Merton Music Education Hub Business Plan. Merton Music Foundation. Inspirational music education for ALL... Updated: September 2015

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2012- 2016

Merton Music Foundation

John Mander, Chief Executive Merton Music Foundation

Lead Partner for the Merton Music Education Hub September 2012 – March 2016

Updated: September 2015

Inspirational music education

for ALL...

Merton Music Education Hub Business Plan

Merton Music Foundation


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Merton Music Education Hub Business Plan

for the period September 2012 – March 2016

A Music Education Hub

for Merton

The role of the lead


Outcomes of the Music

Education Hub

In response to the Government’s National Plan for Music Education, Merton Music Foundation (MMF) has reorganised its charitable services to lead a new Music Education Hub for Merton that will provide enhanced music provision locally.

‘Hubs will ensure that every child aged 5-18 has the opportunity to sing and learn a musical instrument, as well as perform as part of an ensemble or choir. They will also allow young people to take their talent further – this might be with local ensembles or through partnerships with nationally funded music organisations.’ [Arts Council England]

As the Lead Partner for the Merton Music Education Hub, MMF has 4 key roles to play in developing the Hub.

1. To bring together a range of providers and stakeholders committed to the delivery of music education, matched to local needs

2. To develop a powerful advocate for and champion the role of music in the development of children, young people, schools, families and the community

3. To co-ordinate the funding and bidding processes for music education in Merton

4. To monitor and evaluate the quality of provision and levels of attainment and performance achieved by all It is expected that the new Hub will enhance music provision for schools, children and young people by:

 Establishing robust and sustainable provision  Increasing the breadth of provision

 Increasing access to provision

 Increasing capacity to deliver quality service

 Being more able to meet the needs of all children and young people  Being more responsive to local and national priorities

 Maximising all available resources

 Ensuring more effective targeting of need and provision of resources

 Ensuring there are progressive pathways for children and young people to develop

 Ensuring inclusion of all children and young people including gifted and talented, those with special educational needs and young people at risk including looked after young people


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Merton Music Foundation (MMF) is a Registered Charity established in

March 1991. The principal object of MMF is to

“advance musical education

within the framework of the arts for the benefit of the public in the London

Borough of Merton and elsewhere”.

Our mission is to encourage

participation, enjoyment and achievement by providing the highest quality

learning opportunities in music education.











Local partners

Regional Partners

National Partners

 Be Creative  Crown Lane Studio

 Wimbledon International Music Festival

 Merton Children, Schools and Families Department (London Borough of Merton)  Merton Schools Forum (On behalf of Merton Schools)

 Polka Theatre

 Wimbledon Civic Theatre Trust

 Roehampton University

 Richard Mallet Arts Management

 Sound Connections (Regional Lead Provider for Sing Up Area Leader London & Network development organisation)  South West London Music Education Partnership (SWLMEP)

(Croydon, Hounslow, Kingston, Merton, Richmond, Sutton and Wandsworth Music Services)  Mayor's Music Fund (Formerly The Mayor of London's Fund for Young Musicians (FMYM)  The Royal Albert Hall (Music is for Life Projects)

 Charanga  Making Music  Music for Youth

 Music Education Council

 Orchestra of the Age of Enlightenment  Sing Up

 The UK Association for Music Education - Music Mark

Updated September 2015

The Partnership

The Lead


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The work of Merton Music Foundation and the Merton Music Education

Hub is underpinned by a series of core objectives and key principles that

are shared by the Music Education Hub network nationally and by the UK

Association for Music Education - Music Mark

Key objectives and

identified key


Core objectives:

 Deliver and lead on a high quality musical offer for all

 Give all children first access to music and clear progression routes thereafter

 Co-ordinate and assure quality of instrumental and vocal tuition, and all other music-making activities including ensembles  Contribute to raising standards in schools and communities

 Sustain effective recruitment and retention of tutors and workforce development  Represent value for money and best efficiency in everything we do

Key principles:

1. Ensure all activity is economically efficient

2. Place high educational activity at the heart of our provision 3. Be cost effective, flexible and responsive to users’ needs 4. Focus on core business

 Music Tuition  Music Participation  Performance

5. Be fair to staff, organisations and children 6. Avoid duplication

7. Ensure quality in all services provided and maintain standards 8. Maximise the impact collaboration and partnerships can bring 9. Be compliant with regulatory and safety requirements

10. Sustain rigorous focus on improved performance

Executive Summary


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of the


Music Education Hub

The Hub vision

Locally agreed



partners to

support delivery




The Merton Music Education Hub (MMEH) is a partnership of organisations committed to delivering the aims of the National Plan for Music Education for the children and young people of Merton. The Plan sets out to "enable children from all backgrounds and every part of England to have the opportunity to learn a musical instrument; to make music with others; to learn to sing; and to have the opportunity to progress to the next level of excellence." The MMEH is a now key focus for the Charity’s education work. From April 2014, the locally agreed offer includes a School Music Education Plan. The offer has been agreed with our schools, the local authority, key local music leaders and the community, and maps out a child’s entitlement to music education in Merton from 2012-16. Full details of the offer are given in our ‘Operational Plan 2012-16’ (page 33) and the ‘School Music Education Plan’ (page 43). These two documents are updated annually to support developments the following academic year.

The partners in the Hub will be a key component in the success of the local offer based on an on-going needs analysis. It will be vital to consider gaps in provision and identify partners accordingly to fill such gaps. As lead partner of the MMEH, Merton Music Foundation works closely with its various partners at local, regional and national level to deliver the promises of the National Plan. Merton Music Foundation will ensure quality assurance systems are in place to cover delivery by all partners. The rigour and discipline already embedded in MMF will need to be extended to cover all partners and all provision within the Hub.

On-going evaluation of provision will be extremely important and will support any external evaluation systems brought in by the Government including benchmarking against the national Hub network. As lead organisation, MMF will require on-going

monitoring and evaluation systems to be in place for all aspects of its Hub delivery programme in Merton.

5. Evaluation

4. Quality Assurance

3. Identify partners to support delivery

2. Locally agreed offer 1. Hub Vision


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Needs analysis for

future MMF delivery

and operation of the

Merton Music

Education Hub

Planning for the future

Merton Music Foundation as lead partner for the Merton Music Education Hub regularly undertakes needs analysis of its education provision across Merton. The aim of the following information is to provide an overview of provision that will help us to analyse and respond to the needs of children and young people in the Borough.

The area we serve

The London Borough of Merton is an Outer London borough, situated to the south west of the capital and covers 14.7 square miles. It borders the boroughs of Wandsworth, Sutton, Kingston, Croydon and Lambeth. The borough has three main town centres: Mitcham, Morden and Wimbledon. A defining characteristic of the borough is the difference between the poorer, more deprived east (Mitcham), and the wealthier, more prosperous west (Wimbledon). This is shown in the ‘Income Deprivation Affecting Children Index’ map opposite, which will be used to help us target additional resources where they are most needed. Merton has a population of 199,693, including 47,100 children and young people aged 0-19.The population as a whole is predicated to increase by

2025. Merton has a younger population than the England average and there has been an increase, from 2,535 births in 2002 to 3,537 in 2011 a net increase of 40%. This increase in births in Merton and London, with other demographic factors has created the need for more school places and placed pressure on pre-school services.

In 2010, Merton Borough ranked 208th most deprived in the country (out of 326, where 1 is the most deprived and 326 the least deprived). 45% of Merton school pupils are living in an area of deprivation (30% most deprived, IDACI 2010). The proportion of children and young people entitled to free school meals is 16.9%. This is an increase of 22% of children and young people eligible for free school meals in Merton schools since 2010.


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Population and

future projections

Pupil Premium


School Population

Merton has 43 primary schools (with a nursery attached to each), 8 secondary schools (including 3 academies), 9 sixth forms and 3 special schools. The local authority has a Smart Centre, 1 autistic Unit, 1 Secondary unit for excluded pupils. MMF has plans to develop music in these settings.

Merton is the 23rd most diverse local authority in the UK. Pupils come from a diverse background with around 50% from BAME groups, and over 160 languages spoken.

Merton's young population predominately live in Pollards Hill, Figge's Marsh and Cricket Green. Cross border mobility of pupils residing in LA and attending state-funded schools within other LAs is an issue with a 22.4% increase taking place at KS3 when pupils transfer to secondary phase education. (DfE 2012 school census). The Hub will be

monitoring this trend and exploring whether it is having any negative impact on music provision and continuity and progression within the borough. From September 2015 we will also be looking at the use of the Pupil Premium to support music

education hub activities. Data will be collected to identify possible trends that are contributing to increasing attainment in the Borough. Data provided by Merton schools and Merton CSF will help support this research. See ‘Celebrating Success – Achievement in Merton Schools 2012-2013’ (London Borough of Merton) for a general overview of achievement progress in Merton. Further details on MMEH developments will be published in our next business plan update.

Merton is the 23rd most diverse local authority nationally, and the 18th most diverse London borough, with a Black and minority ethnic population of 25% (2001 census). This has grown to 52% as recorded in the 2011 Census. The east of the borough is more diverse than the west. In addition, pupils in Merton schools also come from a more diverse background, with 64% from Black and minority ethnic groups, and over 120 languages spoken. The borough has, in particular, concentrations of Urdu speaking

communities, Sri Lankan, South African and Polish residents. The proportion of pupils with a first language other than English is 41%.

Merton’s ethnic profile is forecast to change significantly by 2017. The proportion of Merton’s Black and Minority Ethnic (BAME) population is expected to increase from 35% in 2011 to 39% in 2017. However, this is still lower than the forecast BAME population in 2017 for London as a whole (45%) and Outer London (44%). Updated September 2015


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Children and young


Our Key Partners:

Merton Children,

Schools and Families


Key Facts on the Population of Merton

The GLA forecasts that Merton’s overall population will increase between 6,000 and 16,000 people by 2017. This is a growth of between 3% and 8%. Whilst slightly lower than the rest of London this increase will put further pressure on public services and infrastructure in the borough. The number of children and young people aged 0-19 is forecast to increase by around 3,180 (7%) over this period. In particular, there is forecast to be an increase of 2,270 (20%) in the number of children aged 5 to 9. Merton Council reviews GLA data alongside local data and intelligence from sources such as the School Census.

Sources: Merton 2017. An analysis of key demographic trends and their likely impact on service delivery (London Borough of Merton) Celebrating Success – Achievement in Merton Schools 2012-2013 (London Borough of Merton)

Merton’s Children and Young People Plan

Children’s services across Merton are working together to improve the lives of children, young people and their families. The strategy for achieving this is set out in the Merton Children and Young People Plan, which is monitored and reviewed by Merton's Children's Trust. The plan includes actions for delivering high quality services to all children, young people and families in the borough, promoting their life chances and helping them to reach their potential. Merton children’s services are determined to support those facing specific challenges, and to ‘narrow the gap’ in outcomes which exists between these children and their peers. Merton’s CYPP was produced by a wide range of stakeholders from social care, early years, education, post 16 learning and skills, health, youth, police, and voluntary and community sector agencies. It incorporates views and perspectives of children and young people drawn from a wide range of participation forums and surveys. Merton Music Foundation works closely with Merton Children, Schools and Families Department to deliver the aspirations of the Plan. Further details can be found at


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Needs analysis for

MMF delivery

Services required

From on-going needs analysis with a variety of stakeholders, we have determined that the following services are required to deliver the recommendations of the National Music Plan from 2012-16.

Delivery Summarised Key Services Services included


Music tuition

First Access programmes (Whole class ensemble tuition) Instrumental/vocal tuition (Group and individual)

Ensembles (School based emerging from WCET programmes)

Education Projects

Music is for Life and ArtsBeat projects (Singing Strategy) Orchestral projects (Orchestra of the Age of Enlightenment) Live music concerts for schools. Song writing projects, etc.

Music participation

Ensembles (Area-wide music making opportunities) Joint projects with SWLMEP, including string development Choirs and further singing development across all phases Working with disaffected children, SEN projects, etc.


Back office support

Billing services to parents and schools, Music Centre

timetabling, back office administrative support, DBS checks, hire services, administrative support for managers, etc. Leadership and management Strategic leadership, monitoring and reviewing, CPD,

recruitment and retention, performance management

Instrument and resource management

Management of instrument stock for individual/group lessons.

WCET resource development for schools

Advisory services Curriculum development, school advice and support (NQT training and CPD, Curriculum support in schools, etc.)

Performance Regular concerts, festivals, tours abroad, competitions

Broker and gate keeper Commissioning new works, networking, grant distribution Examinations and assessment ABRSM Grade examinations, School based examinations


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Needs analysis for

future delivery



Priority Strands Recommended by OFSTED

Central to the needs analysis for future MMF delivery and development of the Merton Music Education Hub will be the priority strands recommended by OFSTED

 Challenge inequalities in musical opportunities and participation among pupils and between schools  Promote teachers’ use of musical sound as the dominant language of musical teaching and learning  Plan for pupils’ good musical progression through and across the curriculum

 Improve pupils’ internalisation of music through high-quality singing and listening

 Use technology to promote creativity, widen inclusion, and make assessment more musical  Strengthen senior leadership of music in schools

 Support sustained music-making opportunities for pupils in schools beyond national advocacy, structures and strategies

Planning music education for the future

Working closely with schools, parents, young people and other key individuals and organisations locally, Merton Music Foundation conducts a wide range of 'Needs Audits'. These on-going audits, along with the resources that are available locally, assist the charity in planning its music education provision for the future.

By taking stock of its data analysis and the national context as detailed in the NPME, Merton Music Foundation is able to:

 Review its current programmes and determine where adjustments and changes are needed to ensure all groups of pupils have access to and can progress within appropriate local, regional and national programmes;

 Review its current practice and business plans taking account of the best and most effective practice from around the country; and

 Set realistic and achievable local targets for the current funding period (2012-2016)


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Needs analysis for

future delivery



Needs analysis for the Merton Music Education Hub

Merton Music Foundation’s needs analysis is currently being developed to determine the steps to be taken in moving from a ‘current state’ to a ‘desired future-state’. Also called a need-gap analysis, gaps analysis and needs assessment.

For this change to be achieved, MMF’s Hub partnership will need to move to a state where it can effectively deliver all of the core roles as equitably as possible, ensuring that the Hub’s services are representative of all children in the Merton area.

To make this happen MMF will need to include steps for improving access, delivering widening participation activities and diversifying our offer in all parts of the Borough.

The following sources of information will help support this needs analysis:  Mapping of current provision

 Surveys and questionnaires  Index of Multiple Deprivation data  Population/demographic data  School music provision data  Pupil standards data

 Audit of music partners/hub staff  SWOT analysis

 Feedback focus groups / forums  Case studies or interviews

Data in this document is taken from our Arts Council England annual data returns and is used to support the Hub’s ongoing needs analysis. Full details of this are available in the charity’s Annual Report and Accounts.


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Needs analysis for

future delivery

Establishing the

current position,

what should ideally

exists and what are

the development


Annual reporting on

progress and future


Benchmarking our

activities and

monitoring delivery

To bring this all together, our needs analysis will consist of the following: 1. Establishing what the current position is…

Listing of characteristic factors of current provision and landscape such as attributes competencies, performance levels and demographic data.

2. Establishing what should ideally exist…

Cross listing factors required to achieve the future objectives (e.g. All core and extension roles/charitable aims and objectives.

3. Establishing what are the development needs… Highlighting the gaps that exist and need to be filled

Annual reporting through Merton Music Foundation’s Annual Charity Report

Our needs analysis is conducted annually and used to check progress against the Charity Commission’s annual reporting requirements. A full report showing the progress of Merton Music Foundation and the development of the Merton Music

Education Hub is available on the Charity’s website at The report includes impact statements on progress so far and recommendations for future development. The report also includes detailed financial statements that are SORP compliant.


It will be important to ensure that there is equitable and fair delivery of music opportunities for all children and young people across the borough. This will be done by benchmarking our activities against these figures and monitoring delivery through activity mapping across by area. Data collected for our annual reporting to Arts Council England is used to inform these activity maps.


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Schools with Whole Class

Ensemble Tuition and

continuation programmes


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Primary schools involved

in Instrumental / Vocal

Tuition Programmes


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Schools involved in

Ensemble Programmes


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Schools involved in

Singing Strategy



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Activity led by MMF

as the Lead Partner

of the Merton Music

Education Hub



Core Activities

Merton Music Foundation for many years has been operating as a music education hub linking various high quality arts partners with its charitable operations. Our aim for the Merton Music Education Hub is to build on this in order to ensure a coherent,

comprehensive and systematic approach to the provision of music education for ALL children and young people in the London Borough of Merton.

At the heart of the Music Education Hub is a shared vision for the advancement of music education. This has involved developing a clear vision for a progressive journey through a child’s music education in and out of school.

The Hub is a partnership of organisations working in the local area that will create integrated music education provision for children and young people, both in and out of school. By creating a strategic alliance of all stakeholders involved in music education, we hope that everyone will play an active part in the design of our Hub programme and be able to contribute to the best overall plan for the development and strengthening of music education provision in Merton.

1. FIRST ACCESS- Ensure that every child aged 5 - 18 has the opportunity to learn a musical instrument (other than voice) through whole-class ensemble teaching programmes for ideally a year (but for a minimum of a term) of weekly tuition on the same instrument.

The model for this includes whole class ensemble learning programmes in the following areas:  ‘In2Music’ Whole Class Recorder Programme (School Led)

 ‘In2Music’ Whole Class Instrumental Programme (MMF Led)

We offer ‘wider opportunities’ style programmes featuring whole-class programmes of different lengths designed to fit the needs of schools and the resources available. From 2014-15, this is being further refined and new programmes introduced that will offer more bespoke options in response to feedback from Year 1 and 2 provision.

2. PROGRESSION- Ensure that clear progression routes are available and affordable to all young people.

Children who have taken part in a whole class programme are encouraged to continue, with parents funding conventional lesson options, in particular Small Group Lessons (Groups of 3-5). In order to help with the cost, all pupils who continue with instrumental learning immediately after ‘In2Music’ will be able to access music lessons for a year at a ‘New Beginner Rate’ with instrumental hire also reduced. Children who receive free school meals also qualify for support through MMF’s Trust Fund, which reduces the cost of lessons by a further 50% and offers free instrument hire. All pupils engaged in a WCET programme can join Music Centre Flexiband for no charge as part of our offer to schools.

Our strategy will ensure that clear progression routes are available and affordable for all children and young people engaging with the activities of the Hub. It will also ensure that routes are clearly sign posted through promotional materials and use of new media technology through a new website with Twitter, Facebook and YouTube capability. The site will provide information on group and individual music tuition, ensembles (both local and area) and pathways to national youth music organisations (NYMOs)


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Core Activities


3.ENSEMBLES- Provide opportunities to play in ensembles and to perform from an early stage.

Two areas of ensemble provision will be provided from September 2012.

a. Area-wide Music Ensembles: A structured signposted progression of ensemble experience through instrumental groups, bands, choirs and orchestras, with provision for those with Special Needs and the Gifted and Talented. The programme, which is provided by MMF, offers a high quality and well-respected programme of ensembles for children and young people aged from 5-21 years. Activities include 24 groups ranging from various smaller ensembles to concert bands, choirs, orchestras and big bands. The centre operates on Saturday mornings for junior pupils and Monday and Wednesday

evenings for senior pupils, and is collectively known as Merton Youth Music.

b. New satellite ensembles (‘Magnet’ Centres): A new series of ensemble opportunities for KS2 children linked with our WCET programmes in Merton schools. Where possible these will interface with secondary music provision and help provide new transition pathways. The centres will be placed strategically across the borough to support ensemble development and provide new pathways to our Area-wide Music Centre activities at Chaucer Centre.

The Centre also offers a ‘strictly’ series, which involves larger group lessons (up to 12 children) including ‘endangered’ instrument (e.g. bassoon & tuba) to encourage the uptake of a wide range of instruments.

Performance opportunities are given to all groups so that members can gain confidence as performers and enjoy ‘live’ music making. Opportunities include regular Music Centre concerts, performances at high profile events such as the Wimbledon Tennis Championships; bi-annual Music is for Life events at the Royal Albert Hall, and numerous other concert performances and events throughout the year.

Merton Music Foundation also provides regular tours abroad for its senior musicians. These activities are important as they help the cohesion of the groups and contribute significantly to their performance standards. In addition, several senior groups have also gained a national and international reputation with performances at the Music for Youth National Festival, Schools Proms and an invitation to the Montreux Jazz Festival. To date MMF has provided fourteen music tours to different countries in Europe. 4. SINGING– Offer a singing strategy to ensure that every pupil sings regularly and that choirs and other vocal ensembles are available in the area.

As part of its responsibilities to support the delivery of the National Plan for Music Education, Merton Music Foundation has developed ‘With One Voice’, a local singing strategy, to ensure that every pupil sings regularly and that choirs and other vocal ensembles are available in the area.


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Singing Strategy

With One Voice




‘With One Voice’ 2014-16

MMF / Merton Music Education Hub Activity – OBJECTIVES Method of Delivery – OUTPUTS

(and which the MMEH is already doing or plans to develop )  Provide ongoing opportunities for school based

teaching staff and music service tutors to access high quality vocal and choral training.

 Work alongside other expert key delivery partners to broaden and deepen the range of CPD opportunities

 Further develop and strengthen partnership links with MMEH partners and other professional individuals and organisations, including the Voices Foundation, ABCD, London Vocal Project, Be Creative, Sound Connections

 Continuation of regular termly Primary Music Coordinator meetings ( 3 twilights per year)  Re-introduction of regular Secondary Music Leader

meetings ( 2 twilights per year)

 Build on the previous success of the ‘Sing Out’ team to form a new ‘With One Voice’ team of local Primary Music Coordinators and Music Leaders, for peer to peer support, especially in developing new in-school and external choirs

 Continued promotion and delivery of high quality vocal andchoral courses to Merton teachers through MMF specialist practitioners ( including MMF’s Programmes Director and Primary Curriculum Leader), MMEH practitioners ( including Be Creative , Polka Theatre and the London Vocal Project) and other professional expert providers( e.g. Sound Connections, Sing Up, the Voices Foundation, ABCD)

 Expansion of the training programme offered to MMF tutor workforce

 Continued membership of the Sound Connections Steering Committee ( Programmes Director)  Provide a broad range of curriculum and project –

based resources and activities, often using a multi arts and cross curricular approach

 Promotion of recommended books and schemes through which to deliver singing in the core curriculum e.g. Sing Up and material linked to MMF’s ‘Sound Ideas’ programme (e.g. ‘Singing Sherlock’ , ‘Voiceworks’ series and new Voices Foundation material and methodology)

 Production of project packs, to link with specific topics or focus areas, e.g. Black History Month, World Music, The Elements, the ArtsBeat Festival, the Backstories Performance Project, SEAL topics etc.


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 Provide appropriate vocal and choral material, including commissioned original songs and bespoke arrangements to support a range of vocal and choral activities and performance opportunities across the year (ArtsBeat, Music is for Life, Mayor’s Carols etc.)  Provide regular opportunities to share songs and

choral material through Music Coordinator meetings and specific song share sessions

 A range of ongoing CPD to support the above  Provide a comprehensive, progressive, age and

stage-appropriate programme of study from EFYS through into KS1 and 2, with a focus on developing core musical skills and understanding through singing  Promote the use of high quality resources to support


effective delivery of singing and other core musical skills

 Provide opportunities for whole classes of children to participate in massed choral performance projects  Develop new strategies and initiatives that encourage

children and young people to act as song leaders

 Further development of the revised ‘Sound Ideas’ Programme of Study

 Development of ‘Music Box’, a new EYFS Vocal Programme of Study

 Development of a new ‘Sound Ideas’ blog, to promote and disseminate new ‘Sound Ideas’ resources and supporting material

 Continued development and delivery of the choral strand of the ‘Music is for Life’ series of curriculum performance projects (including Backstories 14/15, Echoes 15/16 and Speak up Speak Out 16/17)  Delivery of an updated Young Song Leaders

programme and the Momo project, linked to ArtsBeat 2014

 Development and delivery of a new yearly Song Relay event

 Further development and expansion of the KS2 ‘Sing Outside’ playground games programme e.g. as a transition project between KS2 and KS3/4  Provide opportunities for children and young people to

take part in vocal ensembles in a variety of formal and informal settings across the borough

 Continued delivery of 2 Music Centre choirs ( junior and youth), with a range of performance opportunities including at the RAH ( ‘Backstories’, April 2015)

 Continuation and development of KS2 Young Music Makers group (Music Centre)

 Development of new satellite choirs as an extracurricular activity (KS3/4+ and mixed voice) including Backstories High school project choirs


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 Provide pathways into adult and lifelong learning

(2014/15), Groovement singers and new Wimbledon Youth Choir (Autumn 2015)

 Ongoing support of and partnership with the Wimbledon Community Chorus

Ongoing partnerships with other local choral groups e.g. the Wimbledon Choral Society, Colliers Wood Chorus, local church choirs

 To provide a range of local performance and sharing opportunities within individual schools and clusters of schools

 To work with and alongside expert professional musicians in a variety of performance settings  To perform in high quality venues and at high profile


 Continued development of partnership projects with high quality providers and organisations e.g. Polka Theatre, the Wimbledon Civic Theatre Trust, the London Vocal Project, Wimbledon International Music Festival, Be Creative, Teach It Through Drama

 Further development of the ‘ArtsBeat’ schools festival in 2015-16 ( including ‘Merton Sings Christmas’

recording project, Mayor’s ‘Winter Warmer’ concert, ‘Radio Retro’ music and dance project)

‘Music is for Life’ performance project and concert series ( including Backstories, Echoes, Speak Up Speak Out)

‘Big Sing in the Park’, linked to the Sing Outside KS2 programme

Toursand concerts with other Music Centre groups and in partnership with others (e.g. Wandsworth Music Service, WCS, WCTT)

Regular concert opportunities as part of planned Merton Youth Music provision and ensemble

progression , including at the AELTC, Mayoral events, St Mark’s Academy, Harris Academy


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Extension Roles

1. CONTINUOUS PROFESSIONAL DEVELOPMENT– CPD for school staff, particularly in supporting schools to deliver music in the


Merton Music Foundation provides a wide range of services to support delivering music in the curriculum. This includes:

 Advice on all aspects of music education

 Well-established and well-attended termly meetings with Music Coordinators and Heads of Music

 An on-going programme of CPD offered through MMF and other expert professional providers (e.g. Sing Up, Sound Connections, TrinityGuildhall)

 Bespoke CPD offered through our SLT Programmes Directors, Curriculum Leadership Team, members of the MMF specialist tutor work-force and partner individuals and organisations

 Publications, leaflets and reports on Music Education

The charity also provides training through its wider partnership network

 Leading initial teacher training at Roehampton University during 2013 – 2014, 14-15 and 15-16  Leading training for OAE players in SEN

 Leading SEN training for Ealing Music Hub

 Supporting Wandsworth Music Hub develop a new touring programme for its music centre pupils  Leading training for London Borough of Merton school Nurture Groups

2. INSTRUMENT HIRE- Provide an instrument loan service, with discounts for those on low incomes.

We provide a comprehensive instrumental hire service with discounts through our MMF Trust Fund scheme for those on low incomes. We are also currently looking at the possibility of setting up a new trading subsidiary to expand this provision and ensure that the Charity maximises on income raised. In the more long term, this could include cross hub trading and the possibility of instrument sales.

3. LIVE MUSIC OPPORTUNITIES- Provide access to large scale and high quality music experiences for pupils, working with professional musicians and venues. This will include undertaking work to publicise the opportunities available to schools, parents/carers and students.

MMF provides a varied programme of large scale and high quality music experiences for pupils, working with professional musicians and in high quality venues.

This includes:


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 Involvement in Music for Youth Regional and National Festivals. MMF groups have also performed at the Schools Proms at the Royal Albert Hall

 ‘ArtsBeat’ bi-annual school-based festival, working with expert individuals and partners to deliver a range of projects, activities and performance opportunities

 Performances at major national events including the Wimbledon Tennis Championships

 Regular partnerships with other high quality arts organisations and providers including Polka Theatre, Wimbledon International Music Festival, Wimbledon Civic Theatre Trust, Be Creative, Teach It Through Drama, English Pocket Opera Company and the Orchestra of the Age of Enlightenment.

 Collaborations with local organisations including AFC Wimbledon, South Park Festival, The Mayor’s Office (LBM) and Wimbledon Community Chorus

 Annual concert tours overseas (provided since 1994).

 Joint projects with members of the South West London Music Education Partnership (SWLMEP)

The availability of these live music opportunities are well publicised to schools, parents/carers and students, and there are regular features on our website at We also use social media and RSS feeds to highlight activities that our users should know about. Further details can be found in our Communications Strategy, which outlines developments in this important area. From September 2012 music education in England has been supported by the network of local Music Education Hubs. This is an action point from ‘The Importance of Music – A National Plan for Music Education’ (NPME). There are many references in the NPME to the vital role a hub should play in ensuring high quality music education in schools.

Central to this is the remit for hubs to act as champions, leaders and expert partners, who can arrange systematic, helpful and challenging conversations with each school about the quality of the music education and how the school and hub can work together to improve it. This is outlined in the Ofsted Survey ‘Music in Schools: what hubs must do’ (November 2013), which outlines the following recommendations for both hubs and schools.

Music Hubs should:

 promote themselves with schools as confident, expert leaders of music education in their areas, not simply as providers of services

 expect and secure that all schools engage with them and the National Plan for Music Education

 have regular supportive, challenging conversations with each of their schools about the quality of music education for all pupils in that school

 support all schools in improving the music education they provide, especially in class lessons, and support them in evaluating it robustly

 offer expert training and consultancy to schools, which supports school leaders and staff in understanding what musical learning, and good progress by pupils in music, are like


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Our key principles

 spend a suitable proportion of their staff’s time on working with school leaders strategically, alongside their work in teaching pupils directly

 publicise their work effectively to schools and explain how it can contribute to school improvement  facilitate school-to-school support as appropriate

 promote high-quality curriculum progression in schools and ensure that hubs’ work in schools is integral to this  robustly evaluate the impact of their own work on pupils’ music education.

Schools should:

 make better use of the provision and funding provided through hubs as part of the National Plan for Music Education  expect music hubs to provide them with expert advice and challenge – the challenging conversation – and take action on


 evaluate their musical provision more accurately, especially teaching and the curriculum, and seek training and advice as needed.

There is clear recognition of the vital role hubs should play in ensuring high quality music education in schools. At the heart of everything we do is the importance of quality.

The following are some of the key principles our hub promotes.

 In everything we do we strive for excellence and high expectations

 Partnership activities must promote inclusion and equality

 Quality is central to our business planning and operational delivery

 Clarity and transparency are key success factors in developing effective partnerships

 Strong partnerships across the hub result in high quality, inspiring and engaging musical and progression opportunities

 Delivery is child-centred putting the needs, welfare and happiness of the child at the centre of our work

 Our offer is authentic ensuring that children and young people are actively involved and feel a sense of ownership

 All partners we work with recognise the need for sustainable provision within the area we serve

 There is a shared commitment to achieving better musical outcomes for all young people

 Partners are aware of the need to assure the quality of the work they do and to collect and report appropriate data

Thorough planning, good communications, effective partnerships, strong governance and high quality delivery are all critical factors in ensuring that the aims and outcomes of the National Plan for Music Education can be achieved.


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Focus for the strategy

Use of social media

Research areas:




We are currently developing a Communications Strategy for the Merton Music Education Hub and Merton Music Foundation’s wider advocacy operations as a Registered Charity.

The aims for this new development will be:

 To identify the different audiences and groups that we need to communicate with

 To Identifying the methods we will use to promote our offer to schools, parents/carers and other audiences

The first phase of the strategy will focus on the following key objectives:

 To determine what our organisation is trying to achieve from a communication strategy

 To place our organisation and its charitable purposes first ensuring that social media is only used as a tool to assist in achieving our goals

 To help us understand if social media will be helpful for our organisation in the medium and long term

To do this we are focusing on the following key priorities:

 Undertaking research on how to develop and implement a social media strategy

 Identifying what are the specific organisational goals that social media might be able to help us with This will involve:

 Selecting the goals that we wish to pursue

 Deciding who is going to be involved and for how much time  Deciding on their role within the communications strategy

As part of this first stage of development we will:

 Undertake research on the types of social media available to us - what works and what doesn’t work

 Focus on one specific social media tool to analyse its potential impact and outcomes (we are currently doing this with Twitter. Further work is planned using Facebook from 2014-16)

 Through experimentation reach decisions on future development and inform phase two of the strategy for 2016 onwards It should be noted that continuous change is at the heart of social media. Regular review of what we are doing and how it is helping us to achieve our organisation’s goals is likely to be the key driver for this future development.


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Digital Media


and Research


and Marketing





Merton Music Foundation is undertaking research and development to explore ways in which digital technologies can improve how arts organisations are run. This is including developing new website facilitates using the latest in open-source software for data collection, online payments and Gift Aid reclaims, client surveys, and moving its internal communication systems into the Cloud using Microsoft Office 365 enterprise technology. To help support this the charity has succeeded in becoming a registered partner on the Microsoft Software Donation programme.

We are also researching the possibility of developing a Fundraising and Marketing Development Strategy. (This is one of the development areas mentioned in our Annual Report and Financial Statements for 2014/15 – ‘Plans for the future’)

Research will take place during the 2014/15 academic year followed by further development the following year. The first stage of the project will:

 Investigate the potential for working with an experienced charity fundraising advice, support and promotion service to help unlock new income generation possibilities for MMF

 Undertake a review of MMF’s fundraising performance, activities, resources and current position

 Create a fundraising and marketing skills programme that will help support hub development from April 2017 onwards  Examine the possibility of sourcing interim fundraising and marketing support to help develop the charity’s fund raising


 Identify the most appropriate staff development methods that will embed this development into the everyday practice of the charity

As part of the marketing element of the strategy, we are looking at ways in which we can strengthen our profile as an independent charity.

This will enable us to:

 Develop a stronger online presence ensuring that the Foundation’s aims, objectives and mission are more clearly messaged to the various client groups we work with

 Strengthen our messaging and interaction with the public through the coordinated and interactive use of social media  Identify new partnerships with businesses that will be beneficial to our charity’s operations and development

 Seek feedback from the users of our charity’s services that will help inform our next strategic review and development of our new business plan for 2017-20


27 | P a g e Supporters and Donors














Strategic Partners Group


Senior Leadership Team

MMF Trustees


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Governance and


Stakeholder Group Steering Group

The Merton Music Education Hub is an active network of organisations working together and committed to building a secure foundation for music education in Merton. The hub is developed and managed by Merton Music Foundation as one of its key operations from September 2012. A new strategic group (Merton Strategic Partners Group) has been developed that will be responsible to the Board of Trustees of MMF. The Board will continue to deliver funding applications to grant providers and oversee the work of the Merton Music Education Hub.

Music Education Steering Group

Setting Policy for Music Education for Merton

Chair:Programmes Directorsof Merton Music Foundation (On behalf of the Lead Partner organisation)

Who:Head of Music (Secondary), Music Coordinator (Primary), Early Years Rep, Special Schools Rep, 2 MMF Tutor Reps

Purpose:To provide a clear policy for music education based on principles of good practice and pedagogy. This will be driven by national initiatives and local needs as defined by headteachers, teachers, and pupils.

Merton Strategic Partners Group

Supporting a coherent offer for Music Education for all Pupils

Chairs: Chief Executive of MMF (On behalf of the Lead Partner organisation)

Director of CSF or Officer Representative (On behalf of the Lead Agency organisation)

Who: Schools Forum Representative, Crown Lane Studio, Be Creative, MMF Chair, MMF Programmes Directors, Orchestra of the Age of Enlightenment, Polka Theatre, Wimbledon Civic Theatre Trust, Wimbledon International Music Festival and other key partners when relevant.

Purpose:To provide strategic support for music education for all schools and pupils and to oversee and harness the resources of all key organisations in the Borough; to oversee and develop funding new streams; to identify


29 | P a g e

Other Partners

Local, Regional and National

National portfolio organisations Bridge organisations


Support Partners

The UK Association for Music Education - Music Mark South West London Music Education Partnership (SWLMEP)

Beyond our Strategic Partners, we also work with a range of local, regional and national organisations on specific projects. We do not see these organisations as strategic partners, but rather as Associate Partners who help us to deliver high quality music education. Please see ‘A Structural Overview of ‘The child’s music offer in Merton’ for full details of the partnership.

We also work closely with a number of organisations at regional and national level to help develop the subject specific aspects of our hub offer as part of the National Plan for Music Education. These relationships help keep Merton Music Foundation and the Merton Music Education Hub up to date with the latest developments in music education.

We have an active working relationship with two National portfolio organisations – Polka Theatre and the Orchestra of the Age of Enlightenment (OAE). Both NPOs have been actively involved with the Hub since 2012 working on joint music and arts projects with Merton Music Foundation. Full details of activities can be found in our charity’s Annual Report and Financial Statements.

We are in regular contact with our local Bridge organisation A New Direction passing on all information they send to Merton schools. Staff from MMF have also attended various briefings and meetings since 2012, and continue to support joint working initiatives such as the ‘Discover Artsmark’ programme, ‘Schools Forum’ events and in-school support. As part of our ongoing support for Merton schools, we have also provided informal advice at an early stage for schools expressing an interest in Artsmark and continue to support them in achieving Artsmark status. Currently 9 Merton schools are registered as having Artsmark Gold status on the Artsmark website (as at February 2015). MMF will be hosting a CPD workshop for Merton schools delivered by A New Direction in February 2016.

Our Hub partner Wimbledon Civic Theatre Trust (WCTT) has incorporated Arts Award into at least one of its recent school-based projects, as has the Youth Music connected project we have set up with the Merton SMART Centre. We will be holding a review session during Spring 2016 with Polka Theatre and WCTT to look in more detail at Arts Award and its use within the hub

partnership (we have recently taken on an instrumental tutor who is a Bronze level assessor for Arts Award).

The UK Association for Music Education - Music Mark. Music Mark (Formed through the merger of the Federation of Music Services and the National Association of Music Educators) is now a key national network of music organisations supporting music education at both regional and national level. MMF has been an active member of both organisations for many years and is now a member of ‘Music Mark’, following its recent merger in September 2013.

South West London Music Education Partnership. Merton Music Foundation and Richmond Music Trust formed the South West London Music Education Partnership (formerly South Weston London Music Services)in the early 1990s with the aim of developing opportunities for partnership working in music education. Ahead of its time, this close partnership, which has now grown to include seven music services, has developed into a strong alliance able to deliver joint CPD strategy, music education programmes, joint concerts and funding applications. The partnership is a readymade network of support and provides opportunities for the organisations to share expertise at senior management level. This has been particularly valuable in supporting new Heads of Service within the partnership. MMF will continue to play a lead role in promoting opportunities for partnership between the various services.


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Merton’s Music

Education Hub

A Structural

Overview of

‘The child’s music

offer in Merton’

Who we work with...

Why we do it...

Merton Music

Education Hub

(The child’s music

offer in Merton)

Music Education Hub Stakeholders Group

 Be Creative

 Crown Lane Studio

 Merton Children, Schools & Families Department

 Merton Schools Forum

 Orchestra of the Age of


 Polka Theatre

 Wandsworth Schools’ Music


 Wimbledon Civic Theatre Trust

 Wimbledon International Music


 Other key partners

Music Learning Pathways  Performers  Conductors  Composers / arrangers  Recording Engineers (Music Technology)  Producers / managers South West London Music Education Partnership  Croydon  Hounslow  Kingston  Merton  Richmond  Sutton  Wandsworth MUSIC EDUCATION In schools Primary / EYs  Whole Class Ensemble Teaching

 Group, shared & individual tuition  Live performances  Coord. support  CPD  Festivals Secondary  Group, shared & individual lessons  Live performances  HoM support  CPD / NQT support  GCSE / A level BTech support  Festivals Chaucer Centre  Individual Tuition (G&T provision)

 Merton Youth Music

Groups  Workshops  Courses  Masterclasses  Concerts/Tours Music Opportunities  High quality music


 Cross borough performance opportunities

 Performances at a wide range of venues

 Students leading and managing ensembles

 Parents and Helpers

 Music Tutors

 Performing arts

 Trust Fund & Bursary Awards

 Residential courses and MYM tours


 DfE / ACE messaging

 Value of music

 Music is for Life! Projects / concerts

 ArtsBeat Festivals, etc.

 Directory of Professional Arts/Music Organisations  Music Hire  Instrument Hire Organisations  ABRSM  A New Direction  Music Mark  Sing Up  Sound Connections  Trinity/Guildhall  Youth Music Volunteers and Third Sector  Friends of Merton’s Young Musicians

 The Big Give

Creative & Cultural Industries  Business enterprise

through the arts

 Cultural industries opportunities

Arts / Music Organisations  Be Creative

 Charanga (Music ICT)

 Crown Lane Studio

 London Vocal Project

 Music for Youth

 Orchestra of the Age of Enlightenment

 Polka Theatre

 The Voices Foundation

 Wimbledon Civic Theatre Trust  Wimbledon Community Chorus  Wimbledon Music Music Industry  Music retailers  Media / Press

 Crown Lane Studio (TV, local Radio)

Area-wide Music Ensembles

 Saturday Music Centre

 Monday & Wednesday

Youth Music activities

Leadership  Strategy and coordination  Accountability  Quality Assurance  Innovation  Delivery of services to schools Music Outcomes  Involvement in

National Youth Music Organisations (MYO, NCO, etc.)

 Further study (FE)

 Employment in Music Industry  Enhanced employment skills LINKS WITH ORGANISATIONS AND INDIVIDUALS

Children & Young People with Additional Needs  Hard to Reach  Children and Young People in Challenging Circumstances Merton Council  Merton schools

 Children, Schools & Families Department

 Environment and Regeneration Department

 Leisure & Culture Department


31 | P a g e

Following reorganisation due to reduced funding and refocused priorities,

MMF’s operational structure now consists of 3 full-time posts - Chief

Executive and 2 Programmes Directors, and 7 part-time Curriculum Leaders

who manage the charity’s operations. A team of 4 administrative staff

support the charity’s operations.

Key Personnel

Senior Management

Chief Executive: John Mander

Programmes Directors: Soo Bishop, Elisabeth Wigley

Curriculum Leaders Edward Babar Sara Grint Flavio Li Vigni Adam Saunders Jackie Schneider Caroline Segolo Rom Stanko Administration Julee Awoonor-Gordon Finance Julie Raper Instruments Callum Yule

Operational Structure


32 | P a g e The details below provide a summary of the Arts Council England finances that are available to support the Merton Music Education Hub, which is managed by Merton Music Foundation as part of its wider charitable operations. Income received from ACE represents 19% of the charity’s total income (2015/16). Merton Music Foundation’s Financial Year runs from 1st September to 31st August. Grants received from ACE are proportioned across MMF’s financial year (5/12 and 7/12 accordingly)

Music Education Hub

Income and




Use of ACE / DfE Grant

National Plan for Music


Focus for expenditure

April – March Income YEAR 1 YEAR 2 YEAR 3 YEAR 4 Arts Council England/DfE grant allocation 2012-2013 2013-14 2014-15 2015-16

£ £ £ £

Totals 195,029 182,270 190,364 250,318

September – August Expenditure (*Figures to be updated from 2014-15 Survey Data)

Area of Expenditure Focus Area 2012-2013 2013-14 2014-15 2015-16 % of ACE Grant Wages and Salaries All Core / Extension 140,045 130,883 136,695 179,746 71.81% National Insurance Contributions All Core / Extension 12,480 11,664 12,182 16,018 6.40% Pension Contributions All Core / Extension 19,746 18,454 19,274 25,344 10.12%

Ensemble Provision Core 3 9,800 9,159 9,566 12,578 5.02%

Special Projects/Singing Strategy Core 4 / Extension 3 12,958 12,110 12,648 16,632 6.64%

Totals 195,029 182,270 190,364 250,318 100.00%

ACE/DfE funding is used for ‘Front Line’ delivery and management of Music Education Hub activities. ‘% of ACE/DfE Grant’ shows the balance of allocation across each cost area. ‘% of MMF Expenditure’ shows the level of ACE/DfE spend against the total cost of expenditure for each area. The above figures show ONLY ‘Front Line’ delivery. They exclude ‘Back Office’ costs, which are

separately funded by Merton Music Foundation.

Core Activities

Core 1 First Access

Core 2 Progression

Core 3 Ensembles

Core 4 Singing Strategy

Extension Roles

Extension 1 Continuous Professional Development Extension 2 Instrument Hire

Extension 3 Live Music Opportunities



33 | P a g e

The Board of Trustees is responsible for the management of risks faced by the

charity. Detailed considerations of risk are delegated to the Chief Executive,

who is assisted by the senior leadership staff of the charity. Risks are identified

and assessed, and controls established, throughout the year. A formal review of

the charity’s risk management processes is undertaken annually. The Board last

reviewed its Risk Assessment Control in February 2015.

Risk management by

the Charity

Key controls

Risk headings


The key controls used by the charity include:  Formal agenda for board meetings

 Comprehensive strategic planning, budgeting and management controls  Establishing organisational structure and lines of reporting

 Formal written policies

 Hierarchical authorisation and approval levels Nine key risk headings have been identified:

 Mission & Objectives – Activities and plans are compatible with the charity’s Memorandum and Articles  Law & Regulations – Compliance with Health & Safety, SORP and Education Acts

 Governance & Management – Communication, management team effectiveness, service performance  External Factors - Acts of God/adverse weather, loss of grants/changes to their use

 Operational – Reputation of the charity, adverse impact on services, public relation issues  Personnel - Difficulties recruiting/training, staff unavailable for extended period

 Environmental - Lease development, accommodation issues  Technological - Failure of key software and hardware

 Financial - Financial controls, audit compliance, tax compliance In accordance with the Policy:

 The MMF Board has responsibility for overseeing risk management within the Company;

 The Chief Executive has responsibility for reviewing the systems of internal control and ensuring that effective systems of control are maintained and operated; and

 The MMF’s Senior Leadership Team supports, advises and implements policies approved by the Board and is committed to adopting good risk management practice.

Through the risk management processes established for the charity, the Trustees are satisfied that the major risks identified have been adequately mitigated where necessary. It is also recognised that systems can only provide reasonable but not absolute assurance that major risks have been adequately managed.


34 | P a g e

What / Who Objectives Actions Deadlines Key Performance Indicators


FIRST ACCESS -Ensure that every child aged 5 - 18 has the opportunity to learn a musical instrument (other than voice) through whole-class ensemble teaching programmes for ideally a

year (but for a minimum of a term) of weekly tuition on the same instrument WCET – ‘IN2MUSIC’ (MAIN)

CLT / SLT Overview

Increase the number of schools offering first-access provision. Continue to develop new style programmes e.g. mixed instruments

 Increase number of WCET projects in schools

 Introduce more new shorter one term projects

End of each

Academic Year Number of schools 2012/13: 40% Primary 2013/14: 50% Primary 2014/15: 60% Primary 2015/16: 70% Primary

WCET – ‘IN2MUSIC’ (RECORDERS) Advanced Skill Teacher

/ Steering Group Overview

Revise and re-launch the In2recorder programme, with new resources and CPD opportunities. Increase the number of schools offering first-access provision

 Increase number of WCET projects in schools, delivered by school staff

End of each Academic Year


Increase the breadth of first-access provision. (New provision)

 Investigate possibility of expanding

provision to include KS3 By August 2013

Research on impact with future recommendations

for 2013/14 & 2014-16


Continue to provide ‘Hands on Sessions’, in a variety of settings and formats as part of First Access provision for new pupils to try out musical instruments

 Increase number of new pupils entering MMF’s instrumental music programme

End of each Academic Year

At least 2 Hands On Sessions provided per year


Widen ‘Strictly’ series to include schools as well as Music Centres

 Experimental programmes trialled in both schools and music centres to assess schemes future potential

By July 2013 Research on impact with future

recommendations for 2013/14 & 2014/15

The following Operational Plan will be used by Merton Music Foundation to

strengthen development of its Music Education Hub provision from September

2012 – March 2016. The Plan includes objectives, actions, deadlines and key

performance indicators).