Including an understanding of how to develop singing healthily and musically? YES
Is teacher assessment musical? Do you know how to use assessment to drive ‘getting better at’ music? YES
Does the music department have a bespoke assessment policy that assesses musically and appropriately and that is in alignment with school assessment strategy? YES
Are curriculum music lessons for each year group timetabled for 60+ minutes in line with aspirations of the National Plan? YES
Do all curriculum music lessons take place in a suitable space or specialised music environment? YES but practice space is very limited.
Focus area 2: Instrumental and Vocal Lessons and Ensembles
Established/Secure Embedded/Enhancing
Singing takes place infrequently in school.
There are opportunities to perform for a small number of pupils. There may be barriers to participation.
Facilitation of one to one and small group tuition is limited or inconsistent.
Singing and vocal work is frequent, varied and all students are engaged All pupils, including the most disadvantaged and pupils with SEND, have an opportunity to perform regularly In-school musical events take place at least termly
The school facilitates one to one and group tuition through Wolverhampton Music Service. Pupils and families facing the largest barriers are given support to engage in music learning as part of, and beyond, the curriculum.
Singing and vocal work is embedded into the life of the school and into every child’s experience, drawing on a wide range of high-quality, age-appropriate repertoire and developing musicianship. All staff in the school are able to support singing.
Music performance is a prominent component of school life from an early age; music is performed in assemblies and events such as sports day and open evenings alongside in-school events.
The overall provision is diverse, valuing all musical styles, genres and traditions equally; this is reflected in the clubs and enrichment programme and drawing on the skills, talents and interests of staff and local stakeholders through specialist tuition. A large proportion of students are involved.
A full, long-term singing strategy is in place that ensures progression for all students.
The school tracks and monitors engagement in enrichment, ensuring that there is a large proportion of students able to engage in music in and out of school. Provision is targeted, demonstrating wider impact
Co-curricular music is supported by the school and time is allocated for staff to run these groups successfully
Students are able to take leadership roles in musical opportunities.
Students are nurtured and supported as they join national ensembles
Singing and vocal work is a core feature of the life of the school. Singing takes place in every lesson, using a wide range of diverse and age-appropriate repertoire. Staff focus on developing singing skills and confidence in using the voice expressively There are four choirs, which rehearse weekly and perform regularly across the school, in concerts and services. Progression in singing is a strong feature for all students. Singing is an inclusive activity, both in the classroom and in co-curricular ensembles. The whole of Y7 showcase their singing skills in Term 6 in the KS3 concert. Our choirs also perform at Gloucester Cathedral (evensong and G15 celebration). There is an event planned to sing at Merton College, Oxford in May 2024 and a concert tour abroad for Summer 2025. Some students sing in the county choir (although this could be improved) and perform in the Three Choirs Festival.
A large proportion of students are involved in weekly co-curricular rehearsals and termly events.
Our Instrumental and Vocal Lessons and Ensembles best fit is: Secure with some enhanced features
There is a range of co-curricular music ensembles to suit a range of learners, from choirs to orchestra, jazz band, samba and even a DJ club. A range of rock bands use the music studio to run their own weekly rehearsals. Students use the practice rooms where possible for small group/individual practice.
Musical performance is very strong across the school with a wide range of concerts, services and opportunities to perform within the school year It would be beneficial to offer some more “low stakes” performance opportunities, such as “live lounge” sessions, music technology and DJ showcases, in addition to a “rock band” night. Currently, music is not a feature of assemblies (apart from the end of term)
Instrumental lessons are offered in all instrumental families. Y7s are given taster group sessions, during curriculum time, in Term 1 with a specialist teacher. An Instrumental Showcase is held every year to Y7, demonstrating the different instruments available. Visitjng music staff and students perform to the Y7s. The numbers of students learning instruments has grown considerably since lockdown, with the most notable increase in piano/guitar lessons. However, there is still a need to build up and increase the strings and brass take up. It would be really beneficial to PP students if they were offered free (or subsidized) instrumental tuition, to ensure inclusivity
Music is very high profile across the school. The choir and orchestra leads the whole school for the Remembrance and Founders’ Day service. The carol service is another high profile event, but students and staff not performing, do not attend. Ideally, it would be wonderful to have the carol service as a whole school event (during the day?) where staff and students could attend, enjoy the music and celebrate the achievements of their peers. It would also be wonderful to host the carol service in the cathedral (during the day? ) for 2025 onwards.
As there are so many students involved in music, we have had problems with the length of our concerts. We endeavour to be as inclusive as possible and give as many students as possible a chance to perform. One solution to alleviate this issue is that It has been decided to run the KS3 concert as two separate events; a concert for Y7 and 8 and another one, in January, for Y9 only. These are very inclusive concerts, but for the Y9 concert, we will target those students who show real potential for GCSE and make it a concert to publicise and promote GCSE music. Hopefully, this may lead to an increase in take up for the subject. We may also feature some classroom work in this concert, to showcase all aspects of musical life for Y9 in the school.
In theory. we would like to run some more “low stakes” musical events, such as “live lounges” and lunchtime or teatime showcases. However, there is only so much space in the calendar and only one full time music teacher Perhaps the visiting music teachers could help to run these events.
Action Plan: Instrumental and Vocal Lessons and Ensembles
Area Set your school some actions here
1
Continue to build progression and diversify singing repertoire both in the classroom and in co-curricular ensembles (ensuring the singing takes place regularly in all lessons and shows progression)
ACTION: Continue to increase frequency of singing in the classroom, in order to help develop ensemble skills and musicality. Incorporate at least three new pieces a term (from MMC plus range of singing resources in department)
2 Ensure that all concerts are inclusive and shorter (1 hour-1.5 hours maximum).
ACTION: KS3 concerts will be a “One hour showcase” and there will be a separate concert for Y9, in addition to a piano concert and perhaps a live lounge/rock band event
3
4
5
Introduce more “low stakes” live lounge/performance opportunities for all students (classroom/lunchtime lives/masterclasses/informal events/assemblies)
ACTION: More “low stakes” opportunities to perform in the diary.
Offer group/beginner lessons/taster sessions for Y7 pupils with specialist tutors to provide opportunities for all pupils to engage with an orchestral instrument (brass/strings/woodwind)
ACTION: Taster sessions for brass/woodwind and strings from September 2024
Use pupil premium funding to provide subsidized instrumental/vocal tuition for all PP students
ACTION: Speak to SLT to see whether this can be arranged
Instrumental/Vocal Lessons and Ensemble Prompt:
Does the school provide 1-1 and small group tuition on a variety of different instruments? YES
Do you know what % of the school population engage in instrumental tuition? YES At least a 5th in school with many more outside school. Do you know the average % for other schools in the ward and or city? NO
Are there opportunities for your pupils to perform in both formal and informal settings on an annual basis? YES Many . Does the school provide an opportunity for both KS3 and KS4 pupils to sing/play in an ensemble in school? Is time given for staff to run co-curricular musical ensembles? YES Many,
What are the barriers to running, rehearsing and curating ensembles in your school? How can they be overcome? Rooming, staffing, time and pupils having other clubs to attend. Tutor time rehearsals are the solution. Are ensembles led by a competent musician? YES
Is there an annual/ termly concert event?- YES Many Is there an opportunity for the school ensembles to perform to parents or peers? YES Many
Do the ensembles in school enable children to perform a wide range of styles and genres? YES
Focus area 3: Musical Events and Opportunities
Not yet in place Emerging
Engagement with the Gloucestershire Music hub is limited.
Small-scale performance takes place in the community, building on existing school links
Some parents and carers support music-making in the school by attending events.
The school takes up opportunities from the Gloucester Music Hub and signposts opportunities for students.
Community links are established with the music team; regular events take place throughout the school year.
Parents and carers actively support music making, through support at events and through home learning.
Established/Secure
The school makes the most of a wide range of opportunities from the hub, working with and supporting the Gloucestershire Music Hub.
Meaningful partnerships are established with the community and a large proportion of students engage with this, understanding that there are clear civic and moral benefits to doing so (link to personal development and character education).
The views of pupils, parents and carers have been considered when developing music provision
The school has links to the wider music eco-system and actively encourages students to join the Gloucestershire Music Service Ensembles. Students benefit from interactions with those working in the profession.
Embedded/Enhanced
The school is a leader musically in the local community and works closely with the Music Hub being able to influence and support beyond their immediate setting.
There is a co-ordinated programme of community events, planned in partnership with stakeholders. These events giving students the opportunity to engage in volunteering.
Parents/carers and the wider community are actively involved in school music making
The school has established connections with the next stages of musical education and the music service so that progression routes can be signposted meaningfully
Our Musical Events and Opportunities best fit is: Secure
With the school, there are at least 10 concerts/services that take place over the year, in addition to some external participation.
The school works in partnership with the Gloucestershire Music Hub, but we would like to see more students performing in the county ensembles. We encourage the students to participate in the ensembles. Some students are members of these ensembles. They benefit hugely from the opportunities. JMW has contacted the hub to arrange some in school visits/wider communication to increase participation in the county ensembles.
We have an outstanding partnership with Gloucester Cathedral’s music department. Our choir sings evensong at the cathedral each year and the Director of Music, Mr Adrian Partington, visits to take rehearsals. Our KS3 singers also perform in the yearly “Teenage Voices” project during November We have also supplied some singers to perform in an opera at the Three Choirs Festival at the cathedral.
We have formed a partnership with Gabrieli Roar (first concert: December 2024: St Mary Redcliffe, Bristol)
We would like to organise an overseas tour for July 2026. We have offered two overseas concert tours in the past 4 years, but we have unfortunately not been able to raise the numbers to make the tours viable. However, we are confident that we may be able to make the tour viable and attain the necessary numbers.
We would like to form a partnership with some local primary schools, to enable us to take our students to perform/run workshops/enthuse the pupils and run joint events. We would also like to create a partnership with Cheltenham or Stroud Philharmonic orchestras, to enable masterclasses and events. We have a wonderful partnership with many local professional musicians and parents, who contribute to our concerts. It will be also really beneficial to create a community events performance plan for the year (link with care homes and other community organisations). This is ongoing.
Area Set your school some actions here
1 Raise awareness of local and national opportunities for more able (including providing more opportunities to take part in local and national events, through the Hub, plus other providers; eg Gabrielli Roar, Music for Youth etc)
ACTION: Invite Lisa Mayo/Gloucestershire Music into recruit/discuss/opportunities/regular communication with the HUB. Sharing posters/information about courses with parents/students/signposting more able musicians and singers to the relevant county ensemble.
Review date
2
Careers and progression routes to be further developed further
ACTION: Use contacts to arrange and calendar careers talks with professional musicians. Discuss progression routes more regularly with students and set independent research on careers available in music.
3 Developing community events calendar/opportunities
ACTION: Develop a programme for community performances/events throughout the school year
Action Plan: Musical Events and Opportunities
Musical Events and Opportunities Prompt:
Is there a designated member of school staff (head of department/lead music teacher) who holds suitable qualifications/ experience for leading music in school? YES In collaboration with the designated music leader, do senior leaders drive the development of music across the school and advocate for the importance of music in school life. YES: The Headmaster
Is there a named governor who takes responsibility for monitoring music (arts)? NO (but we have an excellent governor, Professor Suzanne Aspden, who has already arranged an outstanding trip to Oxford University and will organise a similar trip to Cardiff for 2025). She is an outstanding support for the music department.
Is Pupil voice is taken into consideration when planning the school music curriculum, events and opportunities? TO SOME DEGREE
Does the school embrace music that is relevant to the pupils, nurturing and embracing their musical interests? YES
Is Music an everyday or occasional part of school life? YES
Focus area 4: Leadership and management
A named subject lead is in post Training for staff delivering music has limited impact
A named, trained subject lead is in post who collaborates with colleagues across the school. The subject lead is supported by a senior leader advocate in school, who understands the national curriculum and is aware of the National Plan for Music Education All staff delivering music receive annual training, addressing CPD needs, having impact on outcomes All music staff are active
Music is explicitly referred to in the school improvement plan and the department development plan drives continuous improvement A named member of the LGB takes a special interest in subject provision, supporting strategic development and holding leaders to account All staff invest in their development and share this learning with their wider team
There is a three-year strategic vision for music that is in line with the National Plan for Music Education Staff deliver training beyond their own school setting, sharing their expertise more widely (for example, through subject associations or local networks)
Area Detail
advocates for music, modelling musical behaviours
Our Leadership and management best fit is: Enhanced
Th department has strong leadership and management. JMW is an experienced HOD with one part time music specialist (although presently only 2 days a week) and 12 experienced Visiting Music teachers, who teach a range of instruments. Some of the staff run ensembles. We have a three year strategic vision in line with the NPME. JMW is a committee member of the Music Teachers Association, organising CPD nationally and contributing to the strategic direction of the association.
Do children have to share instruments to participate or is there enough equipment for each student to have their own? YES
Do children in all key stages have opportunities to listen to music from a range of cultures and traditions? YES
Does the school ensure that students eligible for pupil premium can engage in musical opportunities and tuition through this funding? NO
Does the school provide any additional support through resources to enhance accessibility for children with additional needs? YES
Do Students have opportunities to listen to and interact with music from a wide range of cultures and traditions in all key stages including Western Classical Music, Popular contemporary Music and Traditional Music from around the world? YES
Do children have access to computers/Macs/iPads etc. which may be sourced from/be in another department? YES
Is there are a range of instruments within the school, including whole class sets of instruments (loaned for free by the Music Service alongside WCIT tuition delivery)? YES
Is there any dedicated space or practice rooms for 1-1/small group music tuition within the school? YES (BUT LIMITED)
Is there a designated budget to support music making in school? YES
Does the lead member of staff for music undertake music specific CPD every year and access the offer of CPD from the Gloucestershire Music Service? YES
Does the lead member of staff share the learning to upskill staff members within their own department or across the school as a result of their CPD attendance? YES
Can the school demonstrate that it is using arts and cultural professionals and organisations to support the delivery of quality provision? TO DEVELOP FURTHER
Does the school explore opportunities to work in partnership with other schools/ settings? NO
Does the school have any accreditation for its arts and cultural activity? E.g Music mark membership or artsmark? MUSIC MARK MEMBERSHIP
https://www.gloucestershiremusic.co.uk/ Your local Music Service – see Important docs for schools for mode contracts, letters and advice on setting up instrumental teaching in school.
BBC 10 Pieces – High quality resources for Primary and Secondary schools www.bbc.co.uk/tenpieces
Sing Up – Vocal resources for your school (annual membership required) www.singup.org
Charanga – Digital music teaching resource (annual membership required, discounted for all primary schools in Wolverhampton)
Out of the Ark – A collection of songbooks for schools, including: musicals, assembly songbooks, nativities and leavers’ songs, class assemblies, sing-along stories and curriculum-based learning. www.outoftheark.co.uk
TES Collection – Resources linked to lesson planning, creative and cross-curricular for EYFS, KS1 and KS2 www.tes.com/articles/tes-collection-music-top-20
Music Express – An online resource for EYFS and Primary teachers https://subscriptions.collins.co.uk
Musical Futures – A wide collection of resources to help deliver music in the classroom www.musicalfutures.org
Garage Band – Apple’s leading digital music-making tool www.apple.com/mac/garageband
Music Mark – The National Association for Music Education www.musicmark.org.uk
The Incorporated Society of Musicians (ISM) – Professional body for musicians and subject association for music www.ism.org
Musical Contexts – provides teachers with quality, "ready to use", tried and tested and professionally presented resources for use in the primary and secondary music classroom. www.musicalcontexts.co.uk
