Diving deeply into music - how does this feel?
When I first heard that ‘deep dives’ in music were to become a part of Ofsted inspections, I felt very positive that music would be a step closer to becoming a priority for every child in every school. Music education is not just a ‘nice to have’ - it has always been an entitlement for our children since the introduction of the National Curriculum. I am fortunate to work in a school where this has long been recognised by school leaders and school governors. The introduction of the EIF in September 2019 means that schools are now being held to account for the breadth of the curriculum that is on offer, including music. As an advocate of the importance of music education, this can only be a positive step for all our children.
Preparing for a deep dive in music
As keen as I was for inspectors to see and experience the quality of music provision within our school, I still experienced a moment of nerves when I learned that I would take part in my first music deep dive as part of our school’s inspection at the beginning of December.
When we are preparing for inspection, we can often feel that inspectors will want to talk to us about what we are doing as curriculum leads. Now that I’ve been through the process, I realise that inspectors want to listen, to look and to learn so that they gain the evidence they need to help give them a clear and accurate picture of what is happening for pupils, for ALL pupils, as part of the curriculum provision for music across the school. It’s good if you are ready to talk about this.
Deep dive day - what was it like?
Each deep dive includes a discussion with the subject lead, lesson visits, discussion with pupils, discussion with teachers in lessons seen (which in this case was just me!), and evidence of pupils’ learning.
Lesson Visit 1 - Year 2
As I was teaching at the very start of the day, I was observed teaching music before I had my more detailed discussion with the inspector. (Normally this meeting would take place before lesson visits, but the organisation of my own timetable meant we had to work around this.) Just before the pupils arrived, I had a short conversation with the inspector who asked ‘why this lesson now?’. This gave me an immediate opportunity to explain the learning that had led us to today’s lesson, the outcomes I was expecting from this lesson and how this would lead to the learning in the next lesson. The inspector was then able to see in practice what we had just discussed.
Meeting with the inspector
Later that morning, I met with the inspector as the Music Lead. I took with me all the documents and evidence I wanted to share of pupils learning, curriculum planning and approaches to assessment.
To begin with, we talked around the curriculum for music at our school and how this had been developed, building on the expectations of the National Curriculum for music. This is something we had been working on over a number of years at our school; our plans show how knowledge and skills are sequenced so that, over time, all pupils develop a deeper knowledge and understanding of music and can apply their knowledge and skills in increasingly demanding contexts.
Next, I showed how this relates to ongoing assessment so that I am clear that what I teach next builds on the skills and knowledge that pupils have gained, within lessons and over time. I also shared our collection of music evidence. I, together with class teachers, update an online folder for each cohort which contains video, audio and photographic evidence of work (such as graphic scores, performances of compositions, demonstration of reading notation in whole-class African Drumming lessons).
Once we had explored the curriculum in detail, its sequencing of knowledge, skills and conceptual understanding, how it enables pupils to know more, remember more and apply their learning in a range of musical contexts, I had the opportunity to talk about wider opportunities for music within our school. This is where music contributes not only to the Quality of Education aspects of the inspection but also how music is part of the school’s provision to support pupils' Personal Development.
I spoke about our three weekly singing assemblies (I lead sessions for Years 1 & 2, for 3 & 4, and for 5 & 6) and how these are also planned with progression, applying taught skills to extend musical experience within a larger group. I explained how these sessions lead to our annual ‘Big Sing’ event which involves every pupil in the school from Reception to Year 6. We talked about the importance of participation in music to support pupils’ self-discipline, teamwork and resilience, and how musical performance helps prepare pupils for managing situations when they find themselves beyond their comfort zone. Our two choirs, which rehearse beyond the school day, are open to any child in years 3-6 who wants to take part and develop their skills - for anyone who just wants to sing more!
Children experiencing and participating in live music beyond their own community is also a vital part of their musical and cultural development. I spoke about how we support this through participation in events such as the Scratch Youth Messiah & Primary Proms at the Royal Albert Hall, Young Voices (where every child in Years 4-6 has an opportunity to participate), visits to the school by professional instrumental ensembles, and asking our peripatetic instrumental teachers, all professional musicians, to play a piece during our regular instrumental assemblies.
I was asked about the instrumental lesson timetables that the inspector had seen on the music room notice board. We spoke about the numbers of pupils who participate in lessons (60% of pupils in Key Stage 2), about the proportion of disadvantaged pupils and those who have special educational needs and disabilities who take part in individual or group instrumental lessons, and the level of financial support provided for this through additional funding such as the pupil premium. We also have a band in school which we established to extend the experience of pupils pupils who are interested in music and for those pupils for whom there are barriers to wider participation in music outside school. I was also able to talk about how our curriculum provides stretch and challenge for pupils whose involvement in and enthusiasm for music means that they are already more advanced in some aspects of music learning than their peers.
Lesson visit 2 - Year 5
After lunch, the inspector returned to observe a lesson with Year 5. This time the pupils were mostly working creatively in small groups; the inspector spent some time talking with the children about their musical learning. She also spoke to a group of these pupils back in their classroom following this lesson about their experience of music at our school.
Discussion following the lesson visits
Later in the day I met again with the inspector to discuss what she had observed in lessons. ‘Why this lesson now?’ was a key aspect of our discussion. We also picked up on other observations she had made in lessons. At our school class teachers are always present in lessons. This is a strategic decision by school leaders and the inspector asked me about the value of this. The reason for this is that we value the opportunity that class teachers have to observe their pupils in a different setting, being taught by another practitioner; working together to support the pupils (plans shared and discussed with teachers to develop teachers’ own professional understanding of music as a curriculum subject) helps provide a coherent experience for pupils. It also supports what we call ‘curriculum connectedness’ - relating the teaching of music more widely to other curriculum areas. We are also keen on developing the musical skills and experience of the class teachers so that music is also happening in classrooms - not just in music lessons.
Enabling every pupil to access music and being open and creative in making this a reality has always been a priority. In bringing this into discussion I was reassured by the inspector that evidence of this was there ‘in bucket loads’. I didn’t need to talk further. If we make it happen, it’s a normal part of what we do - the evidence is there!
At the end of the deep dive I reflected that the experience was very positive. I felt that I had been given the opportunity to talk about all of the aspects of music in our school with an inspector who engaged with me and with the pupils in a way that demonstrated real professional curiosity.
Top tips to prepare for your deep dive as a music lead...
Our music curriculum has been developed over a number of years and reflects the context of our school. Music is taught by a specialist music teacher but this isn’t the only way. You could also buy in a scheme that sequences pupils knowledge and skills and that gives them an experience of music that at least meets the expectations of the National Curriculum. Some programmes provide helpful resources that enable class teachers and non-specialists to deliver music lessons.
Be ready to talk about how this at least meets the ambition of the National Curriculum and how it meets the needs of the pupils in your school.
Be ready to demonstrate that music provision is for ALL pupils - how do you modify or adapt lessons so that pupils with SEND are equally included? What do you do in your school to ensure that disadvantaged pupils are supported effectively to access the broad range of musical opportunities?
Be ready to talk about training and support for music teaching within the school.
Be ready to talk about the part music plays in the culture of the school and pupils’ personal development.
Inspectors need to see evidence for what you are telling them. It’s useful to have examples at your fingertips; case studies that you can talk through, planning documents, examples of pupils’ work. If you’ve asked for pupils’ feedback or comments about music learning in school that’s also helpful.
Beth Brimmicombe is a specialist music teacher in a Buckinghamshire Primary School of 345 pupils where music is well established as part of a broad and balanced curriculum and plays an important role within the life of the school. Her recent experience of inspection under the new Ofsted Education Inspection Framework (EIF) has enabled Beth to celebrate the school’s commitment to music as part of the curriculum and the wider impact of music as part of the personal development of each pupil within her school.
