02/02/2010
Wider Opps is thriving in some schools but we still need to see more training and professional development for teachers, better progression routes for pupils, and stronger partnerships between schools, music services and communities, according to a new report commissioned by the Federation of Music Services (FMS).
The Impact Evaluation of Wider Opportunities Programme in Music at Key Stage 2, authored by Professor Anne Bamford and Paul Glinkowski, used interviews with pupils, teachers, heads and music services, focus groups and session observations to glean a fairly comprehensive view of how well Wider Opps is working.
There were some exceptionally encouraging responses, with teachers reporting increased self-confidence among their pupils, improved concentration skills and better behaviour. "He is a very challenging boy," said one head of a pupil, "but the teacher has noticed a vast improvement in all areas since he took WO on, and he wouldn’t be the only one."
One striking finding was that in terms of musical progression, the model of whole-class instrumental lessons may, in some cases, be more effective than small group or individual teaching.
But the report highlights a number of key areas in need of further development. Firstly, the need for greater child and community involvement, for example, allowing input from children in the planning of programmes. Secondly, the importance of quality and sustainability, including a wider range of musical styles on offer, opportunities for children to see live performances and greater resources to meet increased demand in schools. And finally, a focus on teacher development for both instrumental teachers and class teachers.
One of the co-funders, Awards for Young Musicians (AYM), became involved in the research because they wanted to find out how Wider Opps was benefiting musically gifted students. "We were really interested in finding out how effective Wider Opportunities was in reaching and identifying talented young people, and supporting them," says AYM's Hester Cockcroft.
AYM is already involved in this area with their Furthering Talent programme, which gives grants to talented and committed players who would otherwise not be able to afford to continue with lessons.
The study found other examples of one-off arrangements for gifted pupils, but as Heather says, "It's the sustainability of that support that is the key issue. The research highlighted the need to build continuous pathways, especially as children move out of Key Stage 2 and into the transition years. We need to raise awareness of the talent issue."
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