T-Time: Advocating to Senior Leaders

Facilitated by Music Mark’s School Manager Abi Marrison, T-Time is a shorthand for ‘Music Teachers’ Time to Talk Termly on Topics and Themes (with Tea if they like)!’ We host an online space for one hour every term, exclusively for classroom teachers across the UK to share peer-to-peer and engage in professional debate about music in education. Every session begins with a guest speaker who will provoke reflections and talking points on the given theme.

Why are we talking about Advocacy? 

At Music Mark, we’ve heard concerns from music teachers who feel they have to defend their subject, making the case for being given sufficient timetable time, professional autonomy and budget. An example in the media of such a battle back in May was the secondary school in Sheffield where children and parents protested about the reduction of music (and other arts subjects) to increase English and Maths lessons.

However, there are two sides to every story, so I asked two senior leaders from schools within two different Multi Academy Trusts to provide their perspectives; Craig D’Cunha and Helena Marsh spoke frankly about the realities of providing music education in their school community. Following the interview, T-Time attendees were invited to share their own experiences.  

The Senior Leader Perspective & Reflection 

 Crucially, to have music in your school, the senior leaders have to enable this, and in recent years some have described this as a ‘bold’ approach. 

Craig said:  

“Advocacy is quite an interesting element, nowadays with a crowded curriculum and so many options all competing for that 3rd bucket, I think every department needs to, not justify, but have a really strong argument why their subject needs to continue. Music is quite a unique one, I’ve always considered music to be a bit of a lost leader, it’s one of the arts subjects which you don’t want to lose.”

Where music is not being taught, where timetables are being reduced, where funding cannot be allocated, and qualifications are not on offer, some may assume that this is a value-based decision and that advocating well for music providing the latest research and evidence about the benefits of music and the arts will help to overturn decisions and persuade the unconvinced. Both Helena and Craig agreed that evidence comes in all forms and that for them, music is important not owing to evidence, but as an integral part of a broad and balanced curriculum.  

Perhaps not often associated with advocacy, Helena told us that she has witnessed flexible working as an enabler and is important to consider with the challenges of recruiting and retaining specialist teachers: 

“Having fantastic people that really drive the passion of music is incredibly important, but for us, supporting flexible working to be able to hold on to that talent and provide them with the conditions to be able to juggle with whatever else is going on in their lives has been fundamental.”

Perspectives & Reflections from Teachers 

Points that came up from our discussion include:  

• The model of music delivery in primary continues to be varied. Some schools employ music specialists to deliver teacher cover across the whole school during PPA time (teachers’ planning, preparation and assessment). We heard from a teacher who said they appreciate the autonomy within this, but music is isolated from being embedded with the teachers. Some primary schools expect every teacher to deliver music to their class, and they purchase schemes to ensure consistency, but confidence levels of staff can vary.  
• Even where senior leaders are very committed to music, budgets are tight. Difficult decisions are having to be made around school finances. 
• Secondary challenges include: 
  • Recruitment of a good teacher for music, who can lead a team of peripatetic teachers, get outcomes, and also deliver extracurricular music. 
  • Not getting student uptake of music when selecting options at Key Stage 4. 

Where do we go next with Advocacy?  

 We heard from Craig that,

“The biggest challenge we’re facing is part of that overcrowded open bucket, which means we’re not getting the uptake. It’s also about getting the right staff to do it; recruitment for music teachers is very challenging.”

To tackle the challenge of improving student uptake of music studies and qualifications, Music Mark are concentrating efforts on these areas: 

1. Perception of the value of music

We are working with the NEU, the Cultural Learning Alliance, and are a coalition member of the Arts & Minds campaign. These partnerships allow us to echo existing reports and commissions that assert the benefits of music, and highlight how the position of music in school has been devalued. 

2. Curriculum & Assessment Review  

We are working with other music and arts subject associations to influence the final Curriculum and Assessment Review so that leaders do not have to pitch creative arts subjects against each other in a crowded option of study. 

3. Teacher Recruitment and Retention Crisis 

We are interrogating target data for the DfE initial teacher training targets. We need a strong workforce of music educators and we will continue to support teachers in the profession and those considering this as a potential career by providing training opportunities and events for them to connect.

The next T-Time session will take place in the autumn term, drawing together teaching colleagues from all key stages to talk about the extra curricular provision of music. Sign up here to join us on 14th October at 4pm. Limited places are available. 

Resources

• ABRSM Making Music Report: Thanks to ABRSM, who are our sponsor for the Music Mark of Recognition and T-Time. Their latest Making Music report reveals how music is played, learned and taught in the UK today. The research highlights the health benefits of music-making in particular.
• ‘The Bell’s For Me’ Podcast: Our T-Time guest Craig D’Cunha presents this podcast alongside Jeremy Rowe from Active Learning Trust. They share their insights on education with over half a century of experience in leadership roles. Find an episode on Spotify or Apple Podcasts.
• ‘Make Your Mark: Notes on Music Education’ Podcast: Music Mark’s podcast showcases diverse experiences and perspectives from across the music education sector. We explore the major challenges faced by those working with young people in music, the challenges young people face themselves, and celebrate inspiring projects and stories from across the nation and beyond. 
• See our Autumn term events: As well as our dynamic programme of training events already available to book, Jenetta Hurst will be returning to deliver her successful Secondary Series. Complete our expression of interest form to be the first to hear when bookings open.