Today, Ofsted have published their long-awaited research review, exploring ‘factors that influence the quality of music education in schools in England.’ The Music Teachers’ Association welcomes this important contribution to the ongoing discussions around curriculum music, especially as this helps us to understand Ofsted’s position on Music as part of the Education Inspection Framework.
The report seeks to outline the national context in relation to music, and then considers curriculum progression, pedagogy, assessment, and the impact of school leaders’ decisions on provision. It is encouraging to read in the opening section the affirmation of music education being a great thing in and of itself, without needing to justify it in terms of transferrable skills; the commentary on ‘learning and classes of knowledge’, placed in the context of three ‘pillars of progression’ for musical understanding will also give us lots to think about and discuss.
The point is clearly made that this document does not provide ‘a simple checklist of activities that [Ofsted] expect to see in school music (and should not be made into one)’. It does, however, draw together several important strands of musical learning which will provide more stimulus material for our discussions. As a membership association, we will provide opportunity to review the content of this report with MTA members in the autumn term, conscious that we all need time to read it and reflect upon it first.
Don Gillthorpe, MTA President
@dgillthorpe | @musicteachers_
