Inclusion Project 2019-21

Selected Findings and Recommendations from Youth Music Funded Inclusion Project – Sounds Like Us – Dec 2019 – Aug 2021

Author: Brian DeLord

Research framework:

The research team decided to interview the following participants:

• Current & former Head of BMS

• Senior Leadership Team of 4

• 13 other staff from BMS, including non-teaching staff,

• 4 staff at Leopold Primary School (LPS), including non-teaching staff

• 2 staff from Musiko Musika

• The students and families interviews (3) were be completed in 2021 and their responses fed into this report.

Total 25 individuals

2 Questionnaires were designed, 1 for staff & 1 for students and families and approved by BMS. Questionnaires for staff were influenced by Youth Music suggestions on application process. All interviews were recorded and transcribed and then responses grouped under thematic headings.

It is worth being mindful of the significant impact that the pandemic has had on the research process. Much of the interaction between the participants & research staff has been interrupted

The responses from the research interviews are grouped under the headings of Youth Music’s HEARD lens, which constitutes:

• Holistic – placing emphasis on personal, social & musical outcomes

• Equitable – people facing the biggest barriers receive the most support

• Authentic – developed with and informed by the people we do it for

• Representative – the people we work with as participants reflect our diverse society

• Diverse – all musical genres, styles, practices are valued directly

Holistic

• Music teachers at the Brent Music Hub are passionate about the impact of music making. They provide instrumental and vocal opportunities to a large number of students in lessons, ensembles, concerts and projects, with high standards of musical outcomes.

• There is an emphasis on using music to further personal and social development of students, among individual teachers, citing examples such as management of emotions, self-confidence, increased creativity & social skills.

• There are some perceptions that music supports the academic development of students, in literature and language.

• Some aspects of technology have been vital to BMS during the pandemic as it allowed teachers to continue teaching students. It also had the effect of enabling more contact with parents & families than had been possible previously.

• Collaboration with different departments in schools is valued but dependent on the time and skills of school & BMS staff

• All interviewees from the BMS, LPS and MM believed strongly in music being central to the curriculum and the benefits of music, embracing cultural, ethnic, religious, regional and local aspirations. The process of writing and performing the “Brent Anthem” is an example of this.

Recommendations:

o Set up a working group drawn from across the staff team to write a proposed inclusion policy based on the achievements of the past and setting out their aspirations.

o Explore the potential of music technology especially in in the support of students with learning difficulties and disabilities. This could be built on the experience of previous project based initiatives that BMS have delivered and also on the special schools network and performance opportunities already established.

o Build on the newly established connection with parents.

o Research and create an organisational approach to the personal, social & emotional benefits of learning music, with this as the primary purpose, as opposed to be a by-product of music education. This service could then be offered to support Partner School Development Plans.

Equitable

• There is a strong feeling among BMS staff about the importance of supporting students and families in the costs of music education, making it open, accessible and fair.

• There is a remission policy for FSM students and BMS may subsidise some students even if they fail to meet all these criteria.

• BMS support students financially in a number of ways, through subsidy, charging reduced fees, scholarships and fundraising.

• There is also a desire to “do more” for these students, as there is a concern that some families may not be aware of the possibility of accessing these resources, or may find it difficult to discuss these matters.

• The variety of responses to this issue indicates the ever present tension between supporting gifted students, all students and more vulnerable students

• A belief ”that some resources appeared to be targeted at group of students that are gifted”.

• BMS teachers work with a structure that requires them to develop music making in a 30 minute weekly lesson with classes and individuals. As a result there is a noticeable desire to undertake training and to work together collaboratively.

• Practical difficulties exist, such as communication of young people’s language issues, learning difficulties, and financial situations.

Recommendations

o Build on the achievements of the present remission system, exploring the tension between needs of different groups and communicating this to all staff.

o Devise an information sharing system with schools about the specific learning difficulties of students. The identification of vulnerable students can be problematic.

o Review BMS delivery structures in order to ascertain whether they can be adjusted to support further training and collaboration for staff.

Authentic

• Interviewed teachers were in complete agreement that Brent is an extremely diverse and creative area and that this could enhance effective collaboration between students from different backgrounds.

• There is a desire to explore diversity in the area and develop some more creative projects.

• There is a wealth of cultural music capital among individual BMS staff, who use their previous experience, networks and adaptive teaching methods creatively, to bridge the diversity gap and language barriers.

• There is perception from staff that BMS does not have significant enough profile in the communities and community music groups in Brent. This is seen as an area for improvement; presently capacity & resources limit achievement

• BMS does work with schools for students with disabilities, however it is sometimes necessary for the schools to have their own equipment

• A number of staff commented that they had joined BMS because of the congruence of their values with those of the organisation.

Recommendations:

o Harness the music cultural capital that exists in the staff team to influence the development of BMS services.

o Create a dialogue with community music representatives in order to find out their needs and how collaboration can be beneficial to aspirations of all.

o Explore how BMS services can be adapted to supporting students with learning difficulties more effectively.

Representative

• The BMS work force does not represent the local population, “teachers tend not to be local as they can’t afford to live in Brent”. Recruitment is difficult, as there are barriers to be overcome in responding to the job description & person specification

• Some female staff felt that there was poor representation of males in the team

• BMS organises (pre-pandemic) music tours abroad to take part in competitions where they represent the LB of Brent.

• The BMH staff reported that their work attracts compliments both from the schools, families and the wider community. The comments highlighted the social aspects of learning music, the benefits performing live and inspirational effects on children, parents and teachers.

• The BMS Advisory board presently consists of headteachers from primary schools & 1 special school, the Head and financial director of BMS, a parent representative, as well as a staff and youth voice representative.

• A Youth Voice initiative is an intention of BMS and will be drawn from the student members of ensembles and supported to undertake this role by the staff representative to the Advisory Board.

• The process of recruiting and preparing a group of “inclusion champions” from BMS staff has begun and will be an important development in the facilitation of BMS evolving towards a more inclusive service.

• BMS enjoys good relationships with their commissioning primary schools, The Local Authority & their funders who provide them with regular support.

• BMS stress the importance of feedback & research, where primary schools communicate their needs & dialogue develops.

Recommendations

o Conduct a review of review of BMS recruitment processes, examine best practice of other music services and implement a strategy to achieve greater representation in the staff, Advisory Board and Youth Voice. This could also include staff training & development plans and investment in longer term opportunities such as trainee teachers or “apprentices”.

o Review and adapt democratic structures within BMS in order to encourage greater participation in strategy and decision making. Part of this will need to be a focus on the preparation for the rights and responsibilities of participating in a democratic organisation. This is a vital action in creating a sense of ownership.

o Begin a series of conversations around diversity & inclusion, internal and external to the organisation to build greater understanding of BMS legacies, how they influence the present and how they wish to develop in the future. These conversations will lay the foundations for creating an workplace where staff feel acknowledged and a greater sense of belonging.

Diverse

• Western music sits centrally in BMS services. It is expected that tutors pick a variety of musical styles for ensembles and curriculum teaching. Choirs leaders seem to have more choice.

• There is an acknowledgement that the difficulty in including music from other cultures to teach music, is dependent on the knowledge & skills of staff to present this authentically.

• The instrument ensembles attract a wide diversity of participants.

• There are currently no initiatives around building on long established cultural legacies of Brent communities, such as: steel pan orchestra*, reggae, South East Asian music etc.

Recommendations

o Make Diversity & Inclusion an ongoing focus for training and development of staff.

o Re-examine and transform the curriculum content where necessary to ensure appropriateness to the environment.

o Develop relationships with a variety of music community groups to explore how collaboration could support the development of music education in the borough and inform the debate around the subject & definition of ‘authenticity’.

*Since the time of writing, a BMS has purchased a set of pans and has a well-established ensemble after one year of delivery in Harlesden.