John Witchell's Chief Executive blog

We’ve had quite a hectic time in music services, but one where we continue our resolve to tackle the current challenges with deep determination. This was certainly the case at the FMS conference in Northern Ireland. Keynote speeches from Sir Tim Brighouse, Roy Leighton and David Sulkin underlined not just the importance of music, but also the essential role that music services play in providing high quality, progressive and sustained opportunities in all kinds of music. It was heartening to hear the message so clearly from people who are not necessarily musicians, but who understand completely the transformational power of music and the central role that we play in music education leadership.

Likewise, in a session where key figures in music education were asked to share their priorities for music services, Deborah Annetts, Chief Executive of the ISM, Christina Coker, Chief Executive of Youth Music, Mark Phillips, National Adviser for Music (HMI) and Marc Jaffrey, Think Again, didn’t pull any punches. But their messages were clear - music services provide the infrastructure for music education provision, but cannot work in isolation, hanker after some sort of status quo, or assume that the quality of everything is as we want it. They all fervently support music services, but are absolutely clear about the need to manage change professionally and positively. And when we heard from heads of service in a panel discussion, it was clear that we are doing that - with energy, passion and zeal.

High points in the conference were the performances by young people - traditional Irish music of the very best quality. So we must thank the performers and their dedicated teachers who provided inspirational music that reminded us why we do what we do. Given the economic climate and the challenges ahead, we must always draw on our natural reserves of music to charge our batteries and strengthen our resolve. Actually I think the conference succeeded in doing that, but we now know that we are in the middle of the most critical time for us. Many colleagues are facing very difficult economic pressures and need to be reassured that everyone in the FMS is supporting them.

One of the things that we will soon be reporting on is our work on business modelling with Ernst & Young. Of course we all know that there are no magic bullets, but I can assure you that we are doing all we can to support each and every service. After our next executive meeting on 30th June we plan to publish guidance by the end of term. It’s a critical task, because the transformational power of music will go nowhere if we don’t have sound business acumen to maximise every ounce of funding and income and provide the best value for money.

Finally I want to emphasise the importance of everyone’s contribution to the FMS. Sir Tim Brighouse made it clear that he knows that for many music leaders there is no such thing as work life balance - our work is our life. The FMS is truly a family of the most wonderful people and over the last three years I have been honoured to serve them. I was truly humbled by the spirit of the delegates at the conference and will never forget my short time at the helm. We’ve now jumped over the first hurdle in that the Music Standards Fund will continue to be ring-fenced until April 2011. But, with our indomitable determination, we will ensure that music services continue to serve their schools, families and communities, not just for the next few years, but for the rest of the 21st century. Mind you, we won’t all be around to see that!

So let’s keep on the front foot, remain committed and confident and, above, ensure that we all keep on making music, which is what we do best of all.

Now the new government is settling in it is perhaps time to take stock of achievements in music services over the last decade and be clear about what is needed for the next five years. Let’s be absolutely clear about our successes, but also our determination to make things even better for all the children, families and communities we serve.

Ten years ago the head of the service that I worked for said he really wished that we could bring instrumental teaching closer into the curriculum and I agreed with him. Well now we have. Wider Opportunities, which is now recognised as a world class success, has transformed music in the primary school and brought out the best of classroom and instrumental teachers working together. Musical Futures has turned traditional pedagogy on its head and been a leader in personalisation. A Common Approach has provided a world leading curriculum framework for instrumental and vocal teaching and, with our National Standards for Instrumental Teachers and our rigorous self evaluation programme, has enabled us to raise standards of achievement, learning and access. The profile and advocacy of music services is stronger, due in many ways to the sterling work of the Think Again team and Watershed Consulting and we are providing more and better professional development opportunities, not least with our new, highly regarded leadership programme. All these things support the work of individual teachers in all our music services.

Enough of blowing our own trumpet, though it’s important for everyone to appreciate the achievements of music services in the FMS. But we are also very much aware that all these qualities provide the underpinning for the future development that is now needed in music education. We have to help the new government address wider issues other than music and we can do that through music. We have to acknowledge the unevenness of provision across the UK, even though many of the contributory factors have been beyond our control. We have to be clear about finding solutions and answers to problems and to do so we need to lead from the front and relish opportunities to be innovative and creative. Above all we must unlock the resources of all organisations involved in music education and be at the centre of deep and trusting partnerships.

So here are a few strategic objectives to think about.
1. We must strengthen our investment in leadership so that there are sufficient people who have the skills and understanding to ensure that the nation’s vision for music is realised. We have made a perfect start with the 10 day leadership course managed by Richard Crozier - and there are some brilliant people around.
2. We need to capitalise on the progress made with self evaluation. The country needs to know that every child wherever they live will benefit from the same high quality opportunities to fulfil their potential in and through music.
3. We must build on our high pedagogical credentials and ensure that through curriculum developments and revisions of A Common Approach (digital and interactive) we can make our workforce really fit for the 21st century.
4. Our teachers are our life blood; without them we can do nothing. Therefore we have to raise the bar of professional development and support for individual teachers.
5. We must remove any obsolete barriers in terms of structures, or ways of working, so that partnerships are deeper and are characterised by trust and mutual advocacy. All music services ‘provide’ some form of music education, but our role is now much wider. The greatest appreciation of what we do comes when we also foster partnerships, facilitate the work of others and build bridges. It seems to me that the future of music service provision will depend on the ability of the music education sector to unite, not just in its message, but in its ability to maximise its resources for the good of all.
6. We have to be adaptive and imaginative in the ways we ensure the greatest efficiency and best value. In particular we need to have determination and skills in finding new business solutions and structural configurations that are fit for purpose in a more difficult economic climate. Therefore I am delighted that we are about to undertake some important work with Ernst & Young in this area.
7. Our close relationship with schools must be further strengthened so that our work is truly integral to all their curricula.
8. And, as important as anything else, we must continue to tell the story, communicate the message and fight for the future of music education, for the sake of all children.

When we say we have a world-class music education system we make the point that the country must use it well, sustain it and invest in it. In return we must commit ourselves to continual and sustained improvement. Like schools, or any other institutions, we are not perfect. But we are ‘good’ and determined to make things better. We are already shaping music education in the 21st century. Let’s make sure that music services play their full part and make the most of every morsel of resource that is in their reach – sharing, promoting, collaborating and supporting everyone who contributes to the ongoing improvement in education. Together we are ‘on the threshold of a dream’ – so I hope I will see you at our important conference in Belfast this year on 17 and 18 June when we will be dreaming about the future, whilst we are wide awake!

Are music and the arts being overshadowed by the hurly-burly of the election debates? There is a danger that they are, since whilst we’ve all been fascinated by the meteoric rise of Nick Clegg, and the response of his opponents in the debates, no-one’s actually mentioning music. If you heard Ed Vaizey (Conservative), Don Foster (Lib Dems) and Ben Bradshaw (Labour) on Music Matters with Tom Service, you might be encouraged in some ways. For instance Ed Vaizey admitted the mistakes the Conservatives made in the past with the Education Reform Act that removed the statutory obligation for local education authorities to maintain their music services. All three parties also agreed about the value of In Harmony and the relatively minuscule amount of funding for music education that they would not wish to cut, but they didn’t exactly say that they would maintain dedicated (or ring-fenced) funds for music service provision. So we’ve still got to keep up the pressure and ensure that we get our message across nationally and locally.

In the Times on 23rd April, Richard Morrison said how, in 25 years as a critic, he has never been so hopeful about musical life as he is now. In particular he praised the prospectus for the this year’s Proms which features exciting young British conductors such as Robin Ticciati, who came through the ranks of the NYO, or Edward Gardner, an ex chorister of Gloucester Cathedral. Music services relate directly to these two groups, as they do also for other notable stars in music - Alison Balsam, who was taught by a generous and inspirational music service teacher, and Katie Melua, who attended the Belfast Music School. Why mention them? Because if, as Richard Morrison concludes, music in the UK has never been better in recent years, much of that success must be down to the music educators - in music services, orchestras, choir schools and music schools. We produce superb musicians because we have a first class, world class music education system, underpinned by and dependent on music services.

Now to get back to the political debate, is music relevant to the economy, immigration, pensions and MPs expenses? Certainly it is, at least for the first three, though I’m not so sure about the fourth! Music education provides the foundations for the creative industries which contribute to the nation’s wealth. Through our inclusive approach that embraces all kinds of music for all kinds of people in all kinds of communities, we help to remove barriers rather than create them. Isn’t music a healing resource that brings people together, rather than pulls them apart? The case for music and pensions is a little more tenuous, but I’m sure that most music services have some activities that are designed for older people. The point I’m making is that music is relevant and indeed central to all these political issues, but of course it is also fundamentally important to all human beings. So at this time of political rough and tumble we need to remind all the contestants - i.e. all the politicians - that we are here and are helping them achieve their goals for the good of the country.

In all this the FMS is doing what it can to communicate the message powerfully and effectively. We’re working hard with our partners - ABRSM, Yamaha, Sing Up, Youth Music and Think Again to NAME but a few - so that we combine forces and help unite all those who work in the music education sector. It’s also important that everyone in the FMS maintains the messaging momentum. Have you, for example, contacted your local Paliamentary candidates so that they are aware of the good that you do? If you haven’t, it’s not too late. Are you keeping up the good news stories in the local press and your own website? Have you joined www.fmsbuzz.com, which is a great and free resource celebrating your own work. And are you coming to the annual conference in Belfast on 17th and 18th June, where keynote speakers include Sir Tim Brighouse will be helping us through this challenging period of change?

At the end of my three year contract in August I will be stepping down as Chief Executive, though I hope to work on a part-time basis for the FMS in areas such as self evaluation. I have enjoyed my time immensely, but within the next week we hope that my successor will be appointed. I believe that whilst times are tough, we really do have everything to play for. We might be at a threshold, as the title of our conference suggests, but through our collective spirit and determination we are also about to step over the threshold and lay the foundations for the future.

You know what it’s like when you are on a commuter train - read a book, do Sudoku, go to sleep or try to do some work. Sometimes you combine both work and sleep. And that’s what I did on a journey from Kings Cross to my nearest station at Biggleswade. From time to time people ask, ‘well what’s your vision?’ Now I think many people in music education have very strong views about their vision, though it is implicit rather than explicit. So I started jotting down my vision and by the time I had reached Biggleswade I was on No 26. I thought I would share them here, and would be interested if your vision is the same of mine.

1. Every child really does have the opportunity to learn to play a musical instrument, initially for one year
2. Every school is truly a singing school; it knows what quality singing is all about and singing permeates across school life
3. Pre-school music education is strengthened so that all children get off to a flying start
4. The pathways beyond KS2 are clear, well sign-posted and progressive
5. Young people who may, for whatever reason, miss out in school life have high quality and easily accessible opportunities to develop their musical talent
6. Those children that wish to continue playing beyond the first year of learning are able to do so, whatever their financial circumstances
7. A continuum is established between KS2 and KS3 and from the formal to the informal and the non formal
8. Musical Futures is embedded in all secondary schools and personalised learning is at the heart of learning in and through music
9. Distinct approaches/initiatives/programmes are truly combined into a complete, holistic offer
10. Socio-musical programmes e.g. In Harmony are available in all communities that need them, not just selected
11. Diversity is reflected in the range of genres and music leaders/teachers
12. Mechanisms are in place to ensure that LA service providers are supported with core funding, whilst meaningful autonomy is maintained in schools
13. Music is embedded in the National Curriculum entitlement and any additional programmes are connected to this
14. Programmes for special needs, including the musically gifted, children with learning or behavioural difficulties, or physical disabilities are incorporated more into the mainstream – with greater, joined-up planning and realistic funding
15. Primary school teachers receive regular and effective CPD so they have more confidence in music
16. The role of secondary school music specialists is widened, so that they can utilise their skills in the community of schools e.g. in primary schools
17. The music education sector unites, not just in vision, but in practical, strategic plans
18. Inequalities of funding are ironed out, so that every child benefits from equal opportunities in music; funds are available for all legitimate members of the music education sector
19. Music is seen to support other arts and contribute fully to the cultural offer; there is synergy, but nothing is taken away from music for the sake of other artforms; there is real collaboration
20. Music networks effectively bring together the rich resources of all providers; real and meaningful partnerships underpin the provision for children, schools and families
21. Family learning is supported and promoted, extending from opportunities in schools
22. Education and training are joined-up; there is more coherence in vocational training; the value of music education is recognised in supporting the country’s wealth
23. Music leaders are recognised for what they do – in employment and CPD
24. Everyone in the country benefits from a coherent approach to lifelong learning, whatever their age
25. The world is a better place because of music
26. Music education makes music work; it gives music power

Now please don’t criticise me for having too many points - the next job will be to refine them down to three. So next time you’re on a train, see what you can do in between blinks.

John

The Royal Northern College of Music is a great place to be when discussing music education, especially when it’s the musiclearninglive!2010 conference, as it was last week. With so much live music around you, and with so many young people making music, it’s an ideal place to meet like-minded people who share the same musical passions.

What marks this conference is the amount of practical music that is threaded through the seminars and presentations. Two outstanding concerts were relished by delegates. The first was by Tim Garland and his superb jazz trio ‘Storms/Nocturnes’. They played a fabulous number called ‘Rising Tide’, which would make a great signature tune for our leadership programme ‘Rising with the Tide’ - and by the way we still have literally one or two places left for the September course. I believe that this leadership training is essential for anyone considering taking a leadership post in a music service and it is also ideal for recently appointed heads. So if you have been considering this I recommend you sign up quickly by contacting sarah.adamson@federationmusic.org.uk.

The second concert was by the choir of Ripon Cathedral. It was inspiring in every sense and reinforced my fervent belief that in singing children can and do match the highest standards of adults. In a demanding programme, which they sailed through with technical and musical mastery, I thought about a parallel between words in Walton’s Te Deum - ‘the truth endureth from generation to generation’ and the ‘enduring’ nature of learning in music. At a time when we are articulating our message about the power of music we know that we will never fail to pass on our love of music to the next generation.

In some ways that was a theme of the conference and was certainly implicit in the keynote by Deborah Annetts, Chief Executive of the Incorporated Society of Musicians. Deborah articulated what many delegates were thinking; that the Music Standards Fund, which is the backbone of music education funding, must be centrally retained and ring-fenced for music education. Her messages about the great heritage that we have, and the need to ensure that opportunities are sustained for young people to fulfil their potential through high quality teaching often in music services, were clearly supported by all. We also appreciated her determination to fight for the sake of all our young musicians.

There is, I truly believe, a ground swell of support for music services. There is recognition that we have a central role in ensuring that sustained pathways are clearly available to all children - from first steps, through progressive routes in lessons, ensembles, choirs and orchestras, to accelerated programmes for gifted musicians. There is, therefore a high expectation - and with that comes responsibility. We haven’t used the term ‘hub’ very much recently, but perhaps we should again. With possible structural changes locally and nationally, we need to ensure that music services retain their front line role of delivery, whilst doing more in the areas of brokering, commissioning and forging partnerships with other organisations who share our objectives. At the conference there were many delegates who are not members of music services as such, but nevertheless I sincerely hope that they all feel warmly welcomed by their local music services. I hope we draw them into our communities and work together in providing the highest standards of learning in music.

I note that the Conservative Party is now telling us to ‘vote for change’. Well, I think that whichever party one votes for, change is inevitable. And of course change has been the theme of the Music Service Communication Campaign. Managing change is one thing - our teams, our structures. But to my mind it is ‘leading’ change, which is even more important. Our leadership is about finding solutions, taking opportunities, exploring alternatives and moving forward with confidence. It’s also about uniting the forces inside and outside music services. I am reassured by the strengthening friendships and advocacy of our partners in education. But I am also determined that the FMS also communicates its message with force and clarity, so that we will have no doubt about our legacy for the next generation.

Tides flowing and music services flowing from one generation to another - knowing the truth about why we teach music, why we serve children, schools and families and why we make Britain musical.

It’s good that Ed Vaizey recently outlined his ideas on how music education could develop under a Conservative Government. His comments have certainly prompted some reactions from the music education world, which is no bad thing. Some people have told me that they agreed with everything he said, but others have disagreed profoundly. Personally I am pleased that the debate has opened up and that we now have the opportunity to articulate our views with greater clarity as well as passion.

Could there be a world without music services? Absolutely not - I think that everyone agrees that schools, children and families need us. We know how to teach, we know how to develop progression and we know how to provide opportunities for all children to fulfil their potential in and through music. Our relationship with schools is solid and trusting. They only work with us because they believe in us and I’m sure you would agree that they would terminate contracts with us very quickly indeed if they didn’t. Just for a moment think about how many children were being taught by us in schools a few years ago - 8% of the school population, which wasn’t particularly bad, given the terms of reference for our work. But now add up the numbers - heading for two million - again each week. And if you count that number over the years we run into many millions. Having said all that, I’m not saying that music services will be the same. Hindemith’s Symphonic Metamorphosis comes to mind - our main themes will change, but the music will be very exciting……….. and, by the way, if your youth orchestra hasn’t played it, why not give it an airing - it’s a great piece!

Can we exist without the Music Standards Fund? My answer to that is also no. I believe that politicians from all parties recognise that centralised funding, dedicated to music education is essential. Whilst music services have been successful in generating income over the last twenty years or so, the principles of entitlement, access and indeed quality are predicated on having reasonable and sufficient public funds - from government and local authorities in addition to funds generated by music services. The Music Standards Fund might not be the only source of funding for music education, but it enables local authorities to ensure that music is at the heart the educational agenda and provide comprehensive instrumental tuition, ensembles and programmes that would otherwise not be available for all young people.

So if part of our message is that central government funding is critically important, it would also be fair to point out that we are not simply arguing for the status quo. Music education has changed enormously over the last twenty years or so and the FMS is very clear about the need to develop models of delivery that are fit for purpose in the future. Nevertheless we have proved the value of what we do and we know that are work can transform lives - if you haven’t read the impact evaluation of Wider Opportunities have a look now while you are on this site. The evidence is clear - WO is of high international standards and has widespread positive support from pupils, parents, teachers, headteachers and local authorities. It scores on the musical front in terms of musical knowledge and understanding, and it it has a plethora of personal and social benefits including increased self confidence, motivation, enjoyment, discipline and even better school attendance. No-one can stop this ground-breaking initiative in its track - though, of course we all recognise that we have more to do, especially in the areas of progression and training. Finally bear in mind that the report recommends that ‘continued financial and resource commitment to schools and music services is needed’. That’s a message to all those responsible for funding.

The Think Again team are also raising the issue of managing change. Again they are absolutely right. However, let’s also remember that we have grappled with change over the years - we have introduced new initiatives other than Wider Opportunities and, at best, we are proactive and strategic in our thinking. I say ‘we’, but I also recognise that there are varying levels of confidence within FMS. Therefore it is important that we have belief in our ability to manage the change, to think outside the box and to lead, rather than be overtaken by events. The second round of Think Again is now rapidly filling up, so if you have not booked your place, please contact Sarah Adamson at the FMS office as quickly as you can. We all need to think again.

Do you agree that there are too many initiatives? Perhaps in some ways there are - and to an observer there may appear to be a confusing array. But I’m reminded of a phrase that Jerome Bruner once said - that there are ‘many tracks leading to the same goal’. It would be very dull if we were all doing the same thing (a bit like a National Curriculum!!) and diversity of approaches is healthy as much as consistency of standards is critical. I think the task here is to demonstrate how they are complementary, how they combine to produce holistic coherence and how the ‘whole is greater than the sum of the parts’. In doing that we also need to be clear about what isn’t really proving its worth. For instance, if something has to be propped up by unrealistic levels of funding how can it be sustained? Sustainability and replication are two essential criteria in my book, and if initiatives don’t meet them I think we should question why we would wish to continue investing in them.

So this all leads on to having a strategy - a cunning plan. I think we would all agree that the Music Manifesto was indeed a very comprehensive strategic tool, even though you might not call it a strategy. Whilst the Manifesto Partnership and Advocacy Group continues, we have priorities. However it seems to me that an urgent task is to develop them into a more compelling strategy for the future. This will be a priority for a new Legacy Group, designed to follow on from the Year of Music. I am on this group, which is chaired by Darren Henley, and I am optimistic that it will make a very significant contribution to the development of music education.

Of course, the future of music education doesn’t just concern music in schools; access to non-formal activities outside school has increased enormously over the last ten years, during the evolution of Youth Music. This has to be welcomed and may I congratulate Youth Music on its tenth anniversary. However many of our own activities are now outside formal education, and our partnerships with Youth Music are becoming stronger day by day. But we mustn’t forget that our roots are in school-based work - pedagogy, progression and school improvement. We support and enrich schools, we know how to teach and we know how children learn. We have the confidence of headteachers and we work closely with them, for instance in schools’ forums. Any incoming government needs to be cognizant of our integral contribution to schools and their improvement - not just as providers, but as facilitators, brokers and supporters.

And talking of brokers I would also say we shouldn’t try and fix something if it isn’t broken. (My humble apologies for a dreaful link!). What I mean is that sometimes I think that we are very good at talking ourselves down. Now stop it! We really are world class, we are leading the way in innovative ways of teaching music, and we do it well. I want to make it clear to any new government that they simply cannot do without us. That is the message that the FMS is conveying - not in isolation, but with our community of music educators who all support our cause - professional associations, examination boards and the music industry to name but three.

The FMS is determined; we will fight for music services as we fight for the entitlement to good music education for all people. We will work with and support all those who contribute to music education. We will be prepared to look at different organisational and funding models. But we won’t give up what we have built up steadily over the last 50 years or so. The FMS message is that music is working - music services are working. Music is essential to life; music services are essential to music.

I’ve just returned from the South West Region two day conference for senior managers in music services. Each year they get together in Torquay where they share strategic ideas and discuss priorities for the future. You can imagine that there was plenty to talk about this time, but the mood was energetic, challenging and optimistic. Like most services throughout the UK many are very worried about their local authority funding - authorities which have always supported their music services are struggling to sustain the funds, as we all know - but there was a gritty determination to find new opportunities, backed up by refreshed skills in managing change. They had the army in to tell them about strategic decision making in the armed forces and, if that wasn’t enough, they also asked Marc Jaffrey to speak about the Music Services Communication Campaign (MSCC). I reckon his array of weapons is entirely complementary to those of the army.

There is a hunger amongst services to make the most of opportunities that arise through the prospect of political change. There is a deep-rooted belief in the value of what we do - as one head of service put it, ‘music is about humanity’ - simple as that. There is confidence in our ability to make good things better - through self evaluation, focus on leadership and skilled management of change. And most importantly there is utter determination to move forwards, not backwards - accepting the harsh climate, but knowing that we have an essential offer in the education of all young people.

That’s the back-drop to the Burning Issues’ conference on Friday at the Royal Institute of British Architects. Professor Anne Bamford will be providing us with some very positive feedback about the Wider Opportunities programme and the Think Again team will be taking us through some key headlines about our communication strategy.

I hope you will be there to help us convey the message that ‘music is working’.

John

For once I didn’t nod off in the middle of Question Time when it was from Wooton Bassett. That was because a line-up of distinguished speakers were persuasive and compelling in their arguments for and against the war in Afghanistan. When you watch a programme like that do you sometimes wonder if teaching music is really important at all. Can we really justify our fascination with crotchets and quavers when soldiers are being killed on our behalf every week in Afghanistan?

And then I thought about the times I have experienced Britten’s War Requiem; where the violence, personal tragedy and grief of all those who witness war is brought to our attention in powerfully expressive crotchets and quavers. Indeed I would say that the War Requiem expresses in music all the turbulence and contraditions of the arguments that we heard in Question Time. But it is the skills of a musical genius that enables us to come to terms with our feelings about war. That is the power of music and that is why people need to encounter pieces like the War Requiem.

So at a time when we are arguing for music education, when we are saying that music is powerful, don’t let us forget that it is also in the front line of our human emotions. It enables us to comprehend the incomprehensible; it helps us to encounter aspects of life that we don’t always want to meet.

That is also why we have to remain true to our conviction that it is our duty to bring out the music in every child - those that will become the maestros of the future, or perhaps more importantly, those that could end up on the street, or find themselves in troubled parts of the world. We make music for all children; we unlock their understanding and we nurture their interest and talent in structured pathways of progression. And we do it to the best of our ability. Although musicality can develop without good teaching, we know that our children deserve the best teachers who are highly skilled, well-trained in teaching and fired up with enthusiasm. That is why I am heartened that the FMS is leading the way in raising standards in music teaching - through self evaluation, curriculum development and leadership training. That is why the FMS is right in fighting for the very best music education system that the country can afford.

Thankfully there are many others who agree with us. I believe it is our duty to capture the enthusiasm of others and bring together the strongest advocacy we can for music education. We’re doing excellent work, both at local and national levels, and there is no doubt that key stakeholders including headteachers, directors of children’s services and politicians, support our cause. However, our task is to convey our simple message about the power of music to everyone, including the hard to reach, rather than just the converted.

Let me return to the War Requiem. I was blown over by Ian Bostridge at the Royal Albert Hall a few years ago. But I was also bowled over when a youth orchestra performed it with Philip Langridge. He was amazed by the experience of performing with the young people and said it was one of the most moving performances he had been involved in. What’s the moral of this? It is that our children can express themselves in music as well as any professional, and in so doing they can come to terms with deep human emotions and begin to understand the world around them. That’s why we must keep true to our values and continue and make sure that we provide them with the opportunities to make the most of their musical talent.

Recently the executive committee had two Away Days to take stock of where we are and where we wish to be in twelve months time. I have to say that, although we were exploring some tough issues, we all came away with renewed spirit. We’ve got so much to be excited about in the future.

Likewise, we’ve just had the taster days of our new leadership training programme, which were received with great enthusiasm by over 150 colleagues from services across the country. So what have we got to be so upbeat about? Well I will tell you.

First, we can say categorically that FMS music services are raising standards and focusing on the quality of teaching, leadership and achievement. These are three core principles in all educational strategies that I know.

Second our programmes of playing and singing have evidence to show how they improve behaviour, especially in those who sometimes have been less motivated.

Third, initiatives such as In Harmony and Wider Opportunities are helping to heal the divide between rich and poor. How do I know? Because headteachers say so.

Now let’s make it clear: music creates wealth, music is part of a better educations system and music in the UK is world-class. Music educators are known to be innovative, adaptive, flexible and responsive.

We’re also pretty lean and mean - tell me a service where there is excessive bureaucracy. Having said that we’re also open-minded and always keen to find more effective ways of organising our services.

Music teaching is regarded as presitigious; sometimes we forget that, but our parents don’t. We also know that music is proven to increase attainment in maths and literacy. The quality of leadership in music services is better than ever before, supported by a new rigorous leadership programme. We also want our parents and children to have the power - they make the choices and we provide the expert services to facilitate them.

I believe that there is a virtuous dynamic between music services and the rest of the the music education sector, the government, schools parents and pupils. That puts us in a particularly strong position when we are talking about the future.

I am sure that politicians from all parties believe strongly in the value of music education and the logical distribution of resources through our infrastructure of music services. Indeed, everything I’ve said in the previous paragraphs are contained in a speech by a key politician with responsibility for education.

Let’s believe in ourselves and keep positive during this period of change. Don’t forget that we are all used to handling change. But we need to keep our heads high and our spirits up. A headteacher recently gave me a quote from a 19th century physician who said;
” Take a music bath once or twice a week for a few seasons, and you will find that it is to the soul what the water bath is to the body”.

We are the soul of music education in this country. Don’t let’s forget it!

If you haven’t aready done so it’s worth looking at Tom Service’s latest blog on the Guardian website
www.guardian.co.uk/education/2009/nov/10/in-harmony-music-project. Tom, who writes so passionately about music, is clear about the value of projects such as In Harmony, but also the vulnerability of music education funding. He rightly emphasises the value of the initiative and I would concur with his enthusiasm; there is some amazing work going on with children who are already beginning to rekindle their self-esteem through music. But I know that the whole spectrum of music service provision is making a significant difference to the lives of hundreds of thousands of young people across the UK. And that is the story we now need to tell.

In the latest edition of our ‘Aspirations’, Howard Goodall argues passionately for music services - but he also gives us a warning not to rest on our laurels. It’s no longer any good being the unsung heroes, or as someone else put it, the silent giant; we’ve got to be more effective and clear about telling our message. We know that music is working, but we have not yet conveyed that message with sufficient clarity. Do we celebrate the numerous performances that take place every day? Are we clear about the impact of the Wider Opportunities programme (watch out for the report that will be launched at the next Burning Issues conference on 29th January)? Does the world out there know and value what we do? The answer is perhaps not yet as affirmative as it should be.

So here are four simple things that I believe we should put into practice.
1. Every music service should offer a celebration event for ‘Tune In’ - the Year of Music. We can co-ordinate it at the FMS and let the DCSF know through their agents Freud.
2. Every music service should celebrate loudly the positive findings from their self-evaluation. But we should also ensure that areas for development are tackled positively. For instance, across the country I would like to raise the amount of teaching and learning considered to be good from a healthy 75% to a fantastic 100%. We’re making headway, so we just need to continue to make the improvements.
3. The FMS should continue to shout louder about the fabulous things that take place every day in every music service. Already the Think Again team have visited twenty five services across the country and been bowled over by the energy and commitment of those who are delivering from day to day. This investment in communication is long overdue, but it is already clear that we are beginning to reap the rewards.
4. We must think positively about what we offer to society - not what we want society to give to us. We are not part of a problem; we are part of the solution e.g. in reducing the achievement gap, in raising academic standards, or providing opportunities for all children, schools and families.

I am immensely proud of the work of music services. We know how to teach children, we value and support our workforce, we nurture our talent by providing secure pathways for learning and, most importantly, we care for music and we care for children. But I am also ambitious. I want Music services to continue to thrive whoever governs the country. I know that they will, because music is working and it is working because of what music services do.