School leaders must allocate time to protect music teachers’ workloads and remove barriers preventing students from accessing music education, according to information Music Mark reported from an Ofsted update presented by His Majesty’s Inspector Christopher Stevens on October 6.
Music Mark reported that the session, held in partnership with the Music Teachers’ Association and the Incorporated Society of Musicians, addressed how leadership decision-making reinforces the strength of music provision and safeguards against burnout of heroic teachers. When music teachers raise concerns about insufficient time for music across an academic year, leaders need to justify how progression is enabled.
Music Mark reported that setting a musical culture involves curriculum delivery, choirs, bands, ensembles, peripatetic tutors and performances. Leadership stands apart where additional layers of teacher responsibility are recognized and time is allocated to protect workloads. One music lead shared that they perceived the choir as an extension of the music classroom where skills continue to develop.
Music Mark reported that inspectors should examine what makes up a school’s musical culture and how leaders and teachers make musical progression possible for all children, rather than focusing on club attendance data. Leaders must be aware of barriers facing students in fully accessing music education and take steps to remove them, both in and out of curriculum time.
For more information, visit musicmark.org.uk.