Progression Strategy
Our new progression strategy has changed dramatically over several years. We now have regular data collection from every aspect of our work and for every age group from birth until 19 in our schools and colleges plus further progression awareness of student’s progression high and further education and, older musicians in our numerous community based activities. We conduct needs analysis and evaluate the specific needs within our communities, educational settings and schools.
Our expertise in Early Years Music evolved through demographic necessity. Having children unable to talk, interact or communicate when starting school needed a strategy – Tiddly-Om-Pom-Poms (TOPPS). We now engage with new parents as soon as baby can sit up via our celebrated Early Years programme Tiddly-Om-Pom-Poms. TOPPS works with 2,300 local families and provides an ideal access not only to music but also to social and care support. It is a perfect way of highlighting that our music services support all ages and abilities. The programme also provides resources for parents and carers to improve interaction and communication skills with their child at home. TOPPS also forms the basis of our popular SEND programmes. We share both Early Years and SEND strategies with various national groups.
Our Progression Strategy then divides into four sub-groups of Instrumental, Vocal Strategy, Popular Music and Career Pathways. These pathways are supported by collaborations and delivery partnerships with the RBO, Upbeat Academy and numerous international and local delivery partners. This diverse group of music organisations have inspired thousands of children. Such partnerships have also changed national programmes by challenging inclusion, interaction with SEND, diversity to increase accessibility and, by reviewing professional teaching techniques. It is this continuous evolution and challenge which help us to understand, appreciate and prepare for future progression.
Monitoring by tutors and schools, identify needs, and facilitate the planning of large-scale events. This also reflects upon workforce capabilities, CPD needs and growth.
Our CYP music learning pathway extends from birth to university including, working within the music industry. The pathway’s web of networks maximises CYP opportunities and enhances musical learning. New regional programmes now provide breadth, depth, and challenge, offer access to apprenticeships and training through partnerships and, opportunities for students from low income families.
CYP have access to free ability tiered ensembles, free theory classes, graded exams, festivals and concert performances. Positive reports from short term, progressive, achievable targets such as our popular Music Medal Programme often enhance our extensive WCET progamme in 75% of our primary schools. For many, this is the time when children make real progress and when decisions about how best to progress are most apparent. We therefore nurture such talent until we collate the names of Year 6 musicians and send them to their new high schools. Making sure support for continuation and progression is essential to all concerned.
It’s important to note that with a 75% transient population over three years, some new high school students have not had the same opportunities as those in Blackpool. Therefore, for some, starting high school also provides their first access to music and new opportunities. For them, this is where their journey starts.
All quality, live events are based on CYP’s aspirations. Every annual Festival, Competition and event has a direct impact on curricular work but also provides opportunities to celebrate student’s musical achievements as instrumentalists and vocalists. These are supported by various additional activities from quality partners. Our Music Theatre strategy typifies such progress from TOPPS to school choirs, to staged musicals, to TV auditions and the music industry.
Our Key Stage 1 WCET offers excellent musical skills upon which to develop KS2 WCET. It is an ideal progression from TOPPS and links so well with KS2 WCET. All pupils are taught staff notation and signposts encourage ensemble and choir participation.
Our community work has significantly increased. Our Contemporary Choir numbers have trebled in the last three years. Such an important community based activity provides further social support for well-being and a sense of pride in collectively achieving something which for many is quite unique and totally unexpected.
Such a strategy is always expanding and with new MAT representation we can now improve curricular support, SMDP, monitoring additional needs and offer new progression routes. Only then can we fully extend quality partnerships and increase continuation, participation and progression numbers.